High School Guidelines 2023-2024

MISSION, VISION & CORE VALUES

Nido’s 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 community.

Core Values

In keeping with its founding mission, Nido de Aguilas fosters:

● Engagement

● Ingenuity

● Adaptability

● Generosity

● Happiness

Nido’s Commitment to Diversity, Equity, Inclusion and Belonging (DEIB)

In committing to Diversity, Equity, Inclusion and Belonging, International School Nido de Aguilas strives to ensure that whether we come from around the corner or across the globe, all students, staff and families can see themselves in the face of their school. We thrive on being a diverse community and believe that our diversity is a strength to be celebrated. Our aim is to have a school that represents different cultures, backgrounds, and perspectives without any discrimination towards gender, age, religion, race, ethnicity, cultural background, sexual orientation, gender identity, language, education, abilities, or any other personal characteristic.

HIGH SCHOOL GUIDELINES

The High School divisional guidelines include policies and procedures specific to the High School (Grades 9-12). Please also view the School’s Internal Regulations Handbook that includes school-wide policies and procedures such as: Rights and Responsibilities of our Community Members; Daily Procedures; Admission Requirements and Conditions; Behavioral Expectations and Code of Conduct In Our Community; Student Wellness and The School Community Life Committee (SCL); and Additional Support.

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.

HIGH SCHOOL CALENDAR & SCHEDULES

Academic Calendar

The academic year in high school is divided into two semesters. Students are expected to meet the academic passing requirements as well as an 85% attendance requirement in order to earn course credit. Families are expected to plan travel in alignment with the school holidays so that no class time is missed.

High School Schedule

At Nido, we believe in the importance of community and value the time that we can spend together deepening learning, building relationships, connecting around our shared interests, and learning more about ourselves and others.

We are proud of the fact that we offer an excellent academic program as well as a robust co-curricular program where students can participate in clubs, activities, athletic teams, service projects, and our IB CAS program.

In order to nurture our academics, community, and the co-curricular life of the school, we have designated specific times before, during, and after the school day for high school students, faculty, and staff to meet and partake in academic and community offerings The following section outlines the high school daily schedules.

Community Service

Academic

Faculty Learning

Collaboration Block

Students may arrive on campus before their first block to meet with a teacher and/or collaborate with students. The classroom will open at 7:40 am to host students. The cafeteria is open for students in grades 9 and 10, and the Media Center is available for students in grades 11 and 12. The Blue Courts and the Upper Field are open to students from all grade levels, but they must vacate them if there’s a PE class from another division. The gymnasium is not available for students before school.

Students are given the responsibility to plan and to use this morning time as an opportunity to both manage their academic and personal wellbeing needs. Teachers may require a student to attend Collaboration Block for the purpose of academic support or extension

Morning Break

The high school has a morning break of fifteen minutes each day. At that time, the cafeteria will provide grab-and-go snacks for high school students to purchase. Students may also bring a snack from home.

Flex Block

Flex Block is a space within the school day to promote community celebrations, student advising, and specialized school programs and activities The Flex schedule rotates in order to support the High School’s diverse programming:

Flex Block Weekly Schedule

Tuesdays Community Life Assemblies

Pep Rallies

Grade Level/Class Meetings Community Events

Student Council Athletics Counselors Administration

Thursdays Advisory Advisory Advisors /Counselors

Fridays Academic Affairs & Special Programs

Teacher Access

University Planning Workshops

Spirit Week Preparation

EE & CAS Meetings

WWW Meetings

All Teachers Counselors

Grade Level Leaders IB Coordinator

Outdoor Education

Students are required to attend their assigned Flex Block session on Tuesdays, Thursdays, and on days where special programming has been scheduled. On most Mondays and Fridays, students are given the responsibility to plan and to use their Flex time wisely.

Flex Block activities are posted in PowerSchool through the Adaptive Scheduler program. Students are responsible for checking the Adaptive Scheduler program to see if they are required to attend group or individual Flex sessions.

Student attendance is taken during Flex for community meetings, Advisory, and when students are assigned to attend a Flex session with a teacher for extra help. Missing a Flex class is treated as an unexcused absence: one unexcused absence will result in a Saturday detention.

