Nido de Aguilas Internal Regulations 2022-2023

International School Nido de Águilas

2022- 2023 School’s Internal Regulations

(Reglamento Interno del Establecimiento Educational - RIEE)

Duration: Academic Year 2022-2023

Revision Date: Feb - April 2022

Updated on: September 2022

1. INTRODUCTION

Information about the Institution

Nido de Aguilas was founded in 1934 as a private, co-educational, non-sectarian, non-profit day school rooted in the best traditions of Chilean and North American education. Today, Nido serves over 1600 students from more than 50 countries and offers a comprehensive liberal arts, college preparatory educational program from Early Years (age three) through Grade 12

In line with its mission to provide the best in U.S. and Chilean thought and tradition, Nido offers three programs: the Nido Diploma (North American), the Chilean National Plan Diploma and the International Baccalaureate Diploma (for 11th and 12th grades) Nido students can graduate with one, two or all three of these diplomas.

At Nido de Aguilas excellence in academics is complemented by programs that look to provide students with an all-round education. There are a range of arts and athletics options, social/emotional programs that meet international standards, service learning and community outreach opportunities, and outdoor education Our world-class faculty has a richness of experience and education from within Chile and around the world. They are characterized by their dynamic teaching styles, collaborative spirit and their student-centered approach. Our teachers feel proud to be part of the Nido community.

Nido is divided into four divisions: the Early Years School (PK-K1), the Elementary School (K2-G5), the Middle School (G6-8), and the High School (G9-12). In all divisions, teachers encourage students to adopt a growth mentality, to learn from their mistakes and to understand that talent and ability improve with persistence, dedication and self-belief.

Nido offers a wide range of elective courses in the arts, design and technology, social sciences, foreign languages, and health, wellbeing and fitness All students participate in outdoor education and service learning, with a focus on leadership skills and citizenship through meaningful and impactful experiences.

Nido evaluates student and curricular performance through many different means of assessment, including standardized testing Nido regularly uses the MAP, OLSAT, SIMCE, and SSAT to assess student progress, depending on grade level. Nido also assists with the PSAT, SAT, ACT, PSU, IB External Assessment, and AP Content Area Exams.

All classes are taught in English except for Spanish language classes, which are required at all grade levels from Kinder 2 to Grade 12 Nido offers English-language acquisition support for non-native English speakers with limited proficiency. The School offers limited learning support for children with learning difficulties.

Nido’s goal is that when every student graduates they are prepared not only to be successful in top universities around the world, but also that they pursue their passions, make a positive difference in the world and have a happy life based on strong values

Mission

Nido empowers learners to CONNECT authentically, EXPLORE with curiosity, and ACT with purpose. Connect. Explore. Act.

Vision

The International School Nido de Aguilas strives to be an open and dynamic global learning center.

Values

Commitment: Face life and work with total attention, participation, curiosity, and responsibility to make a positive contribution to the world

Ingenuity: Creatively solve problems through experimentation, collaboration, research and play

Adaptability: Adjust and develop in a complex and ever-changing world.

Generosity: Treat others with empathy, kindness and respect, both in words and in actions.

Happiness: Choose the pursuit of happiness as a goal in life with the awareness that part of the road will be difficult, requiring self-knowledge and strength.

2. GENERAL PROVISIONS

The International School Nido de Águilas has these internal regulations for the organization of the school and school life in order to systematize a series of basic rules through which its educational project is expressed and to comply with the requirements of the Chilean General Education Law, which states that every educational establishment must have a set of internal regulations to govern the relations between the establishment and the various members of the community. This also complies with the provisions established by the Superintendency of Education in June 2018 of Law No. 20.529, which establishes the National System for Quality Assurance of Early Childhood Education and its supervision

This document considers best practices at the international level and the standards required by the Chilean Ministry of Education. Likewise, it expresses the fundamental values of Nido promoting a respectful coexistence and enriched by the cultural diversity that characterizes our school.

The School Handbook is addressed to all members of the educational community as it seeks to "encourage learning in respectful ways to coexist among people with different ways of being and thinking" It considers the Legal Considerations (Fuentes Normativas) of educational establishments having internal regulations based on the Chilean legal frameworks and international treaties. It also contains rules for community life, that such as Law N. 20.536 indicates, seek to make our school community life "the harmonious community life of the members of the educational community, which implies a positive interrelationship between them and allows the proper fulfillment of educational objectives in a climate that promotes the integral development of children"

As an international school, it also has the Convention on the Rights of the Child, universal principles that are collected by the Chilean Ministry of Education through the Child Rights-Based Approach. The following principles are particularly relevant through the Child Rights-Based Approach

● Dignity of human beings

● Best interests of the child and teenager

● Progressive autonomy

● No arbitrary discrimination

● Participation

● Principle of autonomy and diversity

● Responsibility

● Legality

● Fair and rational procedure

● Proportionality

● Transparency

Its content expresses effective compliance of the rights and duties of those who constitute the educational community, which are students, parent/guardians, professionals, administrators and management members, in order to promote the regulation of their relationships and interactions in "living with others", emphasizing the rules of operation of good community life and other general school procedures

3. STRUCTURE AND OPERATION

3.1 Board of Directors

The International School Nido de Aguilas is governed by a Board of Directors, consisting of a minimum of 9 members and a maximum of 13, all of whom must be parents of current Nido students. Of the 9 minimum members, four must be U.S. citizens, four must be Chilean citizens, and one is a designee recommended by the U.S. Ambassador to Chile, subject to election by the Board of Directors

The Board's term of office is three years. The Board perpetuates itself and active board members are elected with particular consideration of the following characteristics:

o Commitment to the philosophy and purpose of Nido de Águilas, as indicated in the school's bylaws

o Commitment to meet the needs and interests of all Nido students, rather than those of a particular group or of any special interest.

o Experience and professional training that provide a wide range of professional skills among Board members and complements the competencies of other Board members

o Representation of students from all divisions by board members

o Personal, work, and travel agendas that enable them to attend and participate in various committees and board meetings held monthly during the school year.

o Board members are not remunerated or compensated for their service, nor are they entitled to any special privileges or benefits

3.2 General Rules

1. The highest authority and first level of decision-making of the International School Nido de Águilas is the Head of School, who is appointed by the Board of Directors of the Nido de Águilas Educational Foundation

2 The right of all the members to participate in the school community according to their specific role, in agreement with the provision of these internal regulations of school organization and coexistence, and with the occupational health and safety regulations.

3. Relations with parents/guardians are regulated by the contract for the provision of educational services that is agreed on annually with families who entrust the education of their children to the school

4. Relations with personnel are governed by the provisions of their employment contracts and internal school regulations.

5. Relations with students are regulated by these regulations and by the instructions of the Administration

6. The Head of School will appoint a person in charge of School Community Life (Encargado de Convivencia Escolar), who will oversee the effective validity of the provisions of these regulations and will lead and coordinate the work of the SCL Committee & Council.

7. At Nido de Águilas there are acceptable rules of behavior for the common good of the whole school. Students are reminded that their primary role in this community is that of students. One of the interests of the school is to have rules that guarantee good behavior, self-discipline, and responsible behavior

Responsibility for student behavior rests with each student individually Teachers at the school will resolve student behaviors and deal with minor infractions.

Divisional Principals or Assistant Principals will deal with more serious violations and multiple minor offenses.

8 Nido de Águilas protects the right of each individual student to receive an education in a positive school environment, free from major interruptions in learning.

3.3 Accreditation

Nido de Águilas is recognized and accredited by the Chilean Ministry of Education and the New England Association of Schools and Colleges (NEASC) of the United States. NEASC is the agency that accredits private and public schools in the northeastern United States and international schools around the world, provided they meet the strict accreditation requirements established by the agency. The school is also a member of the "Association of American Schools of South America" (affiliated with the US State Department's Office of Overseas Schools in Washington, D.C.), and is a fully recognized school for awarding the International Baccalaureate Diploma (IB).

4. RIGHTS AND RESPONSIBILITIES OF MEMBERS OF OUR COMMUNITY

4.1 Parents and Guardians

The moment a parent(s)/guardian(s) apply for the admission of their children and enter the Nido de Águilas Educational Foundation, they adhere to the Educational Project, vision, mission, and values of our school.

It is the duty of the parents/guardians to handle themselves in accordance with the rules and policies of the school, contributing to a positive atmosphere that promotes tolerance, respect and harmony among the different members of the community.

Chilean law explicitly states that it is the duty of parents/guardians to "inform, respect, and contribute to the implementation of the Educational Project (as well as our internal procedures”

The school requires that at least one parent/guardian resides with his or her child as long as the child is enrolled in the International School Nido de Águilas. If both parents/guardians are temporarily absent, it is imperative that they inform the Administration of the corresponding Division in advance, indicating who will be responsible for the student and who should contact the school in the event of an emergency. Parents must notify the divisional office of any change of address or telephone number. Parents must also inform the school nurse of any significant changes in the student's health.

Parents receive the School Internal Regulations Handbook and Divisional Guidelines on a yearly basis and are required to sign that they have read and understood the content of these documents.

Rights and Responsibilities

● Parents/guardians have the right to seek an education for their children that is consistent with Nido’s Mission, Vision, and Values. Parents have the responsibility of being informed about their children's learning progress and academic performance

● Parents and guardians have the right to access information about Nido’s Strategic Plan and curriculum, community living standards, daily routine, school activities, academic progress, and overall student well-being. They have the responsibility of being informed through the different communication channels provided by the school

● Parents/guardians have the responsibility of being active participants in their children's school life. It is the obligation of parents/guardians to take responsibility

for their children's educational process, to stay informed of their progress, to support instructions, and fulfill commitments made with the school. For example, parents/guardians should:

o work in cooperation with the school and its teachers to support their children's learning process,

o educate their children by fostering respect for themselves and others,

o encourage good study habits and support their children in fulfilling their academic responsibilities,

o attend mandatory meetings, Parent-teacher Conferences, parent/guardian meetings, workshops, and other events to which they are invited,

o ensure that their children attend school in the best conditions to learn, considering their appearance (respecting the divisional dress code), hygiene, food, appropriate rest, and physical and mental health,

o prioritize class attendance: avoid travel, paperwork and medical appointments during school hours, except in cases of illness or family emergencies,

o inform the divisional office in writing about the absence of a child to classes and/or about transportation arrangements to and from the school,

o inform the school nurse of any significant changes in student health,

o ensure that the students arrive and leave school at appropriate times,

o notify their presence at the respective division office before going directly to the child's classroom or playground,

o be liable for payment of lost or damaged school property as a result of negligence, neglect, or intentional destruction caused by their child, and comply with the Responsible Tech Use & Social Media Agreements

● Parents/guardians have the right to a safe educational environment and - if necessary - to be informed about the location of their children during class hours and/or during after-school activities.

● Parents/guardians have the responsibility of taking their children to school on the stipulated schedule and picking them up on time.

● Parents/guardians are responsible for the safety of their children after the completion of school activities, including supervision of drivers or other caregivers

● Students from PK to K2 must arrive before the opening of the classroom and depart at the end of the school day accompanied by a responsible adult, whether it is their parent/guardian or teacher in charge.

● Parents/guardians have the right to be heard regarding any questions or concerns related to their children. To do this, they must use regular communication channels in a respectful manner.

● Parents/guardians have the right and responsibility to participate in the creation of a positive environment in the school, respecting the rights of all other members of the

school community, avoiding any conduct that promotes or generates intolerance or lack of harmony among its members, as well as any unfounded comments that may damage the image of the school or that of its staff

● Parents/guardians have the responsibility of complying with agreements made with the teacher and/or Divisional Principal to support the education of their children (example: assessments, external specialists, commitment with homework). Also, parents/guardians have the responsibility of complying with the conditions agreed upon in the Student Intervention Plan that are developed by the student support team. All agreements will require parent/guardian signatures.

● Parents/guardians have the right to be informed if the school identifies that their child is at risk in relation to their physical or mental health Parents/guardians have the responsibility of informing the school of any physical health or mental health conditions diagnosed to their child. Parents/guardians will work in collaboration with the Counseling Department to develop a joint plan that may involve referrals to external specialists.

● Parents/guardians are responsible for collaborating with the school to promote the well-being of students, for following recommendations, and for signing a written authorization for the school to communicate with external specialists. If the formative measure defined in the student's SIP (Student intervention plan) are not followed and/or not adequate or sufficient for the well-being of the student and/or community life is affected, this this may affect continuity in the school as described in the Nido Educational Services Contract and/or Re-Enrollment Agreement

● Parents/guardians have the responsibility and right to actively participate in Nido’s educational community according to the teacher's needs. For example, this may include:

o participating in field trips, Parent-teacher Conferences, thematic days, vocational fairs, end-of-project celebrations, among others,

o running for Room Parent or Grade Level Representative, promoting collaborative work between parents/guardians and the school,

o participating in the Nido Parent Association (NPA)

o running for member of the Board of Directors

Nido administration will work with the Nido Parent Association (NPA) to promote participation and cooperation between the school and parents/guardians in a variety of activities aimed at supporting the school and its students. The NPA is recognized as the official organization for parents/guardians and is authorized by the school's Board to function as a school support organization

Tuition and Tuition Payment

It is a duty of the parent/guardian to keep tuition payments up to date The value of tuition may be changed at any time of the school year, as determined by the Board The

official exchange rate will be used for currency conversion (observed dollar and UF valid at invoice due date).

The school offers different payment options for the annual tuition:

● An annual payment at the beginning of the school year, due August 9

● Semester payments (two), at the beginning of each semester (due August 9 and March 9).

● Monthly payments in 10 installments, August, September, October, November, December, January, February, March, April and June. Payments will be made no later than the ninth day of the corresponding month In the case that the 9th of the month falls on a public holiday or weekend, the payment will be due on the next business day.

A monthly late payment fee will be charged. In the case of past due accounts, students may be denied re-enrollment to the next school year, and tuition payment will not be accepted until the debt has been fully paid, or unless the Board’s Finance Committee authorizes otherwise.

