Nido de Aguilas Internal Regulations 2024-2025 by International School Nido de Aguilas

International School Nido de Águilas

2024-2025 School’s Internal Regulations

(Reglamento Interno del Establecimiento Educational - RIEE)

Duration: Academic Year 2024-2025

Revision Date: April 2024

Updated on: June 2024

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 1500 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, PAES, 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

Kindness

Respect Responsibility Integrity

Belonging

Positivity

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 presented 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 Internal Regulations of the International School Nido de Águilas include this document, the School Assessment Policy and the School Safety Plan

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, parents/guardians, professionals, administrators and management members

A positive community life at school shall be understood as harmonious interactions of the members of the educational community, which implies a positive interrelation among them and allows the adequate fulﬁllment of the educational objectives in a climate that favors the integral development of the students

These Regulations include action protocols to protect the rights of members of the educational community in situations that represent a risk or vulnerability. These protocols are an essential element of the internal regulations and must be followed by all members of the educational community.

The following appendixes are an integral part of these Internal Procedure:

APPENDIX I Action protocol for dealing with situations of mistreatment, bullying or violence among members of the educational community

APPENDIX II Protocol for sexual aggressions and acts of sexual connotation that threaten the integrity of students

APPENDIX III Protocol for dealing with situations of violation of the rights of children and adolescents

APPENDIX IV Protocol for alcohol and drug situations within the establishment

APPENDIX V Protocol for signs of depression and suicidal risk in students

APPENDIX VI Protocol for ﬁeld trips

APPENDIX VII School accident protocol

APPENDIX VIII School retention protocol for pregnant students and teenage mothers and fathers

APPENDIX IX Protocol for the recognition of the gender identity of girls, boys and trans students in the school community

APPENDIX X Protocol for emotional and behavioral dysregulation in educational organizations

APPENDIX XI Changing Clothes Protocol

APPENDIX XII Assessment Policy

APPENDIX XIII Comprehensive school safety plan

Situations not foreseen in these regulations will be resolved by the divisional Principals of the school along with the Head of School, who may consult with the leadership team,

always ensuring the best interests of the child, compliance with educational regulations and the protection of the school's Educational Project

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 Organizational Chart

3.3 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.

3.4 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)

3.5 Communication

These regulations will be broadcasted to the educational community through the following means:

1. Delivery of an electronic copy of these Internal Regulations to parents and guardians at the time of enrollment, with electronic signature of receipt

2. Publication on the educational School’s web site.

3. Availability of a copy in each Divisional Oﬃce for consultation by students, parents and guardians and the educational community in general

4. Meeting with parents at the beginning of the school year to deepen the contents of the Internal Regulations document.

These regulations will be reviewed annually in order to incorporate necessary modiﬁcations based on changes in current regulations and/or the organization of the school.

All modifications made to the regulations will come into effect once the school community has been informed Exceptions are those that respond to the fulfillment of a legal obligation, which will be considered in force at the time of their implementation

4. RIGHTS AND RESPONSIBILITIES OF MEMBERS OF OUR COMMUNITY

The educational community is a group of people who, inspired by a common purpose, make up an educational institution This common purpose is to contribute to the formation and learning achievement of all students who are members of it, aiming to ensure their full spiritual, ethical, moral, aﬀective, intellectual, artistic and physical development. The shared purpose of the community is expressed in the adherence to the Educational Project of the school and its interactions established in the Internal Regulations These regulations must allow the eﬀective exercise of the rights and duties established by law.

The educational community is made up of students, parents and guardians, education professionals, education assistants, teaching, management and administrative teams, and the educational foundation

Without prejudice to the rights and duties established by law and regulations, the members of the educational community shall enjoy the following rights and shall be subject to the following duties.

4.1 Leadership Team

The educational Leadership Team has the right to lead the realization of the Mission and Vision of the School (Educational Project).

Their duties are as follows:

1 To lead the Division they are in charge of and foster the quality of the learning of all students.

2. Continued professional development.

3 Promotion of teachers’ professional development for the fulﬁllment of their educational goals.

4. Compliance with all the rules of the school/division they lead.

5 Pedagogical supervision in the classroom

4.2 Rights and Duties of the “Fundación Nido de Águilas”

Rights are:

1. Implement the Educational Project, with participation of the school community in accordance with the autonomy guaranteed by law

2. Develop and implement its own curriculum in accordance with the law.

Duties are:

1. Comply with the requirements to maintain the oﬃcial recognition of the school.

2. Guarantee the continuity of the educational service during the school year.

3. Report academic results of students to parents and guardians.

4. Promote the quality of education and the continuous improvement of the educational project.

4.3 Parents and Guardians

The parents are guardians in their own right, regardless of their marital status or the de facto situation in which they ﬁnd themselves (who are jointly responsible for the personal care of their children), and, as such, they acquire the duties and rights that correspond to that condition.

In accordance with current educational regulations, the right to educate their children, to associate, be informed, be heard and participate applies equally to both parents, without any distinction regarding their marital status or de facto situation. Thus, the school cannot restrict the aforementioned rights to one of the parents, just because they do not have personal care of their children, unless there is a court order to do so.

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 the school should contact in the event of an emergency Any change of address or telephone number, as well as any signiﬁcant changes in the student's health, must be informed by the parents on Powerschool.

Responsibilities of the parents/guardians

The following are obligations that parents must fulﬁll in order to collaborate with the proper functioning and order of the school:

1 Participate in the creation of a positive atmosphere in the school, respecting the rights of all other members of the school community, avoiding any conduct that promotes or generates intolerance or disharmony among its members.

2. Treat all members of the educational community with respect and dignity and without discrimination.

3. Respect the school day schedule bringing and picking up their child(ren) on time.

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

5. Report absences via powerschool in a timely manner, presenting a medical certiﬁcate or email communication supporting any special situation of their child, especially in the face of scheduled evaluations.

6. Ensure that their child(ren) 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,

7 Be responsible for the safety of their children after the completion of school activities, including supervision of drivers or other caregivers

8. Respond to and cover the costs of repair or replacement of school supplies or infrastructure due to loss and/or damage caused by misuse or negligence on the part of their child(ren)

9. Commit to regularly review the information platform regarding your child's school life.

10. Maintain an updated student health record and contact information, so that in the event of an emergency the school will have this information

11. Comply with agreements made with the teacher and/or Division Director to support their child's education (e.g., assessments, outside specialists, homework commitments). In addition, parents and guardians have the responsibility to comply with the conditions agreed upon in the student’s individual plans that are developed by the student support team All agreements require the signature of the parents or guardians.

12. Collaborate with the school to promote the student's well-being, follow recommendations, and sign a written authorization (Release for Exchange of Information) for the school to contact outside specialists In case the student is being supported by external professional services (psychologist, neurologist, psychopedagogist, among others), the parent/guardian must keep the school informed periodically of the progress achieved, and share the written report issued by the corresponding professional.

13. Enroll the student on the date set by the school, within the deadlines and in the manner established by the school administration.

14. Help their children to reach the highest level of their abilities in order to achieve a comprehensive development in the most diverse areas, whether intellectual, spiritual, cultural, athletic and recreational

15. Inform the school of any physical or psychological health condition that may aﬀect the student during their school days.