During Flex Block, students must remain on the high school grounds. Students may access the cafeteria and Blue Courts, and international Park as long as they do not interfere with classes or activities from other Nido divisions The upper field and gymnasium are not available during Flex Block

Teachers, when not involved in a scheduled activity, are available to work with students in their classrooms. On Mondays and Fridays, teachers may be asked to attend a Student Study Team (SST) meeting during Flex Block to plan individual student’s needs and supports. On Tuesdays, teachers may be asked to attend a department meeting.

It is important to note that there are times within the school year when the high school Administration will make changes to the regular weekly FLEX routine in order to accommodate special events (college fairs, guest speakers, community events, etc.). There are several times in the year when the weekly FLEX schedule will change to support the overall high school program (the first week of school, the course selection processes, the end of the semester, etc.).

Lunch & Community Wellness Time

The High School has designated lunchtime as a space within the academic day for the school to focus on personal wellbeing and community wellness. As such, students and faculty are encouraged to use this time to share a meal together and engage in conversation. Additionally, school sports facilities that are not being used by ES and MS classes are available for student and faculty use. The High School Wellness Center, which is adjacent to the cafeteria, will be open each day during lunchtime for students to enjoy and engage in wellness activities. Scheduled activities during lunchtime may be offered by the High School Wellness Center, the Counseling Department, and/or Clubs that have designed events focused on wellness and community connections. Regular meetings for clubs and activities should be calendared outside of lunchtime.

Co-Curricular & Athletic Training Times

High school students, faculty, and staff are invited to arrive before school and/or stay after school to partake in Nido’s robust club, activity, and athletic programs. All before and after school clubs and activity meetings must include the Club Advisor for supervision purposes. For more information on the high school clubs and activities, please visit the High School Office. For information about athletic teams and events, please visit the Athletic Department.

for some

* Clubs and Activities have forty minutes of protected time three days a week (Mondays, Tuesdays, Thursdays) that does not overlap with regular sports practices. Clubs and activities may meet past 4:05 pm Monday, Tuesday, Thursday or Fridays, but student-athletes should be dismissed in order to meet their athletic team commitments.

In addition to the schedule above, High School JV and Varsity Sports teams will have one morning practice weekly from 6:00-7:30 am.

Varsity teams have four scheduled practices per week. JV teams have three practices per week. There may be occasional, additional practices and games. Participation in the athletic program is a privilege and requires a full commitment to team practices, games, and events. Student-athletes must follow the rules and guidelines outlined in the Nido Athletic Agreement.

After School Transportation

In order to promote a vibrant after school program, the high school has created a flexible after school bus schedule for students who elect to pay for transportation through the school Enrolled students may select a transportation option home each day that aligns with their personal after school commitments The after school bus times available to high school students are:

● 3:35 pm (after school daily - 2:40 pm on Wednesdays)

● 4:20 pm (after HS clubs and activities daily)

● 5:45 pm (after athletics daily except Wednesdays)

Students, who are enrolled in Nido’s after school transportation program, must sign up online the evening before starting from 6 PM until 1:30 PM the next day in order to confirm the specific bus time that they are requesting for that day.

Distance Learning

In the case of school disruption and campus closure, the high school schedule and programming will change to reflect Nido's distance learning plan.

ACADEMIC INFORMATION

Nido de Aguilas High School Diploma

Nido High School is accredited in the United States of America by the New England Association of Schools and Colleges (NEASC). As such, Nido offers a US high school diploma to all students In order to qualify for the Nido High School Diploma, a student must satisfy the graduation requirements, complete four years of high school beyond Grade 8, and attend Nido for the entire Grade 12 year In addition, a student must fulfill Nido’s attendance, course credit, and outdoor education requirements.

Graduation Requirements

To be granted a high school diploma from Nido de Aguilas, students must meet the following minimum graduation requirements as set by the Board of Trustees. Students who do not meet these requirements cannot participate in graduation ceremonies.

Course Credit

Students must earn 26 credits to graduate Students receive 5 credit for courses each semester Students earn 25 credit per Week Without Walls course annually Credit is given for courses taken in grades 9-12 only.

Transfer Credit

Students transferring to Nido de Aguilas from another school with high school credits will be awarded a maximum of eight credits per year. For courses not recognized as academic high school courses at Nido, students may request a curriculum review whereby the Counselor and Assistant Principal/Principal will determine if credit can be accepted or waived

Credit Recuperation

All students must satisfy the graduation requirements to earn the Nido High School diploma. Credit for each course is awarded by semester. Students who do not pass a semester of a course must determine with their Counselor if semester credit is needed for the student to fulfill the Nido graduation requirements.