The school reserves the right to initiate extrajudicial or judicial actions within the first fifteen days after each unpaid financial obligation. The parent/guardian authorizes the Foundation to carry out such action directly or through third parties, assuming the collection expenses authorized by law

4.2 Students

When students become part of the International School Nido de Águilas, they adhere to the mission, vision, and values of our school Through this "Nido Way", they acquire rights and responsibilities associated with being part of the Community of Nido de Águilas.

Rights and Responsibilities

Nido students are active members of our community and have rights and responsibilities appropriate to their age and development. Nido offers the same opportunities to all its students, guaranteeing the right of every student to be treated with the same respect and appreciation Nido rejects any form of discrimination that could lead to unequal treatment.

● It is the right of students to have access to information about the Nido community, its internal regulations, information about community life and functioning, assessment system, discipline and school activities as described in the School Handbook and Divisional Guidelines, updated annually. It is the responsibility of students to be informed about their rights and responsibilities.

● Students have the right to be part of a respectful and welcoming school environment, free from discrimination, where they are treated with dignity and respect. They have the right to express their opinions politely. Students have the

right to disagree respectfully with others and have the right to be treated with respect by others.

● It is the responsibility of students to:

o respect the rights of others,

o use appropriate social manners,

o avoid the use of offensive language or behavior towards others,

o serve as a positive model for their peers and younger students,

o not cause or promote bullying, mocking, or harassment,

o resolve conflicts in a constructive and respectful manner,

o be collaborative and open to diverse perspectives, promoting an inclusive environment,

o modify their behavior if an adult on campus requests it,

o give their full name and class if an adult requests it on campus,

o know and comply with the Responsible Technology Use Agreement and the Social Media Agreement.

Students who do not fulfill these responsibilities may be subject to disciplinary consequences appropriate to their age

● Students have the right to receive an education consistent with Nido’s Mission, Vision, and Values, in an environment that supports and promotes learning. Students have the following responsibilities:

o attend and participate actively in classes and school activities,

o arrive to class on time and with the necessary materials,

o make their best efforts to reach their full potential, including, for example, completing tasks within the prescribed timeframes,

o allow others to speak and listen respectfully to what they have to say,

o accept and give opinions, which may be criticism of ideas but never personal criticism towards community members,

o be honest, ethical and respectful: do not plagiarize, copy or have any kind of dishonest behavior,

o cooperate and maintain a positive attitude towards members of the school community, and

o avoid behaviors that interfere with or discourage peer learning

Students have the right to lead and participate in age-appropriate student activities such as the Student Council (STUCO), Community Service, Sports, and After School Activities (ASAs). In doing this, it is the student's responsibility to represent the values of the school, both on and off campus, and to avoid any conduct that could damage the reputation or integrity of any member of the community For off-campus school activities there are also Behavior Expectations (Section 9).

● It is the right of students to be able to spend their day at Nido in a clean, safe and environmentally friendly campus. Students have the following responsibilities:

○ dispose of waste in appropriate containers and clean up after leaving,

○ reduce, reuse and recycle products when possible,

○ avoid bringing valuables or large sums of money to school and keep personal items that can be lost, stolen, or broken, in a safe place,

○ not bring items to school that are made to cause injury to themselves or others,

○ maintain a sober campus by not bringing medications without prescriptions, drugs, alcohol, or tobacco to the school campus,

○ follow emergency system protocols (earthquake, lockdown, and fire)

● Students have the right to use the resources and equipment that the school provides for educational purposes. The following are their responsibilities:

o care for and appropriately treat the material and equipment provided by the school,

o avoid using and meddling in the property of others without their permission,

o repair and/or financially compensate the school for property damage.

● Students have the right to resolve conflicts within a reasonable time, fairly and rationally. Students are responsible for:

o allowing all members involved in a conflict to present their cases and be heard,

o receiving help from a teacher, counselor, or administrator, if they feel a conflict cannot be resolved in a friendly way, or if they feel that someone's social or emotional well-being is affected, and

o accept the final decision of the arbitration member

● Students have a duty to comply with guidelines provided by each division in the event that our campus must be closed and distance learning is implemented.

● Students have the responsibility to model good moral character in their daily lives and to behave in a way that is reflected positively in school and in all Nido students, as well as to obey Chilean laws and the country where they are.

● Students are expected to behave in a respectful, mature and appropriate manner both inside and outside the school and to show tolerance for diversity and compassion for others

● Students are expected to comply with Nido’s dress code as established for their divisions.

Any action by a student that may damage the reputation, integrity, or character of Nido or its employees, regardless of where it occurs, may be grounds for disciplinary action, including expulsion. Such actions may include, but are not limited to, inappropriate public behavior, smoking or consuming alcoholic beverages off-campus during school-sponsored activities, illegal activities, defamatory publications, or inappropriate written publications, videos or other postings on Internet sites and social media.

4.3 Teachers and Personnel

When a person joins the International School Nido de Águilas as part of its personnel, they must commit to the School's Educational Project, and Vision, Mission and Values. Every staff member acquires the rights and responsibilities associated with being part of the school community. What is described here is complemented by the Internal Regulations on Hygiene, Order and Safety

Rights and responsibilities

● Faculty and staff have the responsibility of embodying the Mission, Vision, and Values of the school, including the right to work in a positive, respectful, and welcoming environment in which their physical, psychological, and moral integrity is respected. This implies that they are responsible for the following:

o promoting a positive environment in the school community, assuming good intentions, and developing respectful relationships with all members, including students, parents/guardians and staff,

o meeting professional expectations regarding punctuality, good manners, commitment to service, and personal appearance,

o promoting a collaborative work environment that seeks continuous improvement,

o safeguarding confidentiality, as well as protecting the reputation of all members of the Nido community.

● It is the right of all teachers as well as of the administrative staff to participate in an appropriate induction process that will guide them regarding the expectations of their role in the school and inform them on school culture They have the right to know the Educational Project (Mission, Vision, Values), rules of community life and functioning, types of assessments, discipline, and school activities. Similarly, it is the responsibility of all Nido workers to be informed and to fulfill their work responsibilities and expectations.

● Faculty and staff are responsible for communicating with other community members through school channels (nido.cl email addresses).

● It is the right of all faculty and staff to receive feedback on their job performance, as well as to receive support from the technical and management team. It is the responsibility of every staff member to implement the recommendations and strategies suggested by administrators.

● Faculty and staff have the right to express their concerns or needs to the Administration Team and are responsible for communicating these concerns or needs in a direct, respectful, and constructive manner

● Faculty and staff have the responsibility of updating their knowledge through training that promotes professional development in their areas. All Nido staff are entitled to professional development opportunities according to their duties Professional development should promote professional growth in alignment with the Mission, Vision, Values and school objectives. It is the responsibility of staff members to implement the knowledge and strategies learned and promote them among other members of the school community.

● Faculty and staff have the right and responsibility to participate in school activities and events that are meaningful to the community.

● Faculty and staff have the responsibility of maintaining appropriate conduct in social media, specifically refraining from engaging or responding to the media regarding Nido, unless approved by the Communication Department

● Teachers have a duty to comply with guidelines provided by each division in the event that our campus must be closed and distance learning is implemented.

5. TECHNICAL & ADMINISTRATIVE DAILY PROCEDURES

5.1 Communication Protocols

Nido de Águilas recognizes the responsibility of maintaining clear and effective communication with the various members of the school community (staff, students, and parents/guardians). All communications are in English, with the corresponding translation into Spanish when deemed appropriate. Parents, faculty, and staff are expected to keep themselves informed by reading communications from the School

The Head of School or the person appointed by him/her will serve as the school's spokesperson in all matters related to the school and will ensure that appropriate measures are taken to maintain regular communication with the school community. Communication may consist of newsletters, website, parent/guardian meetings, surveys, forums, or other available communication tools

5.2 Channels of Communication

Nido uses several communication channels, including emails, the weekly newsletter, parent workshops and information meetings, social media, and our Nido Connects app.

Direct email is our primary channel of communication. We will send all major School announcements to you via email, as well as our weekly newsletter, Principals’ weekly updates, and messages from teachers For that reason, it’s very important to keep your contact information updated, which may be done directly in PowerSchool

For sensitive exchanges of information, it is likely that someone from the school will contact parents directly by email or telephone. However, it may not be possible to make contact by telephone in the event of a natural disaster such as an earthquake For these situations, whenever it’s technically feasible, our Communications Office will communicate to parents via e-mail and/or put a notice on the website. In extreme situations, Ndio will communicate with Radio Cooperativa 760 AM or 93.4 FM.

Channel Content

Nido.cl

Parent Portal (password protected)

General information about Nido, our Mission, Vision & Values, the School calendar and Admissions information, Divisions, News & Events, etc

Uniforms, Transportation, Health Services, Cafeteria, Community benefits, Divisional

Faculty Portal (password protected)

Guidelines, Faculty and Staff Contact, Quicklinks, etc.

Link to intranet, Faculty & Staff Handbook, Internal Guideline for Order, Hygiene and Safety, Internal Communication Guidelines, Community Fundraising Policy, Events Guide, Technology Acceptable Use Policy, etc

News From Nido Newsletter about School News & Events

Social media Facebook, Instagram, Linkedin, Vimeo

Direct emails - schoolwide School messages, update and important news.

Nido Connects App Customizable app to access school communications, news, events, faculty and staff directory, calendar, emails, and more. Available to parents, faculty, staff, and students.

Principal’s Newsletter EYS, ES & MS send a weekly newsletter with information specific to each division.

Teachers & Staff’ Emails

Messages from student’s teachers with information on class related to academics and class-related activities.

Class & Grade whatsapp chats (optative)

*Alumni newsletters

5.3 Contact Protocol

Optative Whatsapp Groups for parents (grade and class chats) Managed by the NPA, not directly by the school

Parents/guardians who have questions or concerns about specific classroom activities, curriculum, teaching, student behavior, the overall functioning of the division, or their child's learning progress, should contact their child’s teachers directly through the official channels.

Academics

The first contact should be directly with the teacher for classroom-related matters. Parents/guardians should communicate with teachers and staff via school email, and not through private emails or personal phone numbers. Parents are asked to only use personal phone numbers of faculty and staff for School business outside of School hours in the event of an emergency

In case the concerns are not resolved, the second contact should be with the Assistant Principal and/or the Principal of the division, depending on the nature of the situation.

Social Emotional

For special issues related to Guidance, Socio-Emotional Support and/or Special Programs, parents/guardians are expected to contact the school counselor or those responsible for the respective programs.

For issues related to School Community or Child Protection, community members should contact their teacher, counselor, Assistant Principal, Principal or the School Community Life Chair (SCL Chair).

Others

For questions related to the National Plan or the requirements of the Ministry of Education, contact the National Plan Coordinator in the corresponding division or the National Plan Director.

Parents who have questions or concerns regarding specific non-academic areas such as Security, Transportation, Cafeteria, and more will contact the appropriate representative of that area as defined on Nido’s website. You can find a list of School contacts on our website.

Head of School

The Head of School is available to discuss questions related to the overall teaching and learning process as well as general operational aspects and school funding, security issues, infrastructure, and school policy issues, once the parent/guardian has first spoken to the Principal or Assistant Principal.

Board of Directors

Communications of parents/guardians or employees to the Board will be sent through the Head of School or the President of the General Assembly for their response or action. Communications on additions, changes or application of school policy, as well as requests for appeals in decisions made by the Head of School may be addressed to the Board in writing, with a copy sent to the Head of School.

It should be noted that matters relating to school policy or appeals related to the implementation of school policy can only be considered by the Board, acting together, at a documented official meeting

Parents/guardians agree not to raise questions or matters of personal concern, or to denigrate the school, its employees, or other members of the Nido community in public groups or forums. They are expected to use the communication channels described above to contribute to create a positive school climate.

5.4 School Calendar and Attendance Calendar

The school year is composed of 38 teaching weeks, as required by the Ministry of Education of Chile. The school year is divided into two (2) semesters, starting in the latter part of July and ending during the latter part of June.

The current and next year's calendar with information on the specific start and end dates, professional development days, and holidays, can be found on the website

In case of any modification or change, parents/guardians will be informed by email by the Head of School or Principal of the corresponding division.

Attendance

Every student must attend all scheduled classes. Attendance is recorded daily, sometimes on more than one occasion, depending on the division All parents/guardians will receive an automatic email notification when their child is absent or late. Parent(s)/guardian(s) should inform the division office of any excused or planned absence.

Students must attend at least 85% of the required school days, regardless of the reason or type of absence A student may fail a class, or the school year, if the minimum of 85% is not met.

Nido de Águilas recognizes three types of absences: excused, planned, and unexcused. In general, all students are expected to recover lost work, regardless of the type of absence The teacher and student administration officer can determine the deadlines for delivering pending work as well as the absence limit to pass the class.

Excused Absences

Excused absences are granted to students and families facing unexpected and insurmountable obstacles to attend regular classes, including but not limited to illness, holidays or religious services, family death, important family problems, necessary travel, or obtaining documents from the government. An absence of this kind is considered excused only when a direct communication from the parent/guardian is received in a timely manner, and stipulates the details relevant to the absence, such as dates and reason. Ultimately, the school reserves the right to determine whether an absence is excused or not. If no communication is received, the absence is recorded as unexcused.

Planned Absences

Planned absences will be granted in the event that the student must be absent for a number of consecutive days. The school must be notified at least one week in advance.

The parent/guardian must sign a planned absence form prior to the absence. The purpose of this document is to inform teachers that the students will be absent and that they understand their academic responsibility during the absence For extended absences, the parent/guardian or student must ask their teachers in advance about how they can catch up on the required subject matter and/or tasks.

Unexcused Absences

Unexcused absences apply when a student misses school without prior notice, without the approval of the school, and/or when the parents/guardians have not communicated directly with the school giving details of the absence. Students are expected to recover lost work

Note: All absences immediately preceding or after a holiday period are considered unexcused. Any exception to this requires prior approval by the Principal. Consideration for approval must be obtained from the Principal one week before the holiday.

School Hours

Classrooms open at 7:30 am and the school day begins at 7:45 am. The end time of the school day varies depending on the division and after-school activities

Early Years School: 7:45 am - 12:30 pm

Elementary School: 7:45 am - 2:25 pm

Middle School: 7:45am - 3:15 pm*

High School: 7:45am - 3:10 pm*

* On Wednesdays, MS & HS ends at 2:30 pm due to faculty and staff Professional Development.