16. Comply with visitor regulations and make an appointment if they would like to communicate with the child’s teacher, counselor or Principal

Rights of Parents

Under current educational regulations, parents have, among others, the following rights:

1. To demand that the school will comply with the Educational Project.

To demand from the school's leadership team a commitment to fostering an atmosphere of tolerance and mutual respect; that guardians may express their opinions; that their physical and moral integrity be respected, and that they may not be subjected to humiliating or degrading treatment or psychological mistreatment; that they not be arbitrarily discriminated against; to receive adequate, timely and inclusive care; to have their personal freedom and freedom of conscience respected; and their right to respect for their traditions and customs in accordance with the institutional educational project

2. To demand 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

3. To be heard regarding any questions or concerns related to their children. To do this, they must use oﬃcial communication channels in a respectful manner.

4. 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.

5 To be informed as to who is the School Community Life Chairperson and how to contact him/her.

6. To receive oﬃcial certiﬁcates related to the school situation of their child.

7 To be informed of the emergency protocols of the school and the special measures adopted should their child require some type of special assistance in case of evacuation.

8 To be informed by the school, at the beginning of each school year, of the standards that students must achieve at each level according to the Nido Curriculum and the main strategies through which the school intends to achieve such learning.

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 Participate in parent-teacher conferences, parent meetings and celebrations of learning, among others

o Apply for Room Parent or Grade Level Representative promoting collaborative work between parents and the school;

o Participate in the Nido Parent Association (NPA)

o Run for member of the Board of Directors

The Nido administration will work with the NPA to promote participation and cooperation between the school and parents in a variety of activities designed to support the school and its students The NPA is recognized as the oﬃcial organization for parents and is authorized by the school's Board of Directors to function as a support organization for the school.

Violation of rights

Any violation of the rights of children or adolescents established in national or international legislation is considered a violation of rights. Situations of violation of rights are related to carelessness, negligent treatment, neglect or lack of attention to the physical and emotional needs of children and adolescents, when the responsible adults have the knowledge and means to satisfy them They are a type of violation by omission, i.e., because the child or adolescent does not receive the minimum necessary for his or her survival and well-being.

Regarding situations of violation of rights, the school has a speciﬁc action protocol which will be activated whenever necessary (Reference Chapter 8) .

Misconduct of parents/guardians and sanctions

The following will be considered faults:

1. Failure to justify in a timely manner the absences of their child(ren) to classes or school activities

2. Entering classrooms without giving timely notice to the corresponding Divisional Oﬃce.

3 Absence from parent meetings or activities to which he/she has been summoned without due justiﬁcation

4. Failure to provide the information required in the diﬀerent forms requested by the school, such as: health and emergency forms.

5 Not complying with the commitments assumed in the academic, disciplinary and/or formative areas that are contracted during the year, or in the admission process.

6 Interfere with the school in academic, administrative and/or disciplinary matters

7. Use meetings of parents, social networks or other mass media to the detriment of any member of the educational community that may damage the image or honor of any of them

8. Physically or psychologically attack any member of the Educational Community inside or outside the school.

9 Attempt to disparage the dignity, honor and/or prestige of the School, its oﬃcials, with inappropriate attitudes or behavior, both internally and externally, through the Internet or by any means of oral or written dissemination.

Sanctioning Procedure

In the event of an oﬀense by a guardian, a sanctioning procedure will be initiated. The corresponding sanctioning procedure will consist of the following stages:

1 Notiﬁcation: The Principal and/or SCL Chairperson informs the guardian that a sanctioning procedure has been initiated, informs the oﬀense for which the sanction is intended, the facts that constitute it and the possible sanctions associated with it.

2 Presentation of the defense: The notiﬁed guardian will have a period of 3 working days to present his or her discharges and the means of proof that he or she deems pertinent to disprove the facts that constitute the oﬀense for which he or she is intended to be sanctioned.

3. Resolution: The Principal and/or SCL Chairperson will be the one to resolve in light of the compiled background and will have a term of 3 working days to do so

a. Appeal: The guardian will have the right to present a written appeal to the school's head in those cases in which he/she is not satisﬁed with the resolution, for which he/she will have a period of 3 working days.

b Final resolution: In those cases in which the parent/guardian has submitted the appeal document, the head of school will have a period of up to 3 working days to make a ﬁnal resolution, in light of the information available up to this point.

As a protective measure the school may prohibit the parent's entry to the school campus while the sanctioning procedure is ongoing. This measure will not be considered a sanction.

Possible Sanctions:

1. Written warning

2. Inability to hold the position of guardian representation

3. Restriction of participating in school activities

4 Temporary prohibition to enter the school

5. Permanent prohibition to enter the school

6. Change of guardian for school matters

Protocol Activation

If the failure to comply with their duties and obligations as guardian aﬀect school community life, and are related to the violation of the rights of education assistants and/or education professionals, especially with the one that indicates "Their physical, psychological and moral integrity must be respected, and they may not be subjected to humiliating, degrading or psychological mistreatment ” , The school may activate the school violence protocol, and may apply the prohibition of the parent's entry to the establishment and/or the request for a change of guardian as a measure of protection to the educational community.

On occasions in which the failure to comply with their duties and obligations as guardian hinder the educational process of their ward, this may be considered as a violation of rights as indicated in the protocol of the same name attached to these regulations. The school will be empowered to activate the protocol, which will then activate the network of protection for minors and request the family court to take protective measures in favor of the student

If the failure to comply with their duties and obligations as a parent or guardian constitutes a crime, the school will proceed to report the matter to the relevant institutions.

Tuition and School Fees

It is a duty of the parent/guardian to keep tuition and all 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 May. 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.

4.4 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, assessment system, discipline and school activities as described in the School Handbook and Divisional Guidelines, which are 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 respectfully. Students have the right to disagree 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 Take responsibility for their actions, act with honesty, and tell the truth,

o Give their full name and class if a staﬀ member requests it on campus,

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

o Resolve conﬂicts in a constructive and respectful manner,

o Be collaborative and open to diverse perspectives, promote an inclusive environment and embrace diﬀerences in culture, race, religion, life experiences and identity.

o Know and comply with the Behavior Expectations and Code of Conduct in our community (as outlined in section 9)

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 and inclusion. Students have the following responsibilities:

o Attending and participating actively in classes and school activities,

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

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

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

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

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

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

o Avoiding behaviors that interfere with or discourage peer learning, and

o Upholding the values of Nido both on and oﬀ campus when participating in clubs, sports and other activities. For oﬀ-campus school activities there are also Behavior Expectations and Code of Conduct (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:

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

○ Reducing, reusing and recycling products when possible Avoiding single use plastic product - using water bottles is strongly recommended,

○ 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,

○ Reselling items in school without the school’s permission,

○ Not bringing items to school that are made to cause injury to themselves or others,

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

○ Following 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 Caring for and appropriately treating the material and equipment provided by the school,

o Avoiding 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 Accepting the ﬁnal decision of the mediation conducted by the teacher, counselor, or administrator

● 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 are responsible for demonstrating strong moral character both in and out of school, ensuring their behavior positively reﬂects on themselves and their peers at Nido They must also abide by Chilean laws and the laws of any country they ﬁnd themselves in

● 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 as outlined in section 9 of this School Handbook

4.5 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 Educational Project Handbook, the Internal Regulations on Hygiene, Order and Safety, the Ethics, Risk and Compliance Handbook, among other documents available in the School Handbooks section of the Intranet

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 to comply with the guidelines set in

the School Handbooks, especially safeguarding the protection of Children, and including 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 school and 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.