If it is determined that the course credit is needed, the student must create a credit recuperation plan. Students may elect to take Nido courses for additional credit; however, students may not repeat a course for credit If Nido options are not available for credit recuperation, then the student must earn the credit through a US accredited provider of high school courses at the expense of the family

Attendance

Students must be in good standing and complete Grades 9-12 with 85% or higher attendance in all classes in order to graduate from Nido High School.

Outdoor Education

At Nido, Outdoor Education is a Nido graduation requirement that supports the School’s core values. Students are encouraged to engage with and learn from the natural environment, the culture and the communities in different parts of Chile and apply interand intra-personal skills in a variety of settings.

All students must participate in the annual Outdoor Education program. For students in grades 9-11, this occurs during a week of school called Week Without Walls. For seniors, this occurs during the Senior Experience Week. The cost of the annual Week Without Walls and/or Senior Experience is the responsibility of the family.

Students must document their learning in a journal or electronic portfolio. Successful participation and engagement will result in a passing grade (P) for students; students who do not participate or engage in the learning will receive a grade non passing grade (NP). Students will earn .25 credit annually for each Week Without Walls course passed. The WWW and Senior Experience grade will appear on the second semester report card.

Academic Program

Course Load

Regardless of the cumulative number of credits earned, students in Grades 9 and 10 are required to enroll in eight courses. Students are encouraged to select a program of study that meets their ability-level, is something of interest, fulfills diploma requirements, and furthers their university admission and/or career objectives.

A typical course load for Grade 9 students includes:

● English

● Mathematics

● Science

● Social Studies

● Spanish or World Language

● First Year Semester (Health & Technology)

● Physical Education (semester)

● Elective Choices

A typical course load for Grade 10 students includes:

● English

● Mathematics

● Science

● Social Studies

● Spanish or World Language

● Changemakers

● Physical Education (semester)

● Elective Choices

During the Grade 10 year, the High School provides significant information and support to help families make decisions about the Grade 11 and 12 options.

Students in Grade 11 and 12 are required to enroll in a minimum of seven courses and are permitted to enroll in a study hall class. There are a variety of options for students in Grades 11 and 12. Students are encouraged to personalize their academic pathway choosing from:

● Nido High School courses

● Chilean National Plan courses;

● International Baccalaureate Diploma Programme (IBDP);

● Individual IB Higher Level (HL) and / or Standard Level (SL) certificate courses

Nido’s broad academic options allow students to meet the requirements for diverse university programs and prepare them for success in post-secondary education.

Nido High School Diploma Courses

All courses in the Nido High School Course Catalogue are part of the Nido High School Diploma program. Students may review the updated Course Catalogue on Nido’s website annually.

Chilean National Plan Diploma Courses

Nido students with native Spanish language abilities have the opportunity to earn the Chilean National Plan diploma. This diploma option is offered in addition to the Nido High School Diploma. Students must first satisfy the requirements for the Nido High School Diploma before they can be awarded the Chilean National Plan diploma.

The National Plan course of study requires students to take a core curriculum composed of 8 courses annually. The Week Without Walls course may count as for the National Plan’s eighth course in the junior and senior years.

9 10

11

12

Spanish Spanish Spanish Spanish

English

English English English

Math Math Math Math Science Science Science Science

Chilean Social Studies

Physical Education (semester)

Chilean Social Studies

IB History (in Spanish) or Chilean History I

IB History (in Spanish) or Chilean History II

Physical Education (semester) Philosophy I / TOK Philosophy II / TOK

International Baccalaureate Diploma & Certificate Courses

Nido students have the opportunity to earn the International Baccalaureate (IB) Diploma in addition to the Nido High School Diploma. This diploma is recognized by a variety of universities throughout the world. Students are registered upon request and the recommendation of subject teachers. The IB Program is an advanced two-year course of study leading either to the IB Diploma or to subject certificates depending on the student’s abilities and plans for further education.

The IB Diploma program is completed in grades 11 and 12 Every IB diploma candidate is required to complete examinations in six areas: English, a second language, mathematics, science, social science, and a sixth IB area of the student’s choosing Of the six required subjects, students must study at least three at the “Higher” level and three subjects at the “Standard” level.