At Nido, we value the safety and well-being of our students at all times and therefore students should be supervised while on campus. Students are expected to leave campus immediately after the school day ends if they are not involved in any school-sponsored activities

In EYS, if students are not withdrawn before 12:45 pm, their teacher will take them to the EYS office, where they will be supervised until the parent/guardian comes to pick them up

Delays

Getting to school on time contributes to a positive school day for all students and teachers If students are late, they must report to the respective Division office before entering their class. Excessive delays can lead to disciplinary consequences, a meeting with the parent/guardian, and/or suspension.

Early Departure

Early departure from school is an exception. A student may not leave the school before the end of the school day without prior approval from the Principal. Students will be allowed to leave only with their parents/guardians or with the person authorized by the parent/guardian

The Principal will not approve an early departure without receiving a written request from the student's parent/guardian, indicating the reason and means of transportation in which the student will leave. The only formal way to communicate with the school is through a written communication to the Principal or to whoever represents him/her

Absences from Physical Education or Sports

Students who miss physical education are expected to provide a medical certificate detailing how many days of physical education they will lose. Students who miss school (full day), agree on a reduced day, or have been suspended, cannot participate in After-School Sports on the same day. If the student does not participate in Physical Education, they cannot participate in After-School Sports.

5.5 Visitor Protocol

As a community, every person must take responsibility for the safety of our children, therefore it is the responsibility of the parent/guardian to register their car and use the Nido Community Sticker It is the parent/guardian’s responsibility to update their information about other cars and use the required sticker Car registration takes place annually and information can be updated at any time in the Security Office by the main entrance.

Nido values the participation of parents/guardians in all the activities to which they are invited However, when a parent/guardian needs to personally contact their child during a school day, he/she must first go to the Administration office of each division.

Other visitors who are not part of the Nido community and visit the school must register with the Security Office, where they will receive an ID to use during their stay on campus Upon departure, they must check their departure time at the Security Office Visitors who do not carry a credential will be directed to the corresponding Division or the Reception Office.

5.6 Uniform and Dress Code

Students in PK up to 5th grade are required to wear any Nido-approved clothing combination. Tidiness and cleanliness are necessary at all times. It is recommended to wear hats and sunglasses outside the classroom to protect from the sun. A meeting with parents/guardians may be called for and/or disciplinary consequences may be assigned to students who dress inappropriately on repeated occasions to school.

We believe that our students are able to discern that our school culture recognizes what "dressing for the occasion" is, and this builds a healthy spirit relating to body image and lends itself to more productive discussions on related issues.

The Dress Code is based on considerations such as:

● Create a comfortable learning environment for teachers and students

● Follow generally accepted standards for High School and Middle School students

● Concern and respect for different cultural expressions

● Prepare students for a level of professionalism that may be expected in their future places of employment

The following serves as a guide to what is deemed appropriate:

The students must wear:

● T-shirt/shirt

● Bottom part (pants / sports pants / shorts / leggings) that allow a full range of movement (sitting, standing, reaching, and running) without the need for continuous adjustment

● Shoes or sneakers

● Sports uniforms and footwear specified by the Department of Physical Education are mandatory when participating in physical education class and activities that require their use.

● In swimming activities, the student is expected to wear a one-piece swimsuit, and use a cap, sandals, and towel

Students can wear:

● Religious hats

● Hats and sunglasses (must be worn outside the classroom)

● Hoodies

● Tailor-made or altered clothing (i.e. small tears or frayed garments)

● Sleeveless T-shirts

● Sports clothing

Students may not wear:

● Items of clothing that contain violent language or images, images or language depicting drugs or alcohol (or any illegal item or activity), and/or words of hate, swear words, or pornography

● Torn clothes

● Swimsuits

● Pajamas or slippers (except on Spirit Week days, costumes, and/or Pajama Day)

The physical education uniform should be worn on days when the student participates in physical education classes or after-school activities. Physical education uniforms are available from multiple providers, and prices and quality may vary with each provider. Uniforms can be purchased directly from the Nido NPA store

If a faculty member is concerned about the way a student is dressing, the faculty member will approach the assistant principal who will determine the following steps Teachers and the administrative team will use positive body language to explain the dress code and will be sensitive when addressing any code violations. A parent/guardian meeting can be scheduled, and disciplinary consequences may be assigned to students who dress inappropriately for school on repeated occasions.

5.7 Technical Pedagogical Regulations

The International School Nido de Águilas has its own Plans and Programs. This curriculum meets both the Learning Objectives of the Chilean Ministry of Education and the United States' curriculum proposal Our study program has been developed within the framework of a Common and Collaborative Curriculum that seeks to achieve standards of excellence and at the same time develop its own proposal aligned with our educational project.

To implement this ambitious program, Nido has a Director of Teaching and Learning who reports directly to the Head of School of the school and works closely with the Division Principals and the National Plan Director In addition, our school has a Group of Pedagogical Technical Advisors (Learning Coaches) who support the curricular design of our courses and, through continuous improvement cycles, accompany our teachers.

Every beginning of each semester, Nido de Águilas spends several days training its teachers and working on planning Also, every Wednesday afternoon, our faculty has a time dedicated to their professional development, which is complemented by the hours of preparation they have each week. It should be noted that all full-time school teachers have a personal fund for their professional development that allows them to train in those areas of personal interest aligned with the educational project.

Among the training that teachers receive, the following stand out:

Development of Pedagogical Competences

● Design for Learning Planning Model (UBD)

● Training for Student Centered Learning

● Training in Collaboration and Team Development

● Assessment strategies

● Specific workshops by stage of development or discipline

Development of Socio-Emotional Competencies

● Child Protection Policy

● Prevention of Drug and Alcohol Consumption

● Suicide Prevention

● Orientation Program that includes topics such as empathy, conflict resolution, study strategies, among others.

● Social media

In addition, Nido has a Program called Nido Learns Together (NLT), based on the Critical Friends model and which seeks to enhance collaboration and peer learning.

Although the structures in which the Teaching Teams are organized vary according to the Division, teachers are evaluated by their Division Principals or by the National Plan Director. All this is done through a system of annual objectives, observation of classes, collaborative work and use of electronic platforms.

The Councils of Teachers and Teaching Teams are responsible for planning the classes and developing the Learning Units, based on the Learning Objectives defined by the school and in the Nido planning formats. Thus, it is also expected that the developed material will be available on the electronic platforms of each Division.

In matters of discipline or decisions regarding discipline or retention, the Teacher Councils or Teaching Teams may be called upon for consultation.

5.8 Distance Learning

At times, there may be events beyond our control that may force the closure of the campus In situations like these, each division will activate protocols to ensure the continuity of learning for students and maintain our commitment to an excellent education

When the decision is made to close the campus for the day, an announcement will be made no later than 5:30 am in the morning of the closing day and, where possible, the night before. Once the decision is made to close the campus, it will be communicated in various ways, using all of our means of communication.

Distance learning days will count as school days for students; students are simply learning in a different place. As such, distance learning days are counted in the same way as school days on campus.

Teachers and students are expected to participate in distance learning. Parents are asked to support their children in this process. If students are not feeling well or for any other reason are unable to participate in distance education, parents should report absences to the division secretary as they would with any regular absence from school.

6. REGULATIONS REFERRING TO SAFETY, HYGIENE, AND HEALTH

6.1 Nurse Assistance & Food Guidelines

Nurse Assistance

The school has a Nurse’s Office and nurses are always available to provide assistance to members of the school community from 7:00 am to 5:00 pm. Also, there is a physical therapist with CPR training and first aid assistance for school sports activities that take place after 5:00 pm and on Saturdays. In addition, we have the services of PULSA (a paramedic company that supports our health staff during additional sporting events or other activities). Health workers provide routine medical care and first aid.

Based on article 113-4 of the the Chilean Sanitary Code, the duties of the registered nurses include the management of care related to the promotion, maintenance and restoration of health, the prevention of illness or injury, and the execution of actions derived from the diagnosis and medical treatment and the duty to ensure the best administration of the patient's care resources.

Parents are responsible for keeping the Nurse’s Office informed of any physical or mental health issues related to their children, providing the required immunizations, and notifying any medications their children take

Students need permission from an adult to visit the Nurse’s Office during class hours. Students can visit the Nurse’s Office without the teacher's permission before school, during recess, and after school.

After class hours, students who participate in school sports activities may receive assistance in case of injury. As appropriate, the nurse present may make a referral to a doctor or contact emergency personnel.

In case of injuries that require more than first aid care, the student will be taken to the hospital previously chosen by the parents/guardians Parents/guardians will be informed of the accident by the nurse and asked to pick the student up at school or meet with the nurse at the hospital, depending on the severity of the accident.

To ensure that students are in good health and can participate in physical education activities, it is the responsibility of parents/guardians to consult with their local doctor or hospital, as well as perform a regular physical exam.

Student Accident/Emergency Insurance

All regular students of Nido de Águilas are covered by accident insurance. The current providers of these services are Clínica Las Condes and Clínica Alemana. New students are by default registered at Clinica Las Condes their first year, and then may choose to switch to Clinica Alemana at the end of the school year for the next year Both provide coverage for accidents of a traumatic nature, 24 hours a day, throughout the year. More details about the coverage of each hospital can be found in the Nido Health Services website.

Medications

Under Chilean law, nurses are not allowed to administer medication unless it is provided with a prescription If a student is prescribed medications to take during the school day, the parent/guardian must notify the Nurse’s Office and provide a copy of the prescription. The prescribed medicine must be delivered to the Nurse’s Office in the original packaging and can only be administered by the nurse. Students cannot keep medications, including those prescribed by a doctor, with them, in their backpacks or in their locker

Nurse’s Office Daily Procedures

● Inform all teachers and anyone who may have contact with the student during the school year of any important medical conditions or allergies An email will be sent to all of them explaining the type of condition/allergy, the main symptoms, and special indications in case of an emergency.

● Implement Chile's Vaccination Program in accordance with Chilean Ministry of Health policy:

o 1st grade: DTP (diphtheria, tetanus and whooping cough)

o 4th and 5th grade: HPV (human papillomavirus).

o 8th grade: DTP (diphtheria, tetanus and whooping cough).

● Inspect students in affected classes for pediculosis (lice) whenever a case is reported, or a case is found during school hours.

● Keep the health file up to date in PowerSchool with every student's medical information: health insurance, emergency telephones, medical conditions, allergies, immunizations administered at Nido, medical appointments, etc.

● Communicate to parents/guardians any contagious disease, whether detected at school or informed by a parent/guardian. If the nurse finds that a student has a contagious disease, the student will be sent home and asked to stay home until he/she is not contagious

Procedures in case of a sick student

● The student will be assessed at the Nurse’s Office

● If it is necessary to send him/her home, the parents/guardians will be contacted by telephone and informed of the student’s condition.

● The student will wait in the Nurse’s Office for a parent/guardian or authorized person to pick him/her up and be taken home.

● The Principal, the Assistant Principal, the Division secretary, the teacher, the security officer, and the transport office will be informed that the student has gone home sick and the time he/she left the Nurse’s Office.

● Any student leaving school for a medical reason must present to the guards, at the moment of their departure from campus, a permission to leave school, indicating the name of the person authorized to take him/her home

Medical certificate

All medical certificates should be delivered to the Nurse’s Office as soon as possible If the certificate exempts students from physical education, this information will be emailed to the Principal, Division secretary, counselors, and teachers.

Any new student medical information that arises throughout the school year should be given to the nurse as soon as possible, to keep the information up to date in the health records at PowerSchool

Food

Research has shown that the school environment plays a vital role in shaping children's dietary behaviors. In addition, Chilean law lays down strict rules regarding food available to children in educational establishments. For this reason, Early Years and Elementary School have formulated healthy snack guidelines to help parents/guardians send them nutrient-rich foods for children to eat while they're in school These guidelines are intended to foster proper growth and development and to help students gain a better understanding of healthy eating habits for a lifetime benefit.

In case of allergies, parents/guardians will be responsible for notifying the school of the necessary safeguards that need to be implemented to avoid allergic reactions

6.2 Measures to Ensure Hygiene

In relation to cleanliness, disinfection, and other measures that ensure an optimal establishment in operating conditions, the following is considered:

Hygiene considerations at the time of eating

The school’s administration will be responsible for ensuring that all persons handling food receive adequate and continuous training on the hygienic handling of food and personal hygiene.

Food handlers should always wash their hands before starting work, immediately after using the toilets, and after handling contaminated material, as many times as necessary

Feeding Procedure

● Organize the physical space, verifying lighting, ventilation, and temperature, according to hygienic and safety standards.

● Ensure the children’s hygiene before carrying out an activity

● Support the child’s feeding, promoting progressive autonomy

● Generate an affectionate and calm environment, establishing positive interactions oriented to the development of a secure attachment bond and considering the child’s own pace and volume of intake.

● Take care of and correct the child’s postural position, according to ergonomic principles, self-care, and safety and risk prevention standards

● Tidy and clean up the physical space in collaboration with the children, according to their level of autonomy and participation.

6.3 Individual Responsibility for Personal Property

Nido will not be liable in any case for loss or damage of students’

personal property

Students at Nido de Águilas are expected to respect the property of others. Theft or appropriation of property other than one’s own is considered a serious offense that is permanently recorded in the students' discipline record during their stay at the school For more information, see Discipline Protocols (Section 5) Parents are responsible for not sending their children to school with large sums of money or valuable items that are not necessary for school.

Lost and Found

The school has a lost and found per division. All clothing found in the school’s different facilities is deposited in the lost-and-found. It is the responsibility of the owners of the objects to check the lost and found to see if their items are there Items that have not been collected will be discarded or donated at the end of each semester to the NPA

6.4 Use of Technology

Ethical and responsible use of both private and school technological devices is expected Technological devices include calculators, computers, mobile phones, video and photo cameras, iPads, and recorders Depending on each division, students will have to follow the rules set forth by each Principal in relation to the use of mobile phones or any other device that fulfills this purpose.