● Faculty and staﬀ have the right to express their concerns or needs to the Administration Team through the existent channels in a direct, respectful, and constructive manner

● It is the right of all faculty and 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 oﬃcial school channels

● 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 each staﬀ member to ask for feedback on their job performance when necessary, and to implement the recommendations and strategies suggested by their supervisors

● 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.

4.6 Inclusion and Belonging

Nido se esfuerza por ser una comunidad donde cada miembro sea incluido, valorado y tratado con equidad En Nido creemos que la diversidad, la equidad, la inclusión y la pertinencia fortalecen la educación pues fomentan el logro académico, los valores esenciales de respeto, desarrollan la habilidad de aprender desde y sobre múltiples perspectivas preparando así a los estudiantes para vivir y trabajar en una comunidad global, encarnando nuestra misión Nido

This regulation considers inclusion as a critical foundation in the educational development of our students. This is based on the conviction that all our students, regardless of their differences, have the right to develop the profile of the Nido learner and to be an active part of our school community Inclusion in the educational context is defined as the process that seeks to reduce, and if possible, eliminate barriers that may obstruct access, permanence, learning and participation of all students on equal terms.

This approach promotes the creation of educational environments that respect and value individual diﬀerences. Inclusion implies the recognition and acceptance of the individual needs of each student, as well as the implementation of pedagogical measures and strategies to eﬀectively address them.

The school is committed to implement measures to reduce barriers that may obstruct access, permanence, learning and participation of all students on equal terms. These measures will be in line with two crucial elements

● A group approach of the school's educational design, which implies that the measures to be applied will generally be adaptations of previously designed group activities and not necessarily the individual attention of students.

● The availability of school resources, which means that all measures will be in relation to the available resources, without being possible to apply those that imply a disproportionate load.

All forms of arbitrary discrimination are prohibited, especially those based on nationality, race, sex, social status, political, moral or religious convictions, academic background, physical appearance, ethnicity, socioeconomic status, family type, sexual orientation, gender identity, religion, health conditions, maternity; as well as physical, sensory, intellectual disabilities or any other personal or social condition or circumstance.

4.7 Considerations for students with ASD

The school will apply the rules and procedures of the regulation in consideration of the particular characteristics involved in the care of infants and students with autism spectrum disorder. This means that adjustments to the norms may be made when they prevent students with ASD from developing appropriately in school.

However, it is important to keep in mind that the norms and regulations exist in relation to the school's educational project Therefore, only those rules that may obstruct access, permanence, learning and participation of students with ASD on equal terms will be adjusted.

The school will promote citizenship training in order to encourage the participation of its students in society, ensuring that all students have the right to participate in school activities.

In this sense, the school will not prevent the participation of students with Autism Spectrum Disorder (ASD) in any student organization of the school, when this is possible according to their progressive autonomy and always thinking in the best interest of the child.

Likewise, with the purpose of contributing to the teaching process, the school will promote the participation of all members of the educational community, without distinction, especially through the formation of Student Councils and Parent Teacher Associations

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 Nido News , 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

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

Uniforms, Transportation, Health Services,

(password protected)

Faculty Portal

(password protected)

Nido News

Social media

Direct emails - schoolwide

Nido Connects App

Teachers & Staﬀ’ Emails

Class & Grade whatsapp chats (optative)

*Alumni newsletters

Cafeteria, Community beneﬁts, Divisional 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

School News, Principal’s weekly updates, upcoming events, and more

Facebook, Instagram, Linkedin, Vimeo

School messages, updates and important news.

The parent must register an email address where they can be contacted by the school and it will be his/her responsibility to report any changes in this regard

The email address may be used to send general and speciﬁc information about the student, such as grades, reports, notices of disciplinary proceedings, including those providing for sanctions such as cancellation of enrollment or expulsion, and other proceedings involving the parent or student

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

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

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

5.3 Contact Protocol

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).

National Plan

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 Assistant Head for National Plan

Others

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 reconsideration 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 reconsiderations 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 creating 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 through Powerschool’s “Attendance Monitor”

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 divisional administration 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. These absences will be excused as long as they ﬁt the criteria for an excused absence 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

Campus Hours

Campus hours refers to the timeframe during which the School is open and operational and when athletic and recreational facilities are accessible to students and staﬀ as long as these activities are scheduled, supervised, and approved by the appropriate area and/or supervisor and do not interfere with school programming such as ASAs or Athletics

● Monday - Friday:

○ Staﬀ & students with early morning practice: 5:45 am

○ Students: 7:15 am-6:30 pm*

○ Campus closes at 7:00 pm.

● Saturday:

○ Staﬀ: 7:00 am

○ Students: 8:00 am - 1:30 pm*

○ Campus closes at 2:00 pm

● Sunday: Campus Closed to students, faculty & staﬀ

These campus hours of operation do not apply to school events such as concerts, competitions, graduations, promotion parties, etc. Outside of the hours of operation, Nido may use the campus for other activities approved by the Administration. Campus hours are subject to change on long weekends, holidays, and summer and winter breaks.

School Hours

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

● Early Years School: 7:45 am - 2:25 pm

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

● Middle School: 7:40 am - 3:15 pm*

● High School: 7:40/8:05 am - 3:15 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 and ES, if students are not withdrawn before 2:45 pm, their teacher will take them to the respective divisional oﬃce (EYS or ES), where they will be supervised until the parent/guardian comes to pick them up.

Recess and snack schedules are described in each division's handbooks.

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

Student Early Pickup and Information Delivery

Parents can withdraw their children at any time during the school day They must go to the Division Oﬃce and present their identity card (ID) to obtain the early dismissal pass. The parent must wait for the child in the respective Division Oﬃce.

Exceptionally, authorization will be granted to a person expressly authorized by the parent to withdraw the student It will be essential to individualize the full name and ID number (RUT) of the authorized person

Under no circumstances will withdrawal from the establishment be authorized via phone calls, justiﬁcations, and/or certiﬁcates of any kind.

For middle school and high school students, the division secretary must record the withdrawal in Powerschool, after receiving written authorization from the parent.

Student information, including personal data, academic records, conduct reports, attendance, and any other personal information, is conﬁdential and will only be provided to parents, guardians, and/or student tutors Exceptionally, this information will be provided to third parties, provided it is authorized by the parents or required by a court.

Student information will not be provided to a parent against whom a restraining order has been issued against the student, while such measure remains in force

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. If the student does not participate in Physical Education, they cannot participate in After-School Sports.

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

5.5 Visitor Protocol

At Nido, we take the safety and security of students as our highest priority. As a result we develop guidelines and procedures to ensure the safety of all on campus. We reserve the right to limit access to campus and to set guidelines and policies to regulate the access to campus.