Each subject exam at the Higher and Standard levels is graded on a 1(minimum) to 7 (maximum) scale, with 4 generally considered to be the passing level. To earn the full IB Diploma, students must earn a minimum of 24 points on the six subject exams (Nido students typically average 34 points) They must also complete the Theory of Knowledge course and submit an Extended Essay related to one of their higher-level subjects They are also responsible for CAS (Creative, Action, Service) activities during their two-year involvement in the IB program. The award of the diploma is the sole right and responsibility of the International Baccalaureate Organization (IBO), which founded this program in 1962 in Geneva, Switzerland. For more information about the IB Diploma Programme visit the IB website: http://www.ibo.org/diploma/.

Students, who are not in a position to commit to the full IB Diploma Program, may elect to take some IB courses. Each IB course is taken for the complete two years with students sitting the IB Exams at the end of the second year of the course. An IB Course Certificate is awarded by International Baccalaureate Organization (IBO) with a minimum result of 4 in each course.

Course Selection Process

Course selection occurs in the beginning of the second semester. Students work in collaboration with their Academic Counselor, teachers, families, and if applicable, the National Plan Program Director and/or IB Coordinator in order to select a personalized course plan. Counselors work with students to ensure that their course selections are aligned with Nido’s graduation requirements.

Students must submit their course requests by the required deadline (usually in March or April). The High School will do its best to accommodate student choices; though it is not guaranteed. Courses need a minimum number of students determined by the School Administration to run for the semester or academic year. Counselors will work with individual families to solve any scheduling conflicts

Course Placement Policies

IB Placement

Nido offers the full IB Diploma Program (IBDP) or the IB Partial Plan. Direct admission to the IBDP is based on a student’s academic record, a history of academic integrity and teacher recommendations. Specifically, candidates are expected to have a minimum GPA of 3 1 on the US scale or 6 4 on the Chilean scale and should not have received Ds or Fs (or their equivalent) in their high school records Teacher recommendations are based on the student’s coursework in each subject area and specifically state which IB course and level (SL or HL) students are prepared to pursue in Grade 11. Once all of the information is gathered, the students, parents, counselors and the IB Coordinator work together to determine the most appropriate academic pathway for each student that will foster growth and is based on their academic strengths, interests and university aspirations.

Students transferring from IB Diploma Programs with good standing may be able to continue in the IB Diploma Program at Nido if the courses are available at Nido and the student’s specific hexagon of IB courses is compatible with the Nido schedule at the time of transfer. This transfer policy would be appropriate for Grade 11 applicants entering second semester or Grade 12 applicants.

Students placed in EAP, EAL Academy or Math Lab, based on the assessment at the time of admissions, are not eligible for the full IB Diploma based on English language and/or math proficiency requirements. Students that do not meet the above requirements can pursue the IB Partial Plan where students take select IB courses to support their interests and academic pathway.

Students who elect to take the IB Diploma but have not met the academic requirements and recommendations must meet with the IB Coordinator. The student and his/her family may be asked to sign an IB Waiver Form acknowledging the associated risks.

Math Placement

Placement into math is an evidence-driven process. For placement into math 9 or math 9A, the High School honors the Middle School placement recommendation made at the end of grade 8. The middle school bases its recommendations on evidence of student readiness throughout grade 8, by student performance in class and on assessments, as well as by evidence from the external MAP assessment. For new students, the High School gives a placement test at the time of admission. Placement for new students is based on evidence of student readiness from the placement test, a confidential math teacher recommendation, as well as evidence from the external MAP assessment (if available).

In High School, Nido recognizes that students can develop stronger mathematical understanding while in grade 9 (or grade 10) and may show readiness for a more advanced course that may not have been shown in grade 8 (or grade 9). In support, the math 9/10 courses will include opportunities for all students to demonstrate understanding the standard curriculum at challenging levels, such that every student might demonstrate their full mathematical potential When there is consistent evidence that a placement change might be warranted, then in consultation with the Head of Department and/or a teacher of an advanced course, the math 9/10 teacher may make a recommendation that a student be considered for a more advanced course.

Evidence for such a recommendation is not simply based on a high mark in class or a desire to enroll in a particular math course in grade 11 or 12. Ways that students can demonstrate stronger mathematical knowledge and skill might include:

● Consistent and often successful efforts with challenges and/or extensions

● Novel approaches to problem-solving

● Quality of arguments

● Success with unfamiliar problems

● Transfer of learning amongst topics

● Ease with which new concepts are learned and applied

As students need time to demonstrate their growth, and teachers need time to consider evidence on a consistent basis, recommendations for advancement are not usually made prior to mid-year. There may be special cases, such as students new to Nido who did not have the benefit of grade 8 recommendation from a Nido curriculum. Regardless of the situation, all cases are considered on the basis of evidence of student engagement and learning.