Use of Nido institutional mail

The school believes that technology is a tool that enables investigation, creation, communication, working collaboratively, and organizing information in multiple ways within the framework of responsible digital citizenship. Responsible digital citizens act with integrity, are respectful, and care about themselves and others at all times

Nido requires that all students who are given a Nido mail must sign the Responsible Technology Use Agreement The purpose of this agreement is to promote citizen responsibility, ensuring that every member of our school community, both at school and at home, is respected and safe, and can fully make the best of the technology available for educational purposes.

Use of social media

All members of the Nido community have the responsibility of caring for the reputation of the school and other community members. We hope that all members of our community have a positive and respectful interaction on social networks. Nido is open to receiving feedback and constructive criticism through the appropriate communication channels. Nido requires all parents to sign the Social Media Agreement on their behalf and their students’ behalf in the enrollment or re-enrollment process each year

6.5 Transportation & Parking

Nido de Águilas provides student transportation by bus to and from campus through external services contracted with a private transportation provider. This service can be coordinated through our transportation office

All members of the community are responsible for the safety of other members. Access to private vehicles and parking within the school facilities are considered privileges and may be revoked by the Head of School at any time, if it is determined that the driver and/or owner of the vehicle abuses these privileges

Improper use of the vehicle includes inconsiderate behavior, neglect, driving too fast, parking in "do not park" areas, using parking for disabled persons or pregnant women inappropriately, and obstructing normal flow of traffic. Drivers should NOT use mobile phones while operating vehicles on campus, as all their attention should be on pedestrians and other vehicles Parents are responsible for registering their vehicles with the security office and keeping records up to date as requested by the school.

Drivers must respect all instructions from Nido staff and security guards, as well as respect good manners and education standards in parking. Our guards have the task of supervising parking and do so with the best intentions and for the benefit of our entire community The intention is to ensure that traffic moves quickly and avoid congestion

Student Drivers

● All students who wish to enter the school by car must accept and sign the Automobile Use Agreement available in the High School Guidelines

● The driver must be at least 18 years old and possess a Chilean driver's license.

● The vehicle must be registered in the High School office and in the Security Office in addition to wearing the official academic year sticker on the windshield.

● The student parking lot is located next to the High School gym.

The school reserves the right to suspend or revoke this privilege if a student does not comply with these provisions.

6.6 Emergencies and Drills

Every year, the school conducts fire drills, lockdown drills, and earthquake drills to educate students about the procedures to follow if one of these events occurs during the school day These procedures are published in each classroom

In the event of a major earthquake, all students will remain on campus until the school’s administration allows their departure. Parents/guardians should NOT come to school until normal dismissal time unless requested by the school administration or nurse. Locating, organizing, and delivering students to parents/guardians requires time and dedication of our staff Remember that our main goal is to keep all students safe

As long as it is safe to do so, and if they are granted permission, parents/guardians can pick their children up during other emergencies. However, if access to campus or school buildings is restricted for safety reasons, parents/guardians may have to wait outside the school or school buildings until the administration determines otherwise Depending on the circumstances, parents/guardians may be asked to wait outside In these cases, students will be handed over at the entrance of the campus instead of the classroom. In order not to alarm or unnecessarily frighten children, school staff will keep the environment as safe and normal as possible.

More information can be found under “Emergency Procedures” in the Parent Portal

6.7 Requesting/Distributing Information

Letters, brochures, or other information may not be distributed by students, faculty or staff, or parents on school premises without the express consent of the Head of School or the person he/she appoints. This includes requesting donations, advertisements, items for sale, private party notices, or negative information on the school, its students, staff, or parents/guardians.

7. ADMISSION & ENROLLMENT

The International School Nido de Aguilas invites all interested students to apply for admission to our school, regardless of gender, race, religion, creed, or national origin Nido considers all applications for enrollment carefully to ensure a good fit for our program and the student. Admission is granted based on the student’s demonstrated readiness for our academic program and space availability. In order to create an optimal educational experience for all of our students, Nido’s admissions policies strive to achieve a balance in the gender, native language composition, and cultural diversity of our student population

As a “regular” school (un establecimiento de educación regular), Nido has limited capacity to support children with minor learning needs. Nido does not provide academic and curriculum modifications Admission decisions are based on applicants' previous school records, confidential recommendations from teachers, results on standardized tests (if available), previous educational information, admission tests (when applicable), as well as grade/classroom and/or program capacity.

Every applicant is evaluated individually and must meet the admissions criteria. If there is a waitlist, priority is given to applicants that are children of staff, children that are US citizens or children of US citizens, have a sibling enrolled at Nido or are children of Nido alumni. Within each category, priority is given to applicants that are native English language speakers. Belonging to any of these priority categories, does not in itself guarantee admission to Nido. The minimum enrollment period is one semester. Final admission decisions are made by the Admissions Committee, which consists of the Enrollment Director, Admissions Officers, Divisional Principal, director of Student Support Services and a counselor.

For more information refer to Admissions Criteria and Requirements

7.1 Admission Process

The process of applying to Nido de Águilas is as follows:

● Complete the application form and submit requested documents.

● Pay the application fee of CLP 160,000 (payable online)

● Evaluation:

○ PK & K1 applicants who reside in Chile, must participate in an in-person evaluation. Applicants who reside abroad will be required to submit videos and, if further information is needed, will be required to participate in an in-person evaluation upon arrival to Chile

○ For applicants K2-G12, the Admissions Committee will review the applications once complete and determine the evaluations necessary. Evaluations can be in the area of English language and math.

● Admissions Decision: The Admissions Office will communicate the decision to the family by email and publish this information in the Admissions Office Decisions during a regular admissions cycle will be communicated by the

published date for notification. Decisions for rolling admissions will be communicated within 14 business days after the testing is completed.

7.2 Age requirements:

● Pre-Kinder: three years old until August 31

● Kindergarten 1: four years old until August 31

● Kindergarten 2: five years old until August 31

● 1st Grade: six years old until August 31

● 2nd to 12th Grade: students are assessed according to their ages and academic levels to determine where they will be located. Applying students need to fall within the age range of the grade they are applying to. The range between the youngest and the oldest cannot exceed two years

7.3 Admissions Calendar

To start school in… Application Deadline

July 2022 (first semester)

February 2023 (second semester)

Rolling admission

7.4 Annual re-enrollment

March 15, 2022

Decisions announced by May 15, 2022

November 1, 2022

Nido accepts applications from international students on a rolling basis for entries during the academic year, subject to space availability. High School must start at the beginning of the semester.

Parent(s)/Guardian(s) must renew their enrollment annually for each student at Nido, completing the Educational Services Contract in which the School guarantees educational services will be provided to the child and the parents and/or guardians assume the financial responsibility agreed to in this contract.

For students who at the time of re-enrollment are on probation for academic or disciplinary reasons, the renewal of the contract will require the prior authorization of the corresponding division Principal. Nido de Águilas reserves the right to refuse re-enrollment to any student if the administration considers that Nido is not the best alternative for the student or is not in the best interest of the school, all in strict adherence to the protocols established for these cases.

Educational Services Contracts will

only

be extended who are up-to-date

with their student

accounts

In the case of families with accounts past due at the time of re-enrollment, the School reserves the right to not renew re-enrollment, and/or require additional documentation as proof of payment, including a Notarized Promissory Note or dated checks

In the case that parents and/or guardians do not submit an Educational Services Contract for the following school year, the School will close the students account after informing the family.

7.5 Withdrawals

Temporary Withdrawal

Temporary Withdrawal is defined as the planned discontinuance of enrollment of more than one month It may be granted by the administration for a period of up to two consecutive semesters. Temporary withdrawal can be with or without space reserved and specific requirements that must be met depending on the nature of the temporary withdrawal:

● Temporary withdrawal with space reserved: The school guarantees immediate placement in the appropriate grade level for the designated student provided tuition is paid for the period of absence.

● Temporary withdrawal without space reserved: The school is not obliged to guarantee a space in the appropriate grade level for the designated student. If space is available upon return, the student shall be readmitted. If space is not available upon return, the student shall be placed at the top of the waitlist for the grade and readmitted when space is available.

Prior to a student’s return to school, the parent(s)/guardian(s) must provide a report of activities, attendance and grades at another school. Students are required to be in good academic and behavioral standing at their external school to return to Nido.

High School Students on temporary withdrawal must complete the necessary credits to earn the minimum graduation requirements established. Students can be awarded a maximum of 8 credits per year (or 4 credits per semester) The student’s counselor and Principal make the determination of which Nido graduation credits have been fulfilled It is recommended that students take no more than one temporary withdrawal during their four years in High School

In the event that the temporary withdrawal exceeds two consecutive semesters, the student must reapply for admission and will be subject to Nido’s regular admissions procedure

Parent(s)/guardian(s) that request a Temporary Withdrawal agree to submit re-enrollment forms and pay the Annual Registration Fee for the given academic calendar year and must pay all applicable tuition fees and incorporation fees according to schedule. The parent(s)/guardian(s) shall complete the Temporary Withdrawal Request Form online.

Permanent Withdrawal

Parents planning to permanently withdraw their children shall notify the School with as much time as possible by completing the Nido Withdrawal Form online. Simply ceasing to attend school or nonpayment of tuition, does not constitute an authorized withdrawal.

Parent(s)/guardian(s) that withdraw their child(ren) permanently are responsible for paying the following three-months of tuition from the effective withdrawal date from school. Families must settle any outstanding payments with Student Accounts and return school textbooks and materials to the corresponding division/department.

Academic transcripts must be requested at the corresponding division office and collected by the parents/guardians; transcripts will not be delivered to students. National Plan Academic Reports must be requested at the National Plan Office.

Students who have withdrawn permanently must submit a new application if they wish to re-enroll at Nido at a later date.

7.6 Financial Aid

Nido aims to support families that share Nido's values and appreciate its pedagogical approach but are unable to cover the entire cost of the tuition, through the Regular or Emergency Financial Aid Programs. Both programs require an application process and submission of documents which include but are not limited to, employment contract, payslips, bank statements, investment and debt certificates reviewed by the Financial Aid Committee. The process also includes a personal interview and home visit. Decisions on financial awards are made by the Financial Aid committee, and take into consideration the parents’ income, living expenses, assets and savings, as well as available budget. To be considered for Financial Aid, parent(s)/guardian(s) must be current in all school fees and their child(ren) must have an acceptable behavior and academic record. The budget for these Programs is approved annually by the Board.

Regular Financial Aid Program

Is need-based and can cover a maximum of 50% of a student's tuition fees Parent(s)/guardian(s) must apply annually Awards consider the parent(s)/guardian(s) family's financial situation and funds available. Financial aid can be awarded for tuition and/or incorporation fee, if applicable.

The application period opens every year in November. The deadline for current families to submit their application and supporting documents is January 15. The deadline for families applying for admissions is March 15. Prospective families must apply for Admissions and financial assistance simultaneously. Decisions on financial aid awards are informed at the end of April, with re-enrollment.

Emergency Financial Aid

Available year-round and applicable in the case of loss of employment and/or catastrophic illness of the parent(s)/guardian(s) To be considered for emergency financial aid, an applicant must have had children enrolled for a minimum of one academic year Emergency assistance accounts for no more than 30% of the full tuition cost Emergency assistance will not exceed one academic school year If assistance is required for additional periods of time, an application must be submitted to the Regular Financial Aid program

8. CHILD PROTECTION POLICY, SOCIO-EMOTIONAL WELLBEING AND SCHOOL COMMUNITY LIFE (SCL)

8.1 Child Protection Policy

Nido de Aguilas recognizes its responsibility to protect and safeguard the welfare of children and young people in its care

The main elements to the Child Protection Policy are:

a) Prevention through the fostering of a positive school atmosphere, the teaching and the social-emotional support offered to students, following established procedures and ensuring that staff and faculty receive the support and training necessary to respond accordingly to child protection concerns

b) Support of all community members who may be experiencing a situation of harm.

School Policy

We recognize that for our students, high self-esteem, confidence, supportive friends and clear lines of communication with a trusted adult helps to prevent abuse.

Our school will therefore:

a) Establish and maintain an environment where students feel safe and secure and are encouraged to talk, and are listened to.

b) Ensure that students know that there are adults within the school who they can approach if they are worried or are in difficulty

c) Include curriculum activities and opportunities, which equip students with the skills they need to stay safe from abuse

d) Train faculty and staff to recognize and support issues of abuse or neglect

The school will work with parents to ensure that children are safe and are knowledgeable about their rights and responsibilities to themselves and to each other so that they can grow and learn in a safe and supportive environment

Roles and Responsibilities

● All adults working with or on behalf of children have a responsibility to protect them.

● The administration shall be responsible for ensuring that the school follows safe recruitment processes. As part of the school’s recruitment and vetting process, police and criminal background checks will be sought on all staff that have access to students. .

Professional Confidentiality

● Confidentiality is an issue which needs to be understood by all those working with children, particularly in the context of child protection The only purpose of confidentiality in this respect is to benefit the child A member of staff must never guarantee confidentiality to a student nor should they agree with a student to keep a secret, as where there is a child protection concern this must be reported in accordance with established procedures

● Staff will be informed of relevant information in respect of individual cases regarding child protection on a “need to know basis” only Any information shared with a member of staff in this way must be held confidentially to themselves

Supporting Students at Risk

● The school recognizes that children who are abused or who witness violence may find it difficult to develop a sense of self-worth or view the world as a positive place.

● The school may be the only stable, secure and predictable element in the lives of children at risk. It is important to consider that while at school their behavior may be challenging, defiant, withdrawn or other.

● The school will endeavor to support students through:

● The curriculum to encourage self-esteem and self-motivation

● The school ethos which promotes a positive, supportive and secure environment and which gives all students and adults a sense of being respected and valued

● A consistent approach which will endeavor to ensure the student knows that some behavior is unacceptable but he/she is valued

● A commitment to develop productive, supportive relationships with parents, whenever it is in the child’s best interest to do so.

● The development and support of a responsive and knowledgeable staff, trained to respond appropriately in child protection situations.