At the same time, Nido values the participation of parents/guardians in all the activities to which they are invited. Parents may enter campus to drop oﬀ and pick up their child(ren). During school hours, parents and/or guardians must have pre-scheduled appointments or authorization to come on campus and will be required to check in at the main entrance Identiﬁcation badges must be visibly displayed while on campus

Parents/guardians that need to contact their child during the school day can contact the Administration oﬃce of each division

All visitors must register with the Security Office and will be issued an identification badge that must be visibly displayed during their stay on campus. Upon departure, they must check their departure time at the Security Office. Visitors who do not carry a badge l will be directed to the corresponding Division or the Reception Office.

Parents and/or guardians must also register their car(s) annually 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.

5.6 Uniform and Dress Code

Students in PK up to 5th grade are required to wear any Nido-approved clothing combination. Students in MS & HS are only required to wear a Nido shirt or spirit-wear during physical education. 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 attire 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)

Uniforms are available at Scolari and can be purchased online or in their 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 learning, which is complemented by the hours of preparation they have each week. Additionally, teachers have opportunities to pursue individual studies related to their school assignment or school goals

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

Development of Pedagogical Competencies

● 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

● Safeguarding Training

● Conscious Discipline

● Suicide Prevention

● Orientation Program that includes topics such as empathy, conﬂict resolution, study strategies, Social media, among others (CASEL).

Although the structures in which the Teaching Teams are organized vary according to the Division, teachers are evaluated by a member of the Nido Leadership Team Teachers set goals annually, meet with their supervisors twice per year to reﬂect on these goals, and welcome observations of their classroom practices.

Individual teachers and teaching teams are responsible for planning the classes and developing the Learning Units, based on the Learning Standards deﬁned by the school and in the Nido planning formats Thus, it is also expected that all developed material will be available on the electronic platforms of each division.

In matters of discipline or decisions regarding discipline or retention, teachers 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.

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.

Distance Learning is an exceptional situation and an all-school decision. Distance Learning is not available as an alternative to attending classes Nido´s educational program is a social learning experience that is provided on our campus

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 Clinica Alemana where all students have Accident Insurance. 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 at Clinica Alemana which provides coverage for accidents of a traumatic nature, 24 hours a day, throughout the year. More details can be found in the Nido Health Services section.

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 an oﬀense as outlined in section 9 of this document. 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 Google Workspace or other school-related account, 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. Access to google workspace and other school platforms is available to all Nido students and closed upon withdrawal or a year after graduation in the case of G12 students.

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

School information is considered private under any circumstances unless proper permission has been given. 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 The two channels Nido has to promote services/products are the Nido Benefits program or Nido Bay Information on both of these programs is available in the Parent Portal, in the "community" tab.

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 Annual Re-enrollment

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. Re-enrollment occurs annually in May

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.

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 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.

● 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 and becomes permanent, 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 a Withdrawal Form online

Permanent Withdrawal

Parents planning to permanently withdraw their children shall notify the School with as much time as possible by completing a 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 The application process includes a thorough review of academic and behavioral history, status of student account, application form, supporting documents and home visit. The budget for these Programs is approved annually by the Board. 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 eligible for Financial Aid:

● Parent(s)/guardian(s) must be current in all school fees;

● Students must have acceptable behavior and cannot have incurred in actions considered major or intolerable oﬀenses according to our School’s Internal Regulations

● Students must have acceptable academic records: grades above a C- or its equivalent

● Students must have an attendance record of 85% or more.

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)

Child safeguarding is about making Nido safe for children. Child safeguarding refers to a set of policies, procedures and practices employed to make Nido safe for all children within our community. It is proactive.

Child protection is about making the world safe for children. It refers to actions done to protect speciﬁc children from concerns of risk or harm. It is responsive.

8.1 Child Protection Statement

Nido de Aguilas International School acknowledges its responsibility to protect and safeguard the welfare of every child and young person within our community. This commitment extends to all members of our school family, including students, staﬀ, parents, volunteers, and visitors.

Our approach to safeguarding is rooted in a child-centered philosophy, where the best interests of the child serve as our guiding principle in every decision and action we undertake. We believe that every child has the right to learn, grow, and thrive in an environment that is safe, nurturing, and supportive.

Collaboration with parents is fundamental to our eﬀorts in creating a safe environment for our students. We work closely with parents to ensure that children not only feel secure but also understand their rights and responsibilities towards themselves and others.

Each individual within the community has the responsibility to promptly seek assistance if there are any concerns for the student's safety.

8.2 Prevention Hiring

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 are sought on all staﬀ that have access to students. It is school policy to perform thorough background checks through actively seeking conﬁdential references for all new employees.

Annual Vetting Process

Nido has established a rigorous annual vetting process for all employees with regard to child protection which includes a legal record certificate (certificado de antecedentes) and Inability to work with minors certificate (certificado de inhabilidad para trabajar con menores). These documents provide a certificate of good standing from the Chilean and overseas authorities.

Trainings

In accordance with the recommendations and requirements of school accrediting agencies, the International Task Force on Child Protection, and the UN Convention on the Rights of the Child (which Chile signed and ratiﬁed) training on child protection awareness and procedures occurs on an annual basis.

Student Education

Social-Emotional Learning and Child Safeguarding education are interconnected. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions

Social-Emotional curriculum is offered to all students through our curriculum based on CASEL’s framework through classes, such as, Health classes in Middle School and First Year Seminar in 9th grade, advisory, among others. The curriculum is also offered through specific programs, such as, Safer and Smarter Kids

Regular audits and reviews

Our commitment to child safeguarding is an ongoing process. Nido recognizes the importance of regularly reviewing and updating our practices, protocols and procedures. Nido conducts annual reviews of protocols and procedures as well as an annual assessment of existing practices as a vital component to our commitment to continuous improvement in child safeguarding.

Protocols and Procedures

Nido has clear procedures for reporting and responding to child protection concerns. We ensure that our protocols and procedures remain fully compliant

with the child protection requirements established by the Chilean Ministry of Education, as well as other relevant international best practices. Additionally, Nido works in collaboration with external specialists, OPD Lo Barnechea and other local authorities, as necessary.

School Community Life Groups

The school has two groups that meet in order to promote a safe and harmonious environment, these are:

1. School Community Life (SCL) Council (Section 8.2: Prevention)

2. School Community Life (SCL) Committee/Safeguarding Response Team (Section 8.3: Response)

SCL Council

The purpose of the Nido SCL Council is to promote a safe and caring environment. This council meets regularly to overview social-emotional learning (SEL) and aims to develop strategies for the promotion of healthy community life through the SCL Management Plan. It is composed of a representative group of the school community, and led by the SCL Chairperson.

The SCL Council's main contributions will be to:

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

b) Contribute to the dissemination of the information regarding our SCL and SEL procedures and protocols

c) Generate an SCL Management Plan.

d) 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 by divisions or for the entire school community, as well as being part of the curriculum, or extracurricular activities, 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 SCL council, aimed at strengthening and/or promoting a positive school community life.