Once a recommendation is made, the teacher will discuss the possibility of a change with the student to determine interest. In the case where the student would like to pursue a change of level, there is curricular work that must be accomplished before making a change, to learn aspects of the advanced course that the standard course did not study to the same level or depth.

● Students should request from their teacher a list of topics and suggested resources.

● Students will have the opportunity to self-study these topics over a reasonable time period (such as a long break) and are expected to demonstrate adequate progress toward learning objectives.

● Students will be assessed upon return from break to determine readiness to join the advanced course This assessment will take place at least two business days prior to the start of classes Students who are unable to attend the designated day and time of the assessment will not be considered for a change

● The Head of Department will administer the assessment to make a placement recommendation

● All requests for changing levels are subject to scheduling availability.

Language Placement

Placement in language is an evidence-driven process that is based on language proficiency. Language teachers will assess the student’s oral, written, and verbal skills and work with Counselors in order to make the best placement for the child. Nido works to place students into a language course that is most suited to their language development needs and that will provide them with an appropriate academic challenge. Students may not opt to take a language course for which they are overqualified.

Language ab initio is an IB language acquisition course designed for students with no prior experience of the target language, or for those students with very limited previous exposure. Because of the inherent difficulty of defining what constitutes “very limited exposure” to a language, it is not possible to list specific conditions such as the number of hours or the nature of previous language instruction; however, it is important to note that any student who is already able to understand and respond to spoken and written language on a range of common topics is not to be placed in language ab initio as this would not provide an appropriate academic challenge, nor is it fair for those students who are genuine beginners of the language.

Schedule Changes

Decisions regarding the courses offered and the number of sections of each course is based on the data collected through Course Request Forms. Students are urged to exercise great care in making course selections, understanding that it can be difficult to adjust the schedule after the requests are submitted

Student Initiated Schedule Changes

Each semester the high school offers a window of five (5) days for student initiated schedule changes. Students may only change courses if they satisfy the requirements outlined below:

● Requests must be submitted in the Drop/Add Form during the first 5 days of each semester. This form will be emailed to all students from the Counseling Office at the start of each semester.

● Course changes are subject to availability. Nido Board policy states that courses may not exceed 22 students (25 students in PE courses).

● Students may not depart a course that they initially requested if it means that the course will collapse (courses must have a minimum of 5 students in order to run).

● Course changes must be approved by a Counselor and, if necessary, the IB Coordinator, National Plan Director, and/or Assistant Principal/Principal.

● Students may not switch classes until the change has been made officially in PowerSchool.

● Teachers will decide what work must be made up to ensure that the entering student can be successful in the new course.

● During the five day Drop/Add window, a schedule change is not noted on the transcript However, for students dropping a yearlong course in the drop/add period during the second semester, a “WP” (for Withdrawn Pass if current grade is a passing grade) or “WF” (if the current grade is a failing grade) will be recorded on the student’s transcript WF does not affect the student’s GPA

● For students in the first year of the IB Diploma program there is an opportunity to shift the SL/HL designations in the program as long as the course is the same content. Any level shifts must be done in consultation with the IB Coordinator and with teacher approval; this should occur only within the first semester of the year one diploma program.

Teacher-Initiated Schedule Changes

If a teacher or the School Study Team (SST), composed of the student’s teachers and Counselor, determine that a student is misplaced or there are other extenuating circumstances, they may initiate a request for a student to change courses. Consultation with the student, teacher, and Counselor must occur before the student is moved from the classroom.

Any schedule change requests made from the start of year to the first Progress Report must include the following:

● A conversation occurs between teacher and student, teacher and Counselor, Counselor and student.

● The family must approve the change.

● The change must then be approved by the Assistant Principal/ Principal and if applicable the IBDP Coordinator and/or NP Director.

● If a student decides to drop a course after the first Add/ Drop period in the first semester, a “WP” (for Withdrawn Pass if current grade is a passing grade) or “WF” (if the current grade is a failing grade) will be recorded on the student’s transcript. WF does not affect the student’s GPA.