● Recognition that in a home environment where there is domestic violence, drug or alcohol abuse, children may also be vulnerable and in need of support or protection.

Safe School, Safe Staff

It is essential that the high standards of concern and professional responsibility adopted with regard to alleged child abuse by parents are similarly displayed when members of staff are accused of abuse.

In the case of a staff member reported as an alleged offender, Nido de Aguilas will conduct a full investigation and take any and all professional and legal steps deemed necessary to protect students.

8.2. School Community Life Council

There are 2 groups that meet in order to promote a safe and harmonious environment these are:

1 Socio-emotional Community Life Council

2. Socio-emotional Community Life Committee

SCL Council

The purpose of the Nido SCL Council is to promote a safe and affective environment This council meets regularly to overview social emotional programs and aims to develop strategies for the promotion of healthy community life through the SCL Management Plan (see section 9.5) and is composed of:

1. Community Life Chairperson

2 National Plan Director

3 One counselor by Division

4. Human Resource Director

5. Director of Enrollment and Communications

6. Teachers´ representative

7 Students´ Representative

8 Parent Association Representative

The SCL Council will be chaired by the SCL Chairperson and will meet as set out in its meetings minutes.

The SCL Council main attributions will be to:

a) Propose measures and programs aimed at maintaining a healthy school climate

b) Assure the annual update of the SCL Handbook and generate a proposal that will be approved by the School Administration.

c) Contribute to socialization and dissemination of information

d) Generate an SCL Management Plan

e) Monitor compliance of the SCL Management Plan

SCL Management Plan

The Management Plan is the instrument containing the initiatives of the SCL Council to promote a positive school community life These initiatives can be Divisional or for the entire school community, as well as being part of the classes or extraordinary programs, such as the Outdoor Education Program or Community Service.

Nido de Águilas has an SCL Chairperson and a Student Support Services Director that together with the divisional principals are responsible for leading the preparation of a Management Plan and implementation of the suggestions, initiatives, and measures proposed by the Ordinary SCL Committee, aimed at strengthening and/or promoting school community life.

The Management Plan should provide mandatory training to all staff in areas of promotion of a positive school community life, for example conflict resolution

8.3 The SCL Committee

Concerns related to the violation of students' rights such as child abuse, bullying, harassment, abuse, sexual abuse, neglect or other issues related to the safety of any member of the educational community are addressed by the Social Communiy Life Committee. The School’s SCL Committee meets to review the case and its main objective is to promote a healthy and positive coexistence among all members of the community, especially considering the welfare and safety of the student

The objective of the SCL Committee is to promote a safe, caring environment and to respond to child protection concerns. The committee is composed of at least five of the following members:

1. Social Community Life Chair

2. Two Divisional School Life Counselors

3 The Division’s Administrator assigned to the incident in question

4 Administrators from other Divisions/Areas

5. Teachers

6. A Human Resources Representative

The SCL Team will be chaired by the School’s Social Community Life Chair and they will meet according to the seriousness of the case to be reviewed. Its main functions are related to:

● Mainly, to know and suggest recommendations that safeguard the safety and well-being of students;

● Review and monitor compliance with the protocols established in the regulations associated with the case;

● Deliver recommendations that promote the safety, well-being and good coexistence of the members of the educational community involved;

● Contribute to the community awareness and education

Reports

All members of the Nido community are encouraged to report incidents in which they or others could be victims The school will not promote anonymous accusations A report may be verbal or written, and shared with any school employee, who will communicate this information to the SCL Chairperson or Assistant Principal. It is mandatory for parents/guardians, professionals, teachers, teacher assistants, and administrators, to report incidents of physical or psychological violence, assault, harassment, and physical or sexual abuse, immediately or within the next school day The Principal or Principal Assistant must report the situation to the Head of School and the SCL Chairperson The case will be discussed in the SCL Committee Meeting to decide the next steps

All cases discussed by the School’s SCL Committee must consider the student's privacy.

8.4 Child Protection Policy/SCL Definitions

Our Committee has specific definitions on these concepts that guide our work. The philosophical framework considers the website of the International Organizations stopbullying.gov, nobullying.com, and Chilean Law (Article 16, Law No. 20,563).

Conflicts

Conflicts are defined as incidents that occur without a pattern or frequent repetition, in which there is a relatively balanced power relationship between the parties in conflict, and where there is equal participation of both parties in aggressive behaviors that may be intentional or involuntary.

Bullying

Bullying is an antisocial behavior, defined as every action or omission that constitutes repeated aggression or harassment, which is carried out inside or outside the school by:

a) students, who individually or collectively threaten another student, using a situation of superiority or the affected student being helpless, resulting in further mistreatment, humiliation, or fear of being exposed to serious evil, either by technological or other means, taking into account their age and condition,

b) whoever has a position of authority, such as a principal, teacher, teacher assistant, or other,

c) an adult or a parent/guardian of the school community, against a student, other parent/guardian, teacher, or staff .

Conflict versus Bullying

Conflict

Balance of power

Intentional or involuntary

Happens from time to time

Involves both parties "back and forth"

Bullying

Repeated

Intentional

Power Difference

Aggressive behavior versus bullying:

It is also important to distinguish between aggressive behavior (physical, verbal or technological) and bullying. Not every aggressive behavior meets the definition of bullying, however, bullying by definition always includes aggressive behavior. Therefore, conflict can include aggressive behavior, and yet still fall within the conflict definition (illustrated previously). However, when the conflict results in aggressive behavior or aggressive behavior arises without conflict and includes repetition, difference in power, and intention to harm, then it is considered bullying

Various forms of bullying

● Physical Bullying: pushing, kicking, punching, including threats to injure another and taking or damaging others property

● Verbal bullying: insults, sarcasm, gossip, spreading rumors, and continuous bothering.

● Emotional Bullying: Tormenting, humiliating, ridiculing, ignoring, or excluding.

Cyberbullying

Bullying that occurs using electronic technology. Electronic technology includes devices and equipment such as mobile phones, computers, and tablets, as well as communication tools including social media pages, text messages, chats, and web pages Examples of cyberbullying include malicious text messages or emails, rumors sent by mail or posted on social media as well as photos, videos, or pages with inappropriate content or fake profiles.

Cyberbullying presents instantaneous and permanent characteristics of modern technological communication Aspects of the definition of bullying (differences in power, intent, and repetition) are immediate in the case of the use of technology

Cyberbullying through chat groups: This occurs when students, parents/guardians or employees use chat groups to harass, intimidate, exclude or cause psychological harm (intentional or involuntary), including WhatsApp, SnapChat, Facebook, Instagram, Tiktok, or other similar instant communication applications

Child Abuse

All acts of physical, sexual or emotional violence, whether in the family group or in a social environment, committed against children and adolescents, on a regular or occasional basis. Abuse can be perpetrated by omission (understood as lack of adult attention and support to the needs and requirements of the child or adolescent, whether in terms of food, healthcare, physical protection, stimulation, social interaction or other), suppression (of the various ways in which a child or adolescent is denied the exercise and enjoyment of their rights; for example, preventing them from playing or having friends, not sending them to school, etc.) or transgression (understood as all hostile, rejection or destructive actions or behaviors towards a child or adolescent, such

as physical abuse, emotional aggression, among others) of individual and collective rights, and includes complete and partial abandonment.

Abuse

The main characteristic of abuse is that it is based on some kind of relationship that is used by one of the parties to fulfill the need of the more powerful person, such as a family member, a teacher or a friend. Abuse can be of a physical, emotional and/or sexual nature.

Abuse may include:

● Inflicting physical injury to a child by means that are not accidental, causing skin bruises, burns, disfigurements, deterioration of physical or emotional health, loss or inability of biological functions, death, and/or,

● Creating a significant risk of physical harm to a child's biological functioning, and/or,

● Performing acts that are cruel or inhuman, even if there are no visible injuries These acts may include, but are not limited to, instances of extreme discipline, demonstrating contempt for the child's mental pain and/or suffering, and/or,

● Attacking or criminally mistreating a child, as defined by the criminal code or school policy, and/or,

● Participating in actions or omissions that result in injury or that constitute a significant risk to a child's physical or mental development, and/or,

● Not taking reasonable steps to prevent the occurrence of any of the above.

Sexual Abuse

Sexual abuse and statutory rape are serious forms of child abuse. It involves the imposition on a child or adolescent of a sexual activity in which the offender obtains gratification, i e , it is an intentional imposition based on a power relationship This imposition can be exercised through physical force, blackmail, threat, seduction, intimidation, deception, breach of trust, affection or any other form of psychological pressure or manipulation.

While there are different definitions of child sexual abuse, they all have the following common factors:

● Relationship of inequality or asymmetry of power between the child or adolescent and the aggressor, whether by maturity, age, rank, hierarchy, etc

● Use of the child or adolescent as a sexual object, involving them in sexual activities of any kind.

● Coercive maneuvers on the part of the aggressor, seduction, manipulation and/or threats.

Sexual abuse involves any sexual conduct performed with a child or adolescent, including, among others, the following:

● Indecent exposure by the abuser to the child or adolescent

● Touching a child's or adolescent's genitals or other areas of their body by the abuser.

● Incitement, on the part of the abuser, to touch their genitals

● Use of a child or adolescent in producing pornographic material (e.g., photos, films, images on the Internet).

● Exposing a child or adolescent to pornographic material (e.g., magazines, movies, photos, internet images).

Rights Violation (Parental Neglect)

Situations in which responsible adults have the knowledge and means to meet the physical and emotional needs of children and adolescents, but they neglect or lack the attention to do so It is a violation by omission, meaning the child or adolescent does not receive the minimum necessary care for their survival and well-being. For example, when basic physical needs such as food, clothing, and housing are not met; when basic medical care is not provided; when protection is not provided and/or the child is exposed to dangerous situations; when psychological or emotional needs are not met; when there is abandonment, and/or when the child is exposed to acts of violence or drug use. These are situations that do not correspond to facts of physical or psychological child abuse, sexual connotation, or sexual aggression against the rights of children who are part of the school community. School officials must formally report to the family courts the facts constituting a violation of rights against a child or adolescent. In cases of rights violation, a responsible adult will be understood as the person in charge of the student's care, either because they are the parent or because a court ruling indicates it.

Negligence may be:

● Physical: For example, failure to provide the necessary food or accommodation, or lack of adequate supervision This includes the lack of appropriate care by an adult, such as leaving children unsupervised at home for an extended period of time. If parents/guardians are going to leave the country for any reason, then it is the responsibility of the parents/guardians to provide the school with contact information. Appropriate forms to inform a change of parents/guardians are available at school These are expected to be filled before the parents/guardians leave the country

● Medical: For example, failure to provide medical care or mental health treatment.

● Emotional: For example, patterns of behavior such as lack of attention to a child's emotional needs, failure to provide psychological care, or allowing the child to use alcohol or drugs Specific examples may include verbal humiliation, not recognizing the child's presence, invasion of their privacy without specific reasons, violent threats, etc.

● Education: Violation of rights in this area is understood as non-compliance by the responsible adult for sending a child continuously to school. It manifests itself through repeated and permanent absences from the establishment without the corresponding justification It may also include lack of hygiene, non-attendance of parents/guardians to meetings and/or appointments with

teachers or administrators. In some cases, the child may even risk dropping out of school.

Possible indicators of negligence:

● The child is not clean or is hungry

● Parents/guardians are not interested in the child's academic outcomes

● Parents/guardians do not respond to repeated communications from the school.

● The child does not want to go home.

● Parents/guardians cannot be contacted in case of an emergency. Conduct indicators do not in themselves constitute evidence of abuse or neglect, nor does an accusation or supposition of abuse mean guilt, but along with other indicators such as family dynamics, may be sufficient to require referral to a specialist.

9. BEHAVIOR EXPECTATIONS AND CODE OF CONDUCT IN OUR COMMUNITY

9.1 Purpose

The purpose of the Nido Code of Conduct is to support its students in the development of their socio-emotional learning, as well as to ensure a school environment free of interruptions and focused on learning We believe that making good decisions regarding behavior, reflecting on one's actions, and taking responsibility for the consequences of one’s actions promotes the physical, mental, emotional and social wellbeing of the entire community. Nido’s beliefs and values are the starting point of the development of socio-emotional learning and are expressed in the classroom through clear and consistent rules, as well as routines and procedures Nido has a Socio-Emotional Program for character development, which includes class meetings in Elementary and EYS and Advisory Program in Middle School and High School as well as strategies taught in the classroom that promote positive student behavior and conflict resolution (among other aspects that are part of the socio-emotional curriculum). All school staff promote the Code of Conduct to ensure good behavior in all common areas such as hallways, cafeteria and courtyards

The SCL Handbook is a guiding instrument that establishes an order, protects community life among students and among the entire educational community, promotes values, and ensures an adequate climate for education divisions to develop their role and achieve their goals

Work takes place in a tolerant environment of mutual respect, without attacking the physical, psychological, or moral integrity of members of the educational community (internal and external). We respect diversity with no discrimination of creed, race, physical/mental impairment, etc., and have respectful and reciprocal treatment among peers, based on the values project that is part of our Education Program

9.2 Discipline as an Educational Tool

School discipline aims at educating responsibility, personal limits, self-regulation, respect for others, and common good, through compliance with established standards and organization of time and common space.

Acquiring a sense of discipline, empathy and responsibility requires preparing children to face situations in which they have the opportunity to learn the meaning of adhering to a standard and the group, and about individual responsibility, which are fundamental conditions for effective student learning. Therefore, school discipline is an educational instrument, and as such, considers the personal circumstances of each student, promoting reflection, self-knowledge, personal and social responsibility, in which dialogue must be the instrument to channel the agreed criteria and procedures, when

approaching conflicts and problems in school community life. Nido promotes in each student the development of self-discipline, ensuring that he/she takes responsibility for his/her actions, under the supervision of school authorities Also, Nido will protect the student from individuals whose behavior or actions interrupt their effective learning.

Students and their parents/guardians are primarily responsible for developing proper behavior. Parents have an obligation to work collaboratively with the school in the promotion and acquisition of social and moral standards of conduct, both on and off campus Fundamentally, students must take responsibility for their own behavior They are expected to obey all the rules and regulations established in Nido Student Rights and Responsibilities.