The Management Plan shall include mandatory trainings to all staﬀ in areas of promotion of a positive school community life, for example, conﬂict resolution.

8.3 Response

What constitutes a child protection concern?

As stated by AISA Child Protection Handbook and World Health Organization, Child protection concerns constitute suspected, alleged, self-disclosed, or witnessed abuse of a child by anyone which must be investigated and followed by appropriate action. Child Abuse constitutes “all forms of physical and emotional ill treatment, sexual abuse, neglect or negligent treatment or commercial or other exploitation, resulting in actual or potential harm to the child’s health, survival, development or dignity.”

A person may abuse a child by inﬂicting harm, or by failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting; children may be abused online or in person by individuals known to them, or more rarely, by a stranger. Children may experience multiple forms of abuse simultaneously. Most child abuse is inﬂicted by someone the child knows, respects or trusts. All adults should understand reasons children may not talk about abuse they might have experienced

Types of Abuse:

Further information on deﬁnitions and indicators may be found on the corresponding protocols.

Deﬁnitions (CDC) Protocol

Physical abuse Physical abuse – The intentional use of physical force that can result in physical injury.

Emotional Abuse Emotional abuse – Behaviors that harm a child's self-worth or emotional well-being.

Action protocol for dealing with situations of mistreatment, bullying or violence among members of the educational community

Action protocol for dealing with situations of mistreatment, bullying or

Sexual abuse Sexual abuse – Pressuring or forcing a child to engage in sexual acts.

violence among members of the educational community

Protocol for sexual aggressions and acts of sexual connotation that threaten the integrity of students

Neglect Neglect – Failing to meet a child's basic physical and emotional needs..

Protocol for dealing with situations of violation of the rights of children and adolescents

School Community Life Committees (Safeguarding Response Team)

Nido has appointed a Designated Safeguarding Lead (DSL), who, along with the School Community Life (SCL) committees, is responsible for overseeing child safeguarding within our school. The SCL Committees, together with the DSL, address concerns related to the violation of students' rights such as child abuse, neglect, bullying, harassment, or other issues related to child protection as well as the safety of any member of the educational community.

When a case is reported, the Division SCL Committee meets to review the case. The main goal of the committee is safeguarding the welfare of the student and promoting a healthy and positive community life by appropriately responding to child protection concerns.

The committee is composed of the following members:

1. School Community Life Chair/Designated Safeguarding Lead

2. Divisional Counselors

3. Assistant Principal

4. National Plan Divisional Coordinator

In situations where a staﬀ member is involved, the SCL Committee will include the Human Resources Director, the staﬀ member’s supervisor and on occasions, the Assistant Head for National Plan.

The main functions are related to:

1. Activate the necessary protocols and proceed according to their indications

2. Review and monitor compliance with the protocols established in the regulations associated with the case

3. Deliver recommendations that promote the safety, well-being and good relations of the members of the school community

4. Contribute to community awareness and education

5. Promote the participation of the diﬀerent members of the educational community in the SCL Council and work collaboratively with it for the development and implementation of school community life policies

6. Coordinate training initiatives on the promotion of good relations and the management of conﬂict situations

Reports

All members of the Nido community are encouraged to report incidents in which they or others could be victims. A report may be shared with any school employee, who will communicate this information to the DSL, SCL Chairperson, Assistant Principal or counselor. All reports must be documented in writing.

It is mandatory for parents/guardians and school personnel to report incidents of child abuse, neglect, bullying, harrasment or other issues related to child protection immediately or within the next school day.

Conﬁdentiality and Record Keeping

All cases discussed by the School’s SCL Committee must consider the student's right to privacy. Nido recognizes the utmost importance of conﬁdentiality in safeguarding the well-being of our students.

Conﬁdentiality will be preserved through the following actions:

● All documentation related to child protection inquiries will be securely maintained by the Designated Safeguarding Lead.

● All documentation concerning suspected or reported cases of abuse or neglect will be thoroughly documented by the school and conﬁdentially stored using the online safeguarding database, the Child Protection Online Monitoring System, CPOMS.

● Information may be shared within the professional community at Nido on a need-to-know basis to ensure the safety and well-being of the

child. This sharing will be conducted with the highest regard for privacy and ethical considerations.

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 program for Socio-Emotional Learning, which includes class meetings in EYS and Elementary, Advisory Program in Middle School and High School, Health and Wellness classes in Middle School and First Year Seminar in High School, as well as strategies taught in the classroom that promote prosocial 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 Behavior Expectations and Code of Conduct in our Community section 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

Learning takes place in a supportive 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 rules, organization of time and taking care of the 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 following rules, being part of a community, 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 students take responsibility for personal 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. Guardians 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 follow 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, conciliation and restoration Participation in these processes 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 co-created between those involved. By means of conciliation, the third party proposes a solution

9.4 Guiding Principles

Nido's standards of behavior are based on kindness, respect, responsibility, integrity, belonging and positivity. 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 positive school life 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. The rules:

1 Reinforce a holistic personal development process for all students

2. Are explicit, clear, and known to all.

3. Are recognized and reinforced when they are followed.

4. Takes into account developmental diﬀerences of students.

5 Are valued by all community stakeholders as essential conditions for learning 9.5.

Preschool Level: Social-Emotional Education & Support Measures (PK - K2)

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 educational 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 or themselves, 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 For example, for behaviors such as:

● Students demonstrate physical aggression towards another peer, staﬀ or faculty member,

● Runs away from the classroom or the group,

● Disrespectful language towards another peer, staﬀ or faculty member, and,

● Disrespecting school property or the property of others.

The school will action the following measures to support the child:

● Conversation with the student,

● The parents/guardians will be informed so they can talk with the child and participate in order to change the behavior,

● The situation will be approached in an integrated and collaborative manner between parents/guardians, teachers, administration, and, if necessary, external professionals, looking for strategies to change the behavior and favor the development of the student as well as healthy school life that ensures the safety of the student and others,

● 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,

● 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

In these cases, an active collaboration with parents is expected, within the framework of the school's educational project and always seeking the construction of a positive coexistence environment.

Support Strategies with Parents

At preschool level, Letters of Agreement are the strategies that are applied directly to parents/guardians, in compliance with the mandate established by the Intendance of Preschool Education (Intendencia de Educación Parvularia).

Letter of Agreement:

The Administrative Division or SCL Committee may decide to present a Letter of Agreement to parents or guardians for behavioral, attitudinal, academic concerns, or as a recommendation to undergo external treatment or evaluation

This letter is a plan that seeks to support the child's positive development while also seeking to ensure a positive climate in the school community. It may include the reduction of the school day, the presence of the child's parents or outside specialists during the school day, or any other measure that ensures safety

9.6 Behaviors that Negatively Aﬀect the School Environment (Grades 1-12)

The behaviors described below are unacceptable to the Nido de Águilas School community because they do not comply 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

Incidents that occur outside of school are the family's primary responsibilities, the school will get involved if it aﬀects the school community life with support measures or if it requires opening an SCL protocol due to safety concerns.

The consequences of any oﬀense will always imply educational measures giving students opportunities for growth and behavioral improvement, and often include opportunities to repair the situation caused by the behavior When the behavior does not meet expectations, the consequences may also result in disciplinary action. When applied, disciplinary actions are mandatory and the school will keep records in the student’s ﬁle.