● For an added class, makeup work will be determined on a case-by-case basis by the teacher, depending on the nature of the case and courses involved The teacher, in consultation with the Assistant Principal/Principal will determine what assessments will be administered to award a semester grade

Any schedule change request made after the first semester Progress Report must include the following:

● A conversation occurs between teacher and student, teacher and Counselor, Counselor and student

● The family must approve the change.

● The change must then be approved by the Assistant Principal/ Principal and, if applicable, the IBDP Coordinator and/or NP Director.

● If a student decides to drop a course after the first Add/ Drop period in the first semester, a “WP” (for Withdrawn Pass if current grade is a passing grade) or “WF” (if the current grade is a failing grade) will be recorded on the student’s transcript. WF does not affect the student’s GPA.

● For an added class, makeup work will be determined on a case-by-case basis by the teacher, depending on the nature of the case and courses involved. The teacher, in consultation with the Assistant Principal/Principal will determine what assessments will be administered to award a semester grade.

● IB Courses may not be joined after the midpoint of the first semester. For extenuating circumstances, changes may be made in the second year of the IB program

Assessment for the Classes of 2024, 2025, 2026

Assessment Philosophy

The High School aims to have feedback, assessment and grading practices that:

● Communicate accurate progress toward identified learning goals;

● Foster growth for every learner;

● Cultivate a sense of confidence in our students about their ability to learn;

● Strengthen student ownership of learning.

Assessment Policy

The primary purpose of assessment is to improve student learning Students and teachers work in partnership to allow students to demonstrate what they have learned, assess their progress, and identify specific strategies to maximize their potential on internal and external assessments Teachers use both formative and summative assessment to inform students of their learning and progress.

Formative assessment refers to the ongoing process students and teachers engage in when they:

● Focus on learning goals;

● Take stock of where current work is in relation to the goal;

● Take action to move closer to the goal.

Homework

Homework is a form of formative assessment Teachers may assign homework to help students deepen their understanding of content, practice skills in order to become faster or more proficient, learn new content, or synthesize and present their learning Although time devoted to homework will vary depending on grade level and tasks, the following are general guidelines:

Nido High School Homework Guidelines

The following guidelines outline nightly homework agreements:

● Grades 9 -10: 15-30 minutes per class (one hour to two hours total time)

● Grades 11- 12 non IB Classes: 20-35 minutes per class

● IB SL Classes 25-40 minutes per class

● IB HL Classes 40- 60 minutes per class

Summative assessments are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period. Summative assessments are the teacher's opportunity to assess the summation of learning before moving on to new topics or skills

Late Work

Teachers will establish and communicate a procedure for late work. Students may be assigned to the Second Chance Room to complete late summative assignments. Once the class set of assignments has been returned, a teacher may elect not to accept the late work. This policy applies to work done at home and in class. Once the deadline for accepting late summative work has passed, a minimum grade of 10% may be assigned.

Assessment Calendar

In an attempt to assist students in balancing their daily study schedule, the high school employs an assessment schedule that allows for no more than two major assessments to be given or due on any given day.

As a general guideline, major summative assessments are defined as tests, quizzes, essays, or projects that constitute more than 10% of the semester grade and/or take more than 30 minutes of class time. Daily homework assignments and quizzes that are shorter than 30 minutes and less than 10% of the semester grade may be assigned or due on any day or block. Teachers may have to make exceptions to accommodate IB assessment schedules, (i.e. orals, presentations, mock exams) especially during second year IB courses.

The school also recognizes the need for students to have time to catch up with work and to spend quality time with family, therefore major assessments due the day after a holiday

break should be avoided. IB students should expect some independent learning assigned over summer and winter breaks.

Reassessment Policy

Nido believes that all students should be able to meet the learning standards taught in high school classes. Sometimes it happens that students need more time and learning in order to reach the stated learning goals. For this reason, the High School has a reassessment policy to promote and grow a learning culture.

Students should follow the following guides to apply for an opportunity to reassess. In terms of conducting the reassessment, the teacher will reassess the learning (same standards and same criteria); however, the reassessment may be given in a different format than the original assessment.

Reassessment Criteria

The High School defines “meeting” the standard, or “proficiency”, as 85% and above. For the IB program, “meeting” the standard is defined as an IB 5-7 (which is 80% or above). Students who have earned either 84% or less on the first attempt of a summative assessment or an IB 1-4 (79% or below) on the first attempt of an IB assessment, may apply for a reassessment opportunity

It is important to note that some IB assessments are not eligible for reassessment opportunities. This includes all Mock Examinations given at Nido as some of the formal IB summative assessments that are required by the IB program. IB teachers will explain to their students which assessments are not eligible for reassessment.