9.3 Collaborative Conflict Management Procedures

These regulations are regarded as collaborative mechanisms for conflict resolution, mediation and conciliation. Participation in these bodies will be voluntary for those involved in the conflict, and any of the parties involved may express at any time their decision to not continue in the proceedings, which will be terminated and the circumstance will be registered Mediation involves the participation of an impartial third party and the solution is born of those involved. By means of conciliation, the third party proposes a solution.

9.4 Guiding Principles

Nido's standards of behavior are based on respect, responsibility, honesty, and kindness. When students make decisions that do not match these expectations, and negatively impact their learning or learning from others, teachers and administrators will work with the student to improve these behaviors The goals are to preserve a safe and orderly learning environment for all students, as well as to help the students learn from their mistakes.

Formative, disciplinary, pedagogical, and/or psychosocial support measures promote a good coexistence that considers the evolutionary development of children and adolescents and, therefore, varies according to their age.

The rules that promote good discipline and a positive social climate are guidelines for integral development These are:

1 Shape comprehensive development

2. Explicit, clear, and known to all.

3. Recognized and reinforced when they are followed.

4. In agreement with the evolutionary development of students.

5 Valued by students and teachers as an essential condition for learning

9.5. Preschool Level: Social-Emotional Education & Restrictions on the Application of Disciplinary Measures

In preschool, the alteration of healthy community life between children, as well as between a preschool child and a member of the educational community, requires an analysis of the developmental stage of those involved in order to implement educational strategies.

Therefore, it’s essential that parents support the protective, preventative, and formative strategies implemented by Nido de Águilas on occasions where what can be perceived as problematic behavior is actually addressed as an opportunity in favor of education and development of life skills of all our students.

At this stage,we should consider that students who exhibit problematic behavior are learning social-emotional skills and social tools that mediate their relationship with others.

Pedagogical and/or psychosocial support measures during this stage are aimed at promoting the learning of peaceful conflict resolution, which involves learning to share, play and relate with the social and cultural environment and promote student self-regulation

In the case of students who exhibit aggressive behaviors that affect the safety and well-being of others, the situation is addressed in an integrated and collaborative manner between parents/guardian, teachers, administration, and external professionals, in search of strategies that favor the student's development as well as a healthy school community life, to ensure the safety of the student and other members of the community.

Procedures for preschool offenses

Procedures for preschool minor offenses:

A. For the first minor fault, a conversation will be held with the child and agreements and commitments will be established

B. If no changes are seen in the behavior of the child, the parents/guardians will be informed so they can talk with the child and participate in order to change the behavior.

C. The situation will be approached in an integrated and collaborative manner between parents/guardians, teachers, administration, and external professionals, looking for strategies that favor the development of the student as well as healthy school coexistence.

D. Record the behavior, situation, follow-up, and accompaniment in the child’s record or Powerschool.

Procedures for preschool major offenses:

A At the first serious misconduct, the parents/guardians will be summoned to inform them of the child's behavior.

B. In the case of physical and material damage, the existence of intentionality will be analyzed, in order for the pertinent replacement or repair to be made by the parent/guardian.

C In the case of an aggression, the teacher will initiate a thoughtful dialogue with the child and if the behavior persists, they will follow the following strategies:

● Calling attention verbally or in writing.

● Dialogue with the child, the teacher explains the situation in a pedagogical, with serene and amicable manner.

● Parents/guardians are called for a meeting to inform them of the situation and to establish commitments and possible support strategies for the child The Student Intervention Plan (SIP) is discussed collaboratively with the family.

● If necessary, the student and/or parent will be referred to an external specialist to perform an evaluation and provide the necessary recommendations and support to guide and modify the child's inappropriate behavior.

● Intolerable Offenses does not apply to Preschool

Support Strategies with Parents

At preschool level, Letters of Agreement and Behavior Contracts are the strategies that are applied directly to parents/guardians, in compliance with the mandate established by the Intendance of Preschool Education in the Circular that provides instructions on Preschool Education Internal Regulations.

Letter of Agreement:

The SCL Committee or Administrative Division may decide to present the parents/guardians with a Letter of Agreement regarding behavior, attitude, and academic aspects and/or demands to comply with requested treatments. This letter is valid for one semester and its non-compliance results in a Behavior.

Behavior Agreement:

The SCL Committee or Administrative Division may, at any time of the year, in case of non-compliance with the commitments set out in the Letter of Agreement, or the reiteration of offenses affecting the safety of the child or his/her peers and adults in charge, may decide to present the parents/guardians a Behavior Agreement This agreement records the reasons for which it is being applied and the specific actions that the parents/guardians must perform for it to be lifted. The Behavior Agreement is valid for two semesters and may be extended exceptionally to a third semester.

9.6 Behaviors that Negatively Affect the School Environment

The behaviors described below are unacceptable to the Nido de Águilas School community because they do not agree with the behavioral expectations and negatively affect the educational environment. These behaviors are classified as minor offenses, major offenses, and intolerable offenses, and are applicable to community members at all times within the campus, at all events sponsored by the school, when traveling to and from school events as a supervised group, and also in online behavior.

The consequences of any offense will always imply formative measures given students opportunities for growth and behavioral improvement, and often includes opportunities to amend When the behavior does not meet expectations, the consequences may also result in the disciplinary action.

These consequences are of a progressive nature, but the administration may adjust the consequences as may be necessary, depending on the severity of the incident, the age of the child, and the classification of the offence as minor, major or intolerable

A. Minor Offenses

Minor offenses are attitudes and behaviors that disturb coexistence, without causing physical or psychological harm to other members of the community. As an example, they will be considered offenses in the context of virtual and/or in-person learning:

1. Refusing to follow instructions in an educational context or in situations that compromise safety;

2 Refusing to complete assigned tasks;

3. Arguing and/or insulting;

4. Not wearing the uniform properly, including the PE uniform;

5. Using a mobile phone or interrupting class with it or other electronic devices, and/or using technology inappropriately;

6 Causing minor damage to the property or belongings of the School or others;

7. Being late for class or other activities;

8. Failure to justify class absences or tardiness;

9. Disruptive behavior in class;

10. Failure to comply with homework, assignments, requirements or commitments to the class or the School;

11 Attending classes without the necessary materials for the subject (including technological devices);

12. Use of trivial vocabulary (swearing and rudeness);

13. Making unwanted physical contact with another person;

14 Use of cell phones, music devices or music players during classes, extracurricular or formative activities at school;

15. Failure to follow classroom instructions, rules or expectations;

16. Similar to those described above.

B. Major Offenses

Major offenses will be considered attitudes and behaviors that threaten the integrity of another member of the educational community and/or the common good, as well as dishonest actions that affect the school community life As an example, the following will be considered offenses in the context of virtual and/or face-to-face classes:

1. Carrying out or inciting aggressive behavior;

2. Disrespectful, defiant, and oppositional behavior toward any School employee;

3. The use of discriminatory, abusive, obscene or inappropriate language, gestures or images (including social media);

4 Skipping class or leaving the classroom without permission;

5. Engaging in dishonest behavior (lying, purposefully omitting information, or presenting unsubstantiated complaints or accusations);

6. Breaking the code of honor (by cheating, plagiarizing, forging school documents, etc.);

7 Stealing or being in possession of property that belongs to others,

8 Causing serious damage to the property or belongings of the School or others, including vandalism and destruction of property;

9. Using or possessing tobacco, alcohol and/or drugs of any kind, including vaping;

10. Making use of other people's property, damaging or destroying belongings of other members of the School community;

11 Behavior that puts others at risk and disrupts the normal development of the class;

12. Mocking and calling a classmate names that denigrate them (in person or on social media);

13. Violation of the responsible technology use agreement;

14. Any arbitrary act or offensive comment based on gender, sexual orientation, race, religion, or social class Exposing oneself and/or others to physical risk within the School;

15. Unauthorized recording, taking photographs or filming by any means of any activity of students and/or other members of the School community or the School in general and uploading it to any online platform without authorization;

16 Promote, create or manage social network accounts or any other technological dissemination tool where others are incited to expose students or members of the educational community, whether or not causing harm to their dignity, physical, psychological or emotional integrity. For example, "Confessions" pages or accounts;

17. Throwing stones or dangerous objects, either towards people or any part of the campus or facilities of the School. Also, throwing stones or dangerous objects from any part of the school to the outside, with the risk of harming people, animals, cars, houses, etc. The same applies if stones or dangerous objects are thrown from the outside to the inside of the School;

18. Encourage or incite others to commit abuses of any nature, as well as acts of vandalism, violence or appropriation or destruction of property that affect other members of the School community or the School itself;

19 Covering up offenses or illicit acts committed by students or other members of the community. Likewise, becoming an accomplice to the fact, knowing, receiving

background information or information related to theft, robbery, disclosure or distribution of assessment instruments and using it for personal gain or for group use, without timely informing the school authorities;

20. Disrupt safety drills, shelter-in-place or evacuation drills to safety zones. Isolate or promote the isolation of other colleagues;

21. Hiding or promoting the hiding or disposing of the belongings of fellow students or other members of the community;

22 Smoking cigarettes inside the school premises;

23 Entering the school with pets (dogs, cats, etc ) that could potentially cause any type of harm to other students, be it bites or various diseases;

24. Other situations or behaviours similar to those described above.

C. Intolerable Offenses

Attitudes and behaviors that threaten the physical and/or psychological integrity of other members of the educational community, aggressions sustained over time, behaviors classified as crimes or acts that seriously affect School life or the Educational Project will be considered intolerable offenses. As an example, they will be considered offenses in the context of virtual and/or in-person learning:

1. Discriminatory behavior, including, but not limited to, race, national origin, gender, sex, sexual orientation, and religion toward any individual in the School community;

2 Physically assaulting any individual in the community, both on and off campus;

3 When the SCL Committee has determined that the student has bullied or cyberbullied others;

4. Psychologically, or verbally assaulting any member of the School community;

5. Threatening with gestures, words, or in writing, authorities, teachers, officials, students, parents/guardians or external staff serving the school, in person or using mass media such as Internet, social media, mobile phones, banners, walls or others;

6 Bringing to campus or possessing weapons or anything that may be considered a weapon (firecrackers, knives, pistols, etc.) or incendiary artifacts;

7. Visiting, sharing, or accessing pornographic sites or materials during instructional or on-campus activities;

8 Taking photographs without consent and/or publishing photographs or material of any member of the School community denigrating them;

9. Plagiarize, impersonate, alter, forge, steal, destroy, damage, hide, or replace official School documents;

10. Use of official school stamps or symbols without authorization;

11. Exhibiting inappropriate conduct of sexual connotation in the School;

12 Acts that deliberately compromise the school's essential infrastructure;

13. Consume, carry, sell, buy and/or distribute alcoholic beverages, drugs, or illicit substances or be under their effects, whether in School or in activities organized, coordinated, sponsored, or supervised by the School;

14. Leaving the school without authorization during the school day;

15 Making false statements or false accusations to falsely blame any member of the community;

16. Tampering with, falsifying or destroying official School instruments;

17. Stealing tests, already administered or to be administered;

18. Organizing or participating in acts of vandalism within the school.

19 Make recordings of any kind that are against morality and good manners within the School, and/or that violate the dignity of any member of the community. Its publication in mass media such as the Internet will be considered an aggravating factor in this situation.

20. Attempt against the physical integrity of any member of the school community or third parties who are in the School

21 Possessing or disseminating erotic and/or pornographic material within the School

22. Encourage others to make an attempt on their life (commit suicide), even as a joke, game or challenge.

23. Lacking morals, good manners, traditional discipline or engaging in obscene behavior, as well as showing or sending other people nude or pornographic images Likewise, urging or promoting that classmates incur in actions of sexual connotation, as well as filming and/or disseminating these actions.

24. Having sexual relations inside the School, even if they are consensual. The same shall apply to any immodest and sexual conduct, such as exposing one's private parts to others, lowering one's pants and underpants in front of other members of the community or doing it to others, masturbating or masturbating another in public, touching the bottom or private parts of another person, and other similar actions.

25. Prevent by any means the access to the School of administrators, teachers, administrative staff, assistants and students, under any justification or circumstance.

26 Perform reckless or thoughtless actions that seriously expose the student or other members of the school community to the danger of suffering very serious physical harm or that implies life-threatening. The foregoing is considered an action that directly attacks the physical or psychological integrity of a member of the School or of himself.

27. Similar to those described above.

The following will always constitute serious infractions against school community life:

1 Those acts that cause severe damage to the physical or mental integrity of any of the members of the school community or of third parties who are in the School

2. Those acts that attempt against the essential infrastructure for the provision of the educational service.

9.7 Disciplinary Offenses Mitigating and Aggravating Circumstances.

Mitigating Circumstances

The following are considered mitigating circumstances:

1. Student's spontaneous recognition of the fault and acceptance of the responsibility in the consequences of his/her behavior or offense.

2. Having had previous provocation or threat proportional to the student's misconduct

3 Having the best intentions and effort to repair the harm caused, or to prevent further consequences

4. Having had good previous behavior.

5. Having acted to prevent a greater evil.

6. Voluntarily report the incident to the school authorities.

Aggravating Circumstances

The following are considered aggravating circumstances:

1. To have acted with premeditation.

2. Abuse the power relationship associated with different circumstances, such as their gender or their strength.

3 The repetition of the same fact

4. The repetition of an offense.

5. The combination of different offenses.

Any repetition of an offense aggravates it, therefore, the repetition of a minor offense will be considered major and the repetition of a major one will be considered intolerable.

9.8 Procedure for Offenses

Faced with the commission of a minor, major or intolerable offense, the School will always act from a formative perspective, through the application of one or more measures of pedagogical and/or social-emotional support as well as sanctions when appropriate For the application of the sanctions, the rules of due process will be respected.

Procedure For Minor Offenses

When the student incurs a minor offense, the Assistant Principal of each division must act formatively through the application of one or more measures of pedagogical or social-emotional support, with the aim that the student learns to: take responsibility for their duties; respond to conflicts in a dialogue and peaceful manner; recognize the consequences of their actions and repair the situation provoked.