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 mitigating and aggravating circumstances, the age of the child, and the classiﬁcation of the oﬀense as minor, major or intolerable.

Principles of Disciplinary Procedure

At school, offenses must be classified and have a disciplinary consequence in proportion to their seriousness. In this context three elements must be considered when deciding the disciplinary measure: proportionality, appropriateness and necessity. The measure must be objectively adequate to satisfy its purpose, strictly necessary and justify the intensity in which the rights of the affected student are undermined These elements must be present at all times in the disciplinary process, respecting the guarantees of due process and a fair and rational procedure. Disciplinary measures must be proportionate to the seriousness of the infractions.

Each oﬀense will have a direct correspondence with the action and the age development of the student who committed it, considering that, not necessarily the same oﬀense will have the same measure or sanction.

A. Minor Oﬀenses

Minor oﬀenses are attitudes and behaviors that disturb school life without causing physical or psychological harm to other members of the community. 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 or follow speciﬁc instructions from teachers

3 Disrespecting communities members arguing and/or insulting

4. Not following the Nido dress code, per divisional policies.

5. Using any technological devices inappropriately including, but not limited to, cellular phones, laptops, tablets and headphones

6. Minor property damage to the school or to personal belongings of community members

7. Being late for classes or other school activities as per divisional policies.

8. Unexcused absence from interscholastic athletic team.

9. Disruptive behavior inside or outside of a classroom, including extracurricular

activities.

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 inappropriate language (swearing and rudeness).

13. Making physical contact without the other person’s consent.

14. Carrying out aggressive behavior that does not threatens themselves or others.

15 Ordering food or beverages during school hours without proper authorization

16 Selling products at school or carrying out commercial activities without authorization

17 Failure to be proactive and reinforce Nido values when you are a bystander of oﬀenses described in the RIE

18 Inappropriate social interactions (for example, invasion of personal space, overbearing behavior, inappropriate jokes, others)

19 Entering the school with pets without prior authorization

20. Remaining in the classroom, without prior authorization or supervision, during recreation periods (recess and lunch time)

21 Dressing appropriately for a school setting The dress code can be found in the divisional handbooks

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 actions that affect the school community life. The following will be considered offenses in the context of virtual and/or face-to-face classes:

1. Engaging in dishonest behavior (for example, lying, purposefully omitting information, or presenting unsubstantiated complaints or accusations, others).

2. Carrying out or inciting aggressive behavior that threatens the physical or psychological well being of themselves or someone else.

3. Disrespectful, deﬁant, and oppositional behavior toward any school employee.

4. The use of obscene or inappropriate language, gestures or images (including social media).

5. Skipping class or leaving the classroom without permission.

6 Breaking the school's “honor code” (by cheating, plagiarizing, forging school documents, inappropriately using of AI, etc.).

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

8. Behavior that puts others at risk and disrupts the normal development of the class.

9. Mocking, taunting, calling a classmate names, and/or verbally abusing any member of the school that denigrates them (in person or on social media).

10. Violation of the responsible technology use agreement

11. Exposing oneself and/or others to physical risk within the school.

12. 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.

13. Throwing dangerous objects, either towards people or any part of the campus or facilities of the School.

14. Throwing 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 dangerous objects are thrown from the outside to the inside of the School

15. Encourage or incite others to commit wrongdoings 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

16 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.

17. Disrupt safety drills or evacuation drills.

18. Hiding, promoting the hiding or disposing of the belongings of fellow students or other members of the community.

19. Exhibiting inappropriate conduct of sexual connotation in the school (such as, kissing, mutual touching, others).

20. Tampering or damaging security cameras located in the school.

21. Isolating or promoting isolation from other peers, either physically or virtually.

22 Entering the school on non-established times without previous authorization

23 Remaining on school premises beyond regular hours or established after-school activity (ASA) times without supervision or prior authorization

24 Lacking moral, good manners, being constantly disrespectful with others, aﬀecting Nido reputation in activities organized, coordinated, sponsored, or supervised by the school.

C. Intolerable Oﬀenses

Attitudes and behaviors that threaten the physical and/or psychological integrity of themselves or 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. 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. Stealing or being in possession of property that belongs to others.

5 Psychologically, or verbally assaulting any member of the school community

6 Threatening any member of the educational community with gestures, words, or in writing (in person or online)

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

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

9 Taking photographs, images or videos or other content, without consent and/or publishing photographs or material of any member of the school community denigrating them.

10. Using AI to falsify photographs, voice recordings, or videos to denigrate any member of the school community.

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

12. Use of oﬃcial school stamps, logos or marketing material without authorization.

13 Acts that deliberately compromise the school's essential infrastructure

14 Sell, buy and/or distribute alcoholic beverages, drugs, cigarettes, snus (nicotine patch), vapes, or illicit substances whether in School or in activities organized, coordinated, sponsored, or supervised by the school.

15. Possess, consume or be under the eﬀects of alcoholic beverages, drugs, cigarettes, vapes, or illicit substances, whether in School or in activities organized, coordinated, sponsored, or supervised by the school.

16. Leaving the school during the school day without authorization.

17. Making false statements or false accusations to falsely blame any member of the community.

18. Stealing school assessments, already administered or to be administered.

19. Organizing or participating in acts of vandalism within the school, such as, but not limited to, setting ﬁres, graﬃti and destroying property

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

21. 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.

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

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

24 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.

25. Engaging in consensual sexual intercourse or other sexual acts on the permises.

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

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

3. To have received a previous sanction:

Repeated misconduct is a particularly serious misconduct. Consequently, in properly justified cases, a sanctioning procedure may be initiated for an intolerable offense against a student who has committed a major offense and who has already been previously sanctioned for offenses of equal or lesser severity

If in the same act a student commits more than one oﬀense, the sanctioning procedure will be initiated to the most serious of them and in no case may the lowest sanction for such oﬀense be applied.

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 educational and/or social-emotional support as well as a sanction when appropriate For the application of the sanction, the rules of due process will be respected.