Educational Actions for Minor Offenses may include: Disciplinary consequences for minor offenses may include:

● Mediation

● Meeting with the student

● Reflexive/reparatory after-school activity –

● Meeting with parents/guardians

● Letter of Agreement

● Behavior Agreement

● Warning Letter

● Detention

Procedure For Major And Intolerable Offenses

When the student incurs a major or intolerable offense, the Assistant Principal of the division must act formatively through the application of one or more pedagogical or social-emotional support measures, with the aim that the student learns to: take responsibility for their duties; respond to conflicts in a dialogue and peaceful manner; recognize the consequences of their actions and repair the situation provoked.

If necessary, and always considering the best interests of the child, when a major or intolerable offense, and prior to a sanctioning procedure, the following sanctions may be applied:

● Suspension in School

● Out of School Suspension.

Major Offenses

● Behavior probation period (Conditionality) with a Student Intervention Plan (SIP)

● Non-renewal of re-enrollment.

● Behavior probation period (Conditionality) with a Student Intervention Plan (SIP)

Intolerable Offenses

● Out of School Suspension.

● Non-renewal of re-enrollment

● Expulsion.

Sanctioning Procedure

Corresponds to that procedure that must be carried out when a major or intolerable offenses established as such in the internal regulations of the School, or that seriously affects the school community life, in accordance with the law. The corresponding Principal or Assistant Principal will be responsible for carrying out this procedure, and may request the collaboration of a School administrator for this purpose.

The Head of School will have the power to suspend, as a precautionary measure and for the duration of the sanctioning procedure, students who at the School have incurred in any of the major or intolerable offenses established as such in these regulations, and that entail expulsion or cancellation as a sanction enrollment, or seriously affect school community life in accordance with the law

The stages and terms of the sanctioning procedure for major offenses are:

STAGES OF THE SANCTIONING PROCEDURE

1. NOTIFICATION STARTING SANCTION PROCEDURE

The Principal or Assistant Principal notifies the student and his/her guardian of the beginning of a sanctioning process against him/her, of the offense for which he/she is to be sanctioned and of the facts that give rise to the offense

2. PRESENTATION OF DISCLAIMERS AND MEANS OF EVIDENCE

The student and his/her guardian have the right to submit the defenses and means of proof that they deem pertinent, in writing.

3. RESOLUTION

The Principal or Assistant Principal, considering the information presented, will decide whether or not to apply the disciplinary measure. He will notify his mother, father or guardian of his resolution and its bases, in writing, to the affected student.

4. REQUEST FOR RECONSIDERATION AND/OR APPEAL

The student and his/her guardian have the right to request the reconsideration and/or appeal of the measure adopted before the Principal or the appropriate person, in writing.

5 FINAL RESOLUTION

The Principal or whoever corresponds will resolve the request for reconsideration and/or appeal

Major Offenses

3 school days

3 school days

3 school days

3 school days

The stages and terms of the sanctioning procedure for intolerable offenses are:

STAGES OF THE SANCTIONING PROCEDURE

1. NOTIFICATION STARTING SANCTION PROCEDURE

The Principal or Assistant Principal notifies the student and his/her guardian of the beginning of a sanctioning process against him/her, of the offense for which he/she is to be sanctioned and of the facts that give rise to the offense They are also informed of the next stages of the procedure and the corresponding deadlines

2. PRESENTATION OF DISCLAIMERS AND MEANS OF EVIDENCE

The student and his/her guardian have the right to submit the defenses and means of proof that they deem pertinent, in writing.

3. RESOLUTION

The Principal or Assistant Principal, considering the information presented, will decide whether or not to apply the disciplinary measure. He will notify his mother, father or guardian of his

Intolerable Offenses

3 school days.

3 school days

resolution and its bases, in writing, to the affected student.

4. REQUEST FOR RECONSIDERATION AND/OR APPEAL

The student and his/her guardian have the right to request the reconsideration and/or appeal of the measure adopted before the Head of School or the appropriate person, in writing.

5. FINAL RESOLUTION

The Principal or whoever corresponds will resolve the request for reconsideration and/or appeal

3 school days.

3 school days.

Procedure To Be Followed In Case Of Expulsion Or Cancellation Of Student's Enrollment

The procedure to follow in case of expulsion or cancellation of enrollment contains the fundamental principles of due process, being a rational and fair procedure, safeguarding the best interests of all students.

1 The Principal notifies the student and his/her guardian in writing of the beginning of the sanctioning procedure, the possible application of the expulsion measure or cancellation of enrollment, the offense for which the sanction is intended, and the facts that give rise to the offense.

2. The Head of School may suspend the student, as a precautionary measure, from the moment of notification until the end of the sanctioning procedure

3 If the Head of School has decided to use the suspension as a precautionary measure, he will have a term of 10 school days to resolve the application of the measure, counted from the moment the suspension has begun.

4. The student and his/her guardian may submit their defenses and means of proof within a period of 5 school days from the notification of the possible application of the disciplinary measure

5. The Principal will resolve said presentation and will notify the student of his/her decision.

6. The student and his/her guardian have the right to request the reconsideration of the measure to the Head of School, which must be done in writing and contain all the evidence they deem pertinent

7. The filing of the request for reconsideration of the measure will extend the period of suspension of the student if it has been decreed as a precautionary measure until the processing of the procedure is completed.

8. Once the appeal has been filed in a timely manner, the Head of School will summon the SCL Committee and a representative of the Board, who will resolve the same Said resolution will be notified to the student and parent

9. The student will maintain their enrollment throughout the process until the Head of School issues the resolution referred to in the previous point.

The Principle Of Proportionality

The qualification of the infractions (for example, minor, major, intolerable) must be proportional to the seriousness of the facts or behaviors that constitute them. Likewise, the disciplinary measures that are established must be proportional to the seriousness of the infractions, therefore, excessively burdensome measures such as expulsion or cancellation of enrollment cannot be applied, when the offenses incurred do not seriously affect the school community life.

The offenses will have a direct correspondence with the fact and the stage of development of the student who incurs them so that for the same offense the same measure or sanction will not necessarily correspond

If necessary, and always keeping in perspective the best interests of the child, in the face of an offense, sanctions will be applied that, for their application, will always take into account the criteria of proportionality and impartiality. For the above, the mitigating and aggravating circumstances established in these regulations will also be considered, taking into account the specific conditions and characteristics of the particular situation.

The proportionality principle referred to in the previous article is related to the judgment made of the particular characteristics of each specific case. The content of expressed principle consists of 3 elements that the disciplinary measure that is decided to apply must necessarily have, namely:

1. Appropriateness: This element is related to the fact that the measure that is decided to apply must be objectively adequate to satisfy the purpose it supposedly serves since it is its natural consequence.

2 Necessity: It refers to the fact that the measure to be applied is strictly essential to satisfy the purpose for which it was conceived. In this sense, and for a better illustration, it should be taken into account that the disciplinary measure is going to be necessary when, on the one hand, it is the least burdensome for the affected right and, on the other, there are no other options to satisfy the objective pursued or those that are available affect the intervened right to a greater degree

3. Proportionality: This element, referring to proportionality itself, is explained by conducting an examination of the charges imposed on the affected student, to establish whether the benefit obtained with the application of the disciplinary measure justifies the intensity with which their rights are undermined

The elements that make up the criterion of proportionality, individualized in the previous article, must always concur in the sanctioning process that has as its object the application of a disciplinary measure since the procedures contemplated in these internal regulations respect the guarantees of due process and a fair and rational procedure

Educational Or Social-Emotional Support Measures

Pedagogical or social-emotional support measures are those in which the School, either with its own resources or with the support of third parties, provides one or more students with the aim of supporting and guiding them in their formative process, generating spaces for reflection in relation to their actions, providing new environments for better development and/or providing tools to better face future challenges These measures can be delivered with resources from the School itself or with the support of external institutions when appropriate.

Educational or Social-Emotional support measures can be taken out by:

1 Teacher

2. Counselor.

3. Assistant Principal

4. Principal

5. SCL Chairperson

6 Sometimes these strategies need to be carried out by multidisciplinary teams

7. On other occasions, they must be requested from institutions outside the school such as support networks, external specialists, health clinics, OPD or others.

These support measures are not considered sanctions, therefore, they can be applied on their own merit or in addition to the sanctions

Pedagogical and/or social-emotional support measures can be considered for all students at Colegio Nido de Águilas, including infants.

Pedagogical and/or social-emotional support measures are applicable not only in situations related to the school community life but in all those in which they are considered useful for the well-being and best interests of the students

Pedagogical and/or social-emotional support measures are:

Mediation

It consists of a direct, participatory, and voluntary dialogue between the parties involved in the conflict situation to be resolved, with the aim of establishing agreements that promote good relations in the school and finding a solution. An impartial third party will participate in order to facilitate communication.

Meeting with Student

It consists of a dialogue that seeks to make the student reflect on attitudes and/or actions carried out that threaten the school´s climate.. It proceeds when the student manifests attitudes or behaviors that disturb the learning environment, and human relations or does not respect the established norms.

Reflective, restorative activity during out-of-class hours

When as a result of the offense committed by a student, he/she has caused harm to another member of the school community, he/she will be guided to repair the damage caused. The reflection will seek to promote awareness of the damage caused and the necessary actions to repair it. The reflective conversation may occur with the teacher, the student's assigned Counselor, Assistant Principal, or Principal.

Some of the measures may be private or public apologies, the restitution of an asset, the return of an asset, community work, academic work, and presentations, among others.

When as a result of the offense committed by a student, they have caused damage to the educational community, he will be guided so that after the necessary reflection process he/she can contribute to the community or to society in general

Meeting with Parents/Guardians

When the offense in which the student has incurred requires collaborative support work between the School and his family, the parent will be summoned in order to report the offenses committed by the student, learn about the background information that the family can provide and make agreements regarding the measures in favor of the student that should be applied both at home and at the School It will be the teachers, Counselor, the Assistant Principal or the Principal who can apply this measure.

Letter of Agreement

The participants of a meeting (parents, counselors, teachers, students) establish support agreements for the student The supports establish those responsible for carrying out the agreed actions.

Behavior Agreements

Behavior agreements are established by the Administration and counseling team that corresponds to the student's division Said agreements seek to regulate the conduct of the student through a commitment between the parties. Behavioral expectations, the interventions to be applied and the person who will be responsible for carrying out the actions (parents, teachers, counselors, others) are established.

Lunch Detention

Students stay during recess in the Administration office of the division to reflect on the behavior incurred, remedial actions and behavioral alternatives and/or appropriate response in case of facing a similar situation in the future.

The Student Intervention Plan (SIP)

The Student Intervention Plan is presented by the administration and will determine the formative actions appropriate for the case. The SIP refers to the level of support required which should always be explained as proportional to the offense. The Administration implements a plan to support the students so that they can function successfully in school. SIP aim is to educate by formative actions in order to help the student understand, learn and practice how to behave appropriately and a disciplinary

consequence if appropriate.The SIP will establish the level of monitoring required by the student, which is proportional to the offense.

Class change

If after a comprehensive evaluation of the situation and having applied other types of measures without these having been successful, a change of the student to his parallel class may be suggested. The student and his/her guardian may choose to accept the suggestion or refuse it This measure in no case should be considered as a sanction or disciplinary measure, but as a support measure that seeks to find a better pedagogical environment for the student. The final decision will be made by the Division Principal.

Suspension from Academic Activities

It consists of separating the student from academic activities for a certain period of time Among its variants are the reduction of the school day, the temporary separation of pedagogical activities during the educational day and assistance to only take assessments, among others.

As a measure of pedagogical support, the suspension operates is essentially educational and voluntary nature, through which it is intended to protect the best interests of the affected student and the other members of the educational community It may take place in cases of sexual connotation or in cases where members of the community are at risk from the student's conduct, and other cases in which it is most appropriate to separate the student(s) involved from the school activity for a reasonable period of time which prepares the educational community to address the particular situation

Classroom Suspension

On occasions when the student has shown an attitude that alters the order and correct flow of a particular class, preventing his classmates learning in an optimal way, it will be evaluated to remove the student from the classroom for the duration of the class in question. During the time the student is taken out of the room, he/she will be assigned some academic activity to perform in a supervised place.

Counseling Sessions with Students

Corresponds to workshops or sessions where students work in a group on topics that seek to teach tools to adequately deal with situations that they are experiencing at the grade level and that may affect the school community life. As an example, workshops for peaceful conflict resolution, impulse control, tolerance of frustration, respect for diversity, among others, can be pointed out in this regard.

Workshops with parents

Corresponds to actions carried out by the School's Counseling Team or a multidisciplinary team, where topics that seek to teach parents and guardians social-emotional tools to support school community life from home are discussed in a group. As an example, parental workshops can be pointed out in this sense to develop

in students respect, responsibility, peaceful resolution of conflicts, autonomy, among others. They will be applied by a member of the School´s Counseling Team or a multidisciplinary team

Referral to Multidisciplinary Team

Once the pedagogical measures of dialogue have been applied, whether personal or group and summons to parents and there is still a need for support on the part of the student, then the student's counselor or Principal may refer the student to be supported by a multidisciplinary team This team will address the student's situation based on a diagnosis and subsequent action plan that contains the steps deemed necessary to support him in his social learning. In this way, it is expected that the student acquires tools that allow him to relate to his environment based on respect and contributing to a healthy school climate

Request for External Specialist

Despite the actions that the School is in a position to carry out in favor of the student, the Counselor or SCL Committee may request the parents to manage the attention of an external specialist that can diagnose and support the student. Faced with this type of request, parents will be asked to keep the School informed of their results with the aim of supporting, from the school environment, the actions that are being applied in favor of the student.

Student Intervention Plan (SIP) and Monitoring Levels

The levels of monitoring account for the levels of support that the student requires, which is proportional to the offense committed The purpose is to be able to educate and promote learning in students.

Level 1 monitoring established in an intervention plan (SIP) is designated when a student commits a minor offense or when there are no aggravating circumstances in serious offenses The foregoing explains the support required for the student to be able to learn in the face of error, for which it will be proportional to the established formative measures and the required follow-up.

Level 2 monitoring in an intervention plan (SIP) occurs when the level of intervention required is higher since the offense committed is major with aggravations or intolerable It is understood that the student will require more support and follow-up in order to determine the process of responsibility, reparation and learning that is expected.

Level 3 monitoring is the highest level of support required by a student Level 3 occurs when the intervention proposed in the intervention plan considers all the supports that the School can provide or request. It is the last level in which a student can be found, for which it is proportional to intolerable offenses.

The levels of monitoring may vary according to the stage development of the student and the mitigating and aggravating circumstances that arise It is worth mentioning that

the purpose is to be able to establish the levels of support and interventions required by the School, parents and other external specialists in order to modify behavior and learning

The Assistant Principal of each division is responsible for establishing the levels and carrying out the pertinent follow-up, thus determining when the student ceases to be in the intervention plan, increases or decreases in level.

9.9 DISCIPLINARY MEASURES OR SANCTIONS

Sanctions or disciplinary measures represent a warning to the student and his family regarding the danger that the transgression of the School rules entails; thus representing an opportunity for reflection and learning These measures must always have a formative nature, be known in advance and proportional to the offense committed.

These measures may be preceded in their application, by pedagogical or social-emotional support measures and, in addition, they must respect at all times due process framed in a fair and rational procedure, always being:

1 Respectful of the dignity of all children and young people

2 Inclusive and non-discriminatory

3. Defined in the Internal Regulations.

4. Be proportional to the offense.

5. Promote repair and learning.

6 According to the educational level and evolutionary age

Regarding the application of disciplinary measures, it must be kept in mind that under current educational regulations, the application of sanctions cannot be given to students at the preschool level for infractions related to social behaviors. Those behaviors must be addressed with pedagogical measures to progressively develop in the students empathy for the resolution of conflicts and understanding of norms

Warning Letter

It is a warning for the student to amend his behavior and it must record the commitments that he/she acquires to modify his behavior, as well as the pedagogical and/or social-emotional support measures that the School carries out in favor of him/her.

It is applied when the student presents a reiteration of duly registered offenses, and when despite the application of pedagogical support measures, these are reiterated.

Out of School Suspension

It consists of separating the student from academic activities for a certain period of time Among its variants are the reduction of the school day, the temporary separation of pedagogical activities during the educational day and assistance to only take assessments, among others.

Suspension as a sanction, is applied when the student presents a major or intolerable offense, when he has not complied with the commitments of the written reprimand, or when it is considered that his presence in the classroom has damaged or damages the social relations of his group.

The temporary suspension may be carried out for up to five (5) school days. This measure will be applied when the student presents a disciplinary problem that must be overcome before continuing their normal school life with his/her class The five-day suspension may be exceptionally extended once for the same period; the foregoing without prejudice to suspensions for fewer days, which will not have frequency restrictions to the extent that the case so warrants.

Measures such as reductions in the school day, temporary separation from pedagogical activities during the educational day or assistance to only take assessments, may be applied exceptionally if there is a real danger to the physical or psychological integrity of any member of the educational community. This measure will be applied at any time of the year, when a student, due to a serious or intolerable offense, has committed a new serious or intolerable offense. This student will have a testing schedule at a different time than his/her classmates, thus avoiding damage to normal school activities and/or the class social-emotional climate

Suspension of Co-Curricular Activities

The co-curricular activities consist of activities that favor the development of skills and learning in various disciplines.

In relation to the above, and consequently with the formative action, the School may suspend the student or students who, in their actions or attitude during the school year, have shown a behavior that violates the educational project or that contravenes the rules of this Regulation

Suspension of Ceremonies

Graduation, as well as the end of the year assemblies or awards` ceremonies, correspond to an instance related to the values and principles of the school´s educational project and in no case is it an obligation to which the School is subject.

In relation to the foregoing, and consequently with the formative action, the School may suspend the student or students who, in their actions or attitude during the school year, have shown behavior that threatens the school´s mission and values.

Conditionality Warning

It is the last step before conditionality, it is applied when the student presents a major or intolerable offense or when he has not complied with the commitments of the warning letter and/or suspension of classes.

The Principal Assistant who finally applies this sanction, being able for these purposes to consult whom he considers necessary. He can ask the SCL Committee to determine the pedagogical or psychosocial support measures that the student requires, to avoid committing the same offenses and improve their situation at the School. Additionally, the student, his/her mother, father or guardian must assume commitments with the School related to preventing the student from repeating the offense committed.

This sanction represents a warning for the student and their guardian of a possible cancellation of enrollment, in case of committing a major or intolerable offense

Behavior Probation Period (Conditionality)

The conditionality implies a possible cancellation of the student's enrollment, for not adjusting their behavior to the values and principles of the Educational Project of the school, in case of an intolerable offense or the repeated breach of the commitment contracted in the previous article, which must be duly registered. This measure must be evaluated within a period not exceeding six months

The Principal or Assistant Principal of the area is the one who finally applies this sanction, being able to consult who he considers necessary for these purposes. The School will determine the pedagogical or psychosocial support measures required by the student to avoid committing the same offenses and improve their situation at the School A written copy signed by the student, guardian and the SCL Chair person will be left, referring to the commitments assumed and the conditionality sanction imposed.

Enrollment Cancellation

Enrollment cancellation is that disciplinary measure in which the student, mother, father or guardian is notified of the non-continuity of enrollment for the following school year

Enrollment cancellation will be applied when the student has incurred an intolerable offense, violating the causes described in these regulations and seriously affecting school community life and the physical and psychological integrity of any member of the educational community. In this way, once the previous steps of meeting with the father, mother or guardian have been completed, representing the inconvenience of the behavior(s), the pedagogical or psychosocial measures applied have not had good results -or have not been fulfilled by the student- It is advisable to definitively leave the school community after following the proper process.

It is of an exceptional nature, and the procedures for its application are described in the law, and in these regulations.

In those cases in which the facts that constitute the offense for which the student is intended to be punished are those behaviors that directly threaten the physical or psychological integrity of students, parents, teachers, educational assistants or members of the supporting entities, It will be possible to dispense with the pedagogical support measures in favor of the student prior to the start of the sanctioning procedure that has as a possible sanction to apply the expulsion or cancellation of enrollment.

The actions referred to in the previous article may take the form of sexual assaults, physical assaults that cause injuries, use, carrying, possession and possession of weapons or incendiary devices, attacks against the essential infrastructure for the provision of the educational service or others of the same entity or seriousness that are established as such in these regulations.

Expulsion

Expulsion is a disciplinary measure that is applied during the course of the school year, which means that the student must withdraw from the School, and takes place when the student has committed an offense that seriously affects school life It will also be applied at any time during the school year, after a prior, rational and fair procedure, in the case of conduct that directly threatens the physical or psychological integrity of any of the members of the educational community. The measure will only be applied by the Head of School.

It is of an exceptional nature, and the procedures for its application are described in the law, and in these regulations

10. INCIDENTS INVOLVING SCHOOL EMPLOYEES AND STUDENTS

In the event that a school employee is reported as an alleged aggressor, an Extraordinary Committee (SCL Committee and a member of the Human Resources department) will be scheduled by the SCL Chairperson or Assistant Principal The Extraordinary Committee will meet to discuss and examine the incident based on the definitions set out in this handbook. If recommended by the committee Nido de Águilas will conduct a full investigation and will follow all professional and legal steps deemed necessary to protect students.

The Extraordinary Committee has the responsibility to determine following steps safeguarding the student's safety as a priority. The Committee will be responsible for the investigation and documentation of the incident. Final recommendations have to be approved by the Head of School. Depending on the circumstances, recommendations may include referrals to internal (Counselor, Administration, others) or external entities (External support, legal authorities, others)

11. STUDENT SUPPORT SERVICES

The International School Nido de Águilas is a "regular" educational establishment in Chile that offers student support services in the area of English language support, academic support and social emotional support for students with mild needs. Student Support Services are provided primarily in English. Our Student Support Services team strives to meet the individual learning needs of students in a tiered response system that is inclusive, responsive and collaborative. Student Support Services includes the EAL Department, the Learning Support Department and the Counseling team. In addition to these departments, Nido has a PK- G12 Student Support Team (SST) that monitors and addresses academic, medical, behavioral/emotional, and other issues that may interfere with the student's ability to achieve successful learning at Nido

11.1 Language Support

English Language support is provided by the English as an Additional Language (EAL) department Nido’s EAL team offers various programs in each division In the EYS, the EAL team offers consultation and ongoing professional development for the classroom teachers. In all other divisions, the EAL team may offer consultation, in class support, pull out support and the EAL Academy. In class support is provided for students inK2-12 in collaboration with the classroom teacher and is based on student need. In class support may include co-teaching, small group instruction and individual support

Pull out support is offered to students in G3-12 In MS/HS pull out support is designed as an English for Academic Purposes (EAP) program, which focuses on the development of academic language and developing students' written expression to meet grade level expectations. The EAL Academy is provided to students who are just learning English in G4-12 who have demonstrated that they require scaffolded literacy instruction and in class support in other subject areas

Students in the EAL programs are tested once a year with a language assessment and are monitored throughout the year through observations, student work and both formative and summative assessments. Student’s EAL programs may be adjusted at the end of each academic year and in some cases, may be adjusted at the end of the first semester based on the aforementioned data Students progress is documented in an EAL report that is shared with parents at the end of semester 1 and semester 2, which includes program recommendations for the subsequent year.

11.2 Academic Support

Academic support is provided by the Learning Support department. Nido’s Learning Support team offers various programs in each division. Each program has entry and exit criteria based on diagnostic data, teacher input and ongoing progress monitoring. Students in the Learning Support programs are assessed throughout the year and are monitored through observations, student work and both formative and summative classroom assessments. Student’s Learning Support programs may be adjusted at the

end of each academic year and in some cases, may be adjusted at the end of the first semester. Students' progress in all divisions are documented in an Individualized Learning Plan (ILP) that is shared with parents at the end of semester 1 and semester 2

In the EYS, the Learning Support team offers consultation and ongoing professional development for classroom teachers. In ES, students who are receiving a tier 2 level of academic support may be placed on an Intervention Report. In the ES, the Learning Support team offers the following intervention support: reading intervention, reading intervention in spanish, math intervention, and in class support Reading and math intervention is provided for students in G1-5 outside of the classroom setting in small groups using research-based programs. Reading intervention in Spanish is a similar structure but is only provided to students in G1-2. In class support is provided to students in G1-5 and may include co-teaching, small group instruction and individual support

In MS and HS, the Learning Support team offers Learning Lab for students in G6-12, Math Lab for students in G9-12 and in class support for students in G6-12. The Learning Lab in MS and HS supports students in the areas of time management, study skills, self-advocacy, organization and self regulation The Math Lab was designed in conjunction with the HS Math department and is for students who have not established the foundational skills for the IB Math pathway. In class support is a collaborative process with the classroom teacher and may include co-teaching, small group instruction and individual support.

Student Support Services programs require a supplemental fee These programs include: EAL Academy, EAP, Math Lab, Learning Lab and the Personal Learning Assistant (PLA) program. Depending on the student's needs, participation in these programs may be required for as long as the school deems necessary. To provide better support, the school may request diagnostic assessments and/or additional services from external professionals To meet the needs of students, parents/guardians must provide these services and/or use the services provided by the Nido Learning Resource Center (LRC).

The LRC is located on the Nido campus but is staffed by non-Nido practitioners. Currently, the LRC provides assessment and direct services in the area of occupational therapy, speech/language therapy and also retains a clinical psychologist for psychoeducational assessments. The individual practitioners charge the family directly for services. If the family decides to perform a diagnostic assessment or receive services from its own provider and not the LRC, the family must agree to provide all assessments and reports to Nido. Families are required to provide complete information on students' needs at the time of applying to school Not accurately delivering information or omitting information may lead to non-renewal of enrollment

Students whose academic needs exceed tier 3 support capacity will follow the normal retention protocol if they cannot meet basic academic requirements. Students who are retained twice in the same cycle will not be considered to continue as Nido students In this situation, the student’s parents/guardians will meet with the administration and receive a written notification, the case will be reviewed, and they will be notified about the actions taken by the school.

11.3 Social Emotional Support

Social emotional support is provided by the Counseling team Nido’s Counseling team offers various types of social emotional support including: student check ins, the guidance program, group counseling focused on particular needs and individual short term counseling. Students who require therapy are referred for external support.

11.4 Student Study Team (SST)

The Student Study Team (SST) is a collaborative school-focused team that is organized with a problem-solving methodology to address academic, medical, behavioral/emotional, and other issues that may interfere with the student's ability to achieve successful learning An SST may be requested by an administrator, a counselor, or a teacher The SST members may include teachers, support staff, administration, and counselors. Sometimes it is also appropriate to include outside professionals, parents/guardians and the student. The SST develops strategies for intervention, monitors progress, and defines possible actions to address concerns. All SST meetings are documented by a counselor who acts as the case manager The SST plan is shared with parents/guardians and the student, if appropriate The SST reconvenes as needed to review the individual student and shall meet at least once a year until the case has been closed.

Additional support at this level may include a full-day Personal Learning Assistant, if deemed necessary by the school and approved by administration See the Behavior section, Code of Conduct and Behavioral Expectations for more detailed information.

12. ASSESSMENT POLICY

The Assessment Policy Manual (Reglamento de Evaluación y Promoción) expresses our Nido Way education and meets Chilean regulations regarding assessment and promotion Our guiding statements, curriculum, and program prepares students to be eloquent communicators and impactful stewards of a rapidly changing world Nido students engage in experiential, inquiry-based learning and master a rich curriculum, while acquiring the skills to communicate across multiple fields, disciplines, and cultures.

Our assessment system is designed to, first and foremost, improve and promote the learning of our students. Therefore through a variety of experiences provides information about learning, instruction and self-assessment and evaluates the performance of our students against our standards. In all divisions, teachers encourage students to embrace a growth mindset, learning from their mistakes and understanding that talent and ability improve with diligence, commitment, and self-confidence

You can read the full Assessment Policy Manual here.

13. APPENDIXES

1. Child Rights Based Approach

2.

3

4.

5.

15.