Procedure For Minor Oﬀenses

When the student incurs a minor oﬀense, the teacher or Assistant Principal of each division must act formatively through the application of one or more educational measures or social-emotional support measure, 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 caused

Educational Actions for Minor Oﬀenses may include:

● Mediation

● Meeting with the student

● Time of self-reﬂection

● Meeting with parents/guardians

● Letter of Agreement

● Detention

● Warning Letter

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 educational 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 caused

For a major or intolerable oﬀense, after the sanctioning procedure, the following sanctions may be applied:

● Suspension of Co-Curricular Activities / Athletics

● In school Suspension

Major Oﬀenses

Intolerable Oﬀenses

● Out of School Suspension (1-2 school days)

● Behavior probation period warning

● Suspension of Ceremonies

● Expulsion of Co-Curricular Activities / Athletics

● Out of School Suspension (3-5 days)

● Behavior probation period (Conditionality)

● Non-renewal of re-enrollment

● Expulsion

Sanctioning Procedure

Corresponds to that procedure that must be carried out when a major or intolerable oﬀense is established as such in the internal regulations of the School. 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 disciplinary procedure for major and intolerable misconduct consists of 3 stages. If the student or his or her guardian submits a request for reconsideration, 2 additional stages will be added

Sanctioning Procedure for Major Oﬀenses

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

1. Step 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. Step 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 They have 3 school days after step 1 to do so

3. Step 3: Resolution: The Principal or Assistant Principal, considering the information presented by the student or his/her guardian, will decide the disciplinary measure. He/She will notify the student, her/his mother, father or guardian of his resolution and its bases, in writing. The administration has a maximum of 3 school days after the deadline of step 2 to resolve

a. Step 3a: Request For Reconsideration: The student and his/her guardian have the right to request the reconsideration of the measure adopted to the Principal or the appropriate person, in writing. They have 2 school days after they are notiﬁed of the resolution If the school does not receive a reconsideration within the 2 day period, the Resolution shared in step 3 is assumed as the ﬁnal resolution.

b. Step 3b: Resolution of the Reconsideration: The Principal or whoever corresponds will resolve the request for reconsideration, if the disciplinary measure stays as resolved or not He/She will notify the student, her/his mother, father or guardian of his resolution and its bases, in writing. They have 3 school days after the deadline of step 4.

Sanctioning Procedure for Intolerable Oﬀenses

The Principal or 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 an intolerable oﬀense established as such in these regulations or that seriously aﬀect school community life in accordance with the law

They will always be considered to seriously aﬀect school community life:

1. Those acts that cause severe damage to the physical or psychological integrity of any of the members of the educational community or third parties who are in the establishment

2 Those acts that threaten the essential infrastructure used for educational purposes

Applying the precautionary measure of suspension will not be considered a sanction when the procedure is resolved with the non-renewal of re enrollment or expulsion

In case the sanction resolved is non-renewal of re-enrollment or expulsion, the Assistant Principal will resolve with the Principal after consulting with the Head of School. The Head of School may consult with the SCL committee or board if required

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

sanctioned and of the facts that give rise to the oﬀense. They are also informed of the next stages of the procedure, the suspension as a preventive measure (if applied) and the corresponding deadlines

2. Step 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. They have 3 school days after step 1 to do so.

3. Step 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. The resolution will be presented on a maximum of 3 school days after the deadline of step 2

a. Step 3a: Request For Reconsideration: The student and his/her guardian have the right to request the reconsideration of the measure adopted before the Head of School or the appropriate person, in writing. The following deadline will be taken into consideration:

Deadlines for the reconsideration:

If the sanction resolved is conditionality or out of school suspension (step 3)

If the sanction resolved is non-renewal of re-enrollment or expulsion and the student was suspended as a preventive measure

If the sanction resolved is non-renewal of re-enrollment or expulsion and the student was not suspended as a preventive measure

3 school days after been notiﬁed of the resolution

5 school days after been notiﬁed of the resolution

7 school days after been notiﬁed of the resolution

If the school does not receive a reconsideration, the Resolution shared in step 3 is assumed as the ﬁnal resolution.

b. Step 3b: Resolution of the reconsideration: The Head of School or whoever corresponds will resolve the request for reconsideration They have 5 school days after the deadline of step 4 In case the sanction resolved is non-renewal of re-enrollment or expulsion, the principal will resolve together with the Head of School.

Deadlines for the resolution of the reconsideration:

If the sanction resolved is non-renewal of re-enrollment or expulsion

3 school days from the expiry of the deadline for the reconsideration

5 school days after have received the reconsideration

For the calculation of deadlines, business days from Monday to Friday will be considered, excluding holidays During winter, summer vacations (January and February), and any other period in which the school has suspended its activities, these days will not be counted as working/school days. The deadline will resume with the start of school activities.

Regarding the obligation to report crimes:

All actions constituting a crime will be considered extremely serious oﬀenses, such as:

● Sexual assaults

● Sexual exploitation

● Abuse

● Threats (of death or, in general, of causing harm)

● Illegal possession or carrying of weapons

Sale or traﬃcking of drugs, among others

Article 175 letter e) of the Criminal Procedure Code indicates that Assistant Principals, Principals, members of the SCL Team or the legal representative, and teachers of educational establishments at all levels will be mandated to report crimes aﬀecting students or that have taken place in the educational establishment

While the law mandates these individuals to make the report, anyone who becomes aware of the occurrence of a crime can make the respective report; this must be done within twenty-four hours of becoming aware of the incident, to any of the following organizations:

● Ministerio Público

● Carabineros de Chile (Chilean Police).

● Investigations Police.

Individuals over 14 years of age are criminally responsible. Those under 14 years of age are exempt from criminal responsibility, so they cannot be reported for committing a crime. In these cases, it is the Family Courts that can apply protection measures if necessary.

Safety and Protection Measures

When the behavior of the child endangers the safety of the child and of other members of the school community, the school may implement safety and security measures. These measures may include shortening the school day, the presence of the students' parents or outside specialists during the school day, or any other measure to ensure safety

Educational Or Social-Emotional Support Measures

Educational 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 measures for 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 carried 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

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

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:

Negotiation

It is carried out between the parties involved in a conﬂict, without the intervention of third parties, so that those involved engage in communication in search of an acceptable solution to their diﬀerences, which is made explicit in a compromise. The parties involved focus on the problem, thinking of a solution that is convenient for both parties and in which concessions are aimed at satisfying common interests. This strategy can also be applied between people who are in asymmetric conditions (a teacher and a student, for example), as long as there is no illegitimate use of power by one of the parties.

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. 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 or during school hours

When as a result of the offense committed by a student, he/she has caused harm to another member of the school community or to the school infrastructure, 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, which may include, principals, assistant principals, parents, counselors, teachers, students and/or external support, establish support agreements for the student. The participants of the meeting will establish those responsible for carrying out the agreed actions.

Detention

Detention can be applied during after school hours or on non school days, for example a Saturday morning It is applied when the student presents reiteration of misbehaviors

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.

Time of Self Reﬂection

Students stay in the Administration oﬃce of their division for a limited time during their recess 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

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 In case that all parties are in agreement, 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 in an 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 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.

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. 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, he/she will take a reﬂective walk together with a responsible adult, or others.

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 in group and meeting with parents, and there is still a need for support for 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.

9.9 DISCIPLINARY MEASURES OR SANCTIONS

Disciplinary measures or sanctions are not intended to punish, but to serve as a warning and an opportunity to reflect and learn about following school rules. Before applying a sanction, educational or psychosocial measures must be considered and a rational and fair process must be followed Sanctions must be respectful of the dignity of all students, inclusive and non-discriminatory, defined in the internal regulations, proportionate to the offense committed and promote reparation and learning.

These measures may be preceded in their application, by educational 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 restoration 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 (EYS) for infractions related to social behaviors. Those behaviors must be addressed with educational measures to progressively develop in the students empathy for the resolution of conﬂicts and understanding of norms.

Disciplinary measures are:

In School Suspension

In-school suspension is a disciplinary measure used in educational institutions where students are removed from their regular classrooms and placed in a designated area within the school for a speciﬁed period. During this time, students are typically required to complete reﬂection, or their schoolwork and adhere to a set of rules, but they are isolated from their peers and normal classroom activities. In School Suspensions aims

to address behavioral issues while allowing students to continue their academic responsibilities within a controlled environment

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. When the suspension is a full day suspension it includes all school related activities on campus and oﬀ campus.

Suspension as a sanction, is applied when the student presents a major or intolerable oﬀense or when it is applied as a precautionary measure

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 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 major or intolerable offense, has committed a new major 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, such as After School Activities or Athletics.

In relation to the above, and consequently with the support 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 offense. 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 conditional, which could lead to cancellation of enrollment, in case of committing a major or intolerable offense

Conditionality (Behavior Probation Period)

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. This sanction is applied in case of an intolerable oﬀense or the repeated breach of the commitment agreed in previous disciplinary resolution (conditionality warning). 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 with whomever they consider necessary for these purposes.

The School will determine the educational or psychosocial support measures required by the student to avoid committing the same oﬀenses and improve their situation at the School. A written copy of the agreements will be shared with the guardians.

Enrollment Cancellation

This is the disciplinary measure in which the student, mother, father or guardian is notiﬁed that the student, mother, father or guardian will not continue enrollment for the following year. It is applied only by the Assistant and/or Principal, with previous consultation with the Head of School and will be applied when the student commits one or more serious oﬀenses

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

Disciplinary measure that consists of removing a student of his or her status as a regular student of the establishment, forcing him or her to withdraw from it It is applied when the student commits one or more intolerable oﬀenses.

In case the sanction resolved is non-renewal of re-enrollment, the Assistant Principal will resolve with the Principal after consulting with the Head of School. The Head of School may consult with the SCL committee or board if required

Expulsion

Disciplinary measure that consists of removing a student of his or her status as a regular student of the establishment, forcing him or her to withdraw. It is applied when the student commits one or more intolerable oﬀenses.

In case the sanction is resolved in expulsion, the Assistant Principal will resolve with the Principal after consulting with the Head of School. The Head of School may consult with the SCL committee or board if required.

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

The parents, guardians, and all school staﬀ, must foster a positive school climate based on collaborative and respectful interactions

Parents, guardians, and all school staﬀ must report situations of physical or psychological violence, aggression or harassment aﬀecting a student member of the educational community of which they become aware, in accordance with these regulations, as stated in chapter 4

Any form of physical or psychological violence committed against a student by individuals in positions of authority such as the Principal, Assistant Principal, teachers, education assistants, or others or by any adult within the educational community, will be considered particularly serious

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 Principal or Assistant Principal. The Extraordinary Committee will meet to discuss and examine the incident based on the deﬁnitions set out in this handbook and its corresponding protocols. If recommended by the committee Nido de Águilas will conduct a full information gathering process and will follow all professional and legal steps deemed necessary to protect students.

In those cases in which the behavior aﬀecting the integrity of a student by an adult member of the community is observed, measures will be taken to ensure the protection of the student. To this end, the adult member will be separated from his/her duties and all contact with the aﬀected student will be avoided during the process, thus guaranteeing his/her integrity at all times and prioritizing the best interests of the child.

The Extraordinary Committee has the responsibility to determine following steps safeguarding the student's safety as a priority. The Division, with he Committee’s support, will be responsible for the information gathering process and documentation of the incident. Final recommendations have to be approved by the Head of School. Depending on the circumstances, recommendations may include supportive measures and/or disciplinary consequences

Supportive measures may include mediations, negotiations, referrals to internal supports (Counselor, Administration, others) or external entities (external support, trainings, coaching, others).To enforce disciplinary actions towards adults in the school community, we follow speciﬁc procedures based on whether they are school workers or parents/guardians Staﬀ members are subject to the Faculty Handbook and the School's

Internal Regulations for Order, Hygiene, and Safety, while parents follow the procedures outlined in these Regulations (Chapter 4)

11. STUDENT SUPPORT SERVICES

The International School Nido de Aguilas is a comprehensive educational establishment in Chile that oﬀers student support services in the area of English as an Additional Language (EAL) support, Learning Support (LS) and Social Emotional Support (SEL) 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, each division at Nido has a Student Success 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

Student Support Services are supplemental and do not supplant the core, comprehensive programs of the school.

Tier One: coherent and viable curriculum designed for prevention and intervention; core program - good ﬁrst instruction that utilizes Universal Supports

Tier Two: immediate and targeted interventions and extensions systematically applied and monitored for all students

Tier Three: intensive and focused interventions for some students

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 Early Years School (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 may be provided for students in K2-12 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 G1-12. In Middle School/High School 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.

In some cases, students may have a documented need for accommodations in the learning environment such as being allowed to use a word processor for writing or taking tests in a separate setting. Students who qualify for accommodations will have a documented need and an annually updated Accommodation Plan. This information is shared with students, parents and teachers

Some Student Support Services programs require a supplemental fee. These programs include: EAL Academy, EAP, Math Lab and Learning Lab.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 (such as psycho-educational evaluations) and/or additional services from external professionals In these cases, to meet the needs of students, parents/guardians must obtain and 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 and speech/language therapy. 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 the Student Support Services capacity will follow the normal retention protocol (as stated in the assessment policy) 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 Success Team (SST)

The Student Success 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 The SST plan is shared with parents/guardians and the student, if appropriate The SST reconvenes as needed to review the individual student’s progress

11.5 Personal Learning Assistants (PLA)

Occasionally, a student may be recommended to have temporary additional support in the form of a Personal Learning Assistant (PLA) The consideration for a PLA begins with the Student of Conversation (SOC) meeting and continues on to the SST Parents are a part of the decision making process regarding the provision of a PLA. A PLA requires additional fees from the parents. Students who require physical assistance due to physical limitations may require a PLA longer term. For more information, see the Behavior section, Code of Conduct and Behavioral Expectations

12. NON-RENEWAL OF ENROLLMENT

Non-renewal of enrollment is understood to be the consequence derived from certain causes whose purpose is to disassociate the student and his/her parent or guardian as members of the educational community for the following school year The causes are the following:

● Repetition for the second time in elementary school.

● Repeating for the second time in High School.

● Failure to comply with the ﬁnancial commitments acquired In the case of any of the causes contemplated in the previous article, the student and his/her guardian will be notiﬁed in writing.

13. 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. APPENDIX

1. Action Protocol For Dealing With Situations Of Mistreatment, Bullying Or Violence Among Members Of The Educational Community

2. Protocol For Sexual Aggressions And Acts Of Sexual Connotation That Threaten The Integrity Of Students

3 Protocol For Dealing With Situations Of Violation Of The Rights Of Children And Adolescents

4. Protocol For Alcohol And Drug Situations Within The Establishment

5 Protocol For Signs Of Depression And Suicidal Risk In Students

6. Protocol For Field Trips

7. School Accident Protocol

8 School Retention Protocol For Pregnant Students And Teenage Mothers And Fathers

9. Protocol For The Recognition Of The Gender Identity Of Girls, Boys And Trans Students In The School Community

10. Emotional and Behavioral Dysregulations protocol

11. Changing Clothes Protocol

12 Comprehensive School Safety Plan