Reassessment Guidelines

Students should follow the processes outlined by their teacher and published on the course syllabus for engaging in the reassessment process. All courses in high school has some common practices for reassessing:

● Students applying for a reassessment opportunity should submit a Reassessment Application to their teacher within one week of receiving their assessment result.

● Students must complete the reassessment before the end of the next unit. For the final unit, all reassessment opportunities conclude a week before the end of the semester

● Students who reassess may earn up to an 85%, or IB 5 (80%), since this grade is considered “proficient” or “meeting” the standard Students may not earn a lower grade on a reassessment

Reassessment Times

● Class time

● Friday Flex: Teacher Access

● Monday Flex: Teacher Access

● Second Chance Room: Wednesdays (2:40-4:00)

● Second Chance Room: Saturdays (9:00-11:00)

● Collaboration Block: 7:40 - 8:05

● Teacher Office Hours (varies by teacher)

● Department Block: ex Math Support

● IB Exam Prep Block: IB Seniors

● Another time determined by the student and the teacher

Teachers may always use professional judgment for special situations and offer a reassessment to any learner. In addition, the SOC or SST Committees may call for reassessment opportunities as part of a student’s Academic Support Plan. Teachers may use professional judgment for special situations regarding the reassessment grade cap.

Second Chance Room (SCR)

The Second Chance Room (SCR) is a supervised study space where students may be assigned by a teacher to complete missing assignments or take a reassessment. SCR sessions run on Wednesday afternoons from 2:40- 4:00 pm and on Saturday mornings from 9:00 - 11:00 am. SCR sessions are monitored by school personnel utilizing standard proctoring practices. Teachers are expected to communicate directly with students if they are assigning them to the Second Chance Room. Students can also check to see if they have been assigned to attend the SCR by looking at the Adaptive Scheduler Program within PowerSchool Skipping an SCR session is treated the same as an unexcused class absence

Grading for the Classes of 2024, 2025, 2026

Grading System

Nido High School grades on a 100 point grading Scale. At the end of each semester, a letter grade is assigned based on the numerical grade.

Semester Grades

Semester grades outline the learning that has been taught and assessed within the semester The semester grade is derived fully (100%) from work completed in the semester The maximum amount of weight given to any one assessment within the semester is 20% Each teacher has a grading system that is specific to his/her subject; grading information can be found on the course syllabus A grade of INC will be assigned for any student who has not completed the work for the semester. The school year will not be closed for the student until the semester work has been completed.

Official Nido Transcript Grades & Grade Point Average

The official Nido High School transcript reports Semester 1 and Semester 2 letter grades earned from coursework taken at Nido de Aguilas. From the semester letter grades awarded at Nido, an unweighted, cumulative Grade Point Average (GPA) is calculated based on the 4 0 system:

Other possible final semester marks include (but that do not factor into the unweighted cumulative GPA calculation):

P-Pass with credit PN - Pass no credit NG - No grade

WP - Withdraw Pass

WF - Withdraw Fail

R - Repeated course

INC - Incomplete

M - Medical

Year-end Grades

Year-end grades are not calculated for the Nido High School Diploma or the International Baccalaureate Program. For these programs, course credit is earned by semester. The official Nido High School transcript reports final Semester 1 and Semester 2 letter grades (not year-end letter grades) and calculates an unweighted cumulative Grade Point Average (GPA) using only semester letter grades earned from Nido de Aguilas coursework.

Year-end grades are calculated only to determine grade level promotion as well as for determining National Plan grades for the Chilean Ministry of Education. Year-end graders for the Chilean National Plan are calculated by averaging the Semester 1 grade and the Semester 2 grade.

IB Grading System

The International Baccalaureate program uses a grading system based on a 7-point scale. Teachers will use this scale when giving students feedback on IB assessments and for the Nido and IBO predicted grade process. IB grades are not used on the Nido Report Card or Transcript. Students may be required to share their IB predicted grades with colleges and universities as part of their admissions processes.

National Plan Grading System

The Chilean Ministry of Education has mandated a number grading system based on a 7-point scale. Nido does not give formal grades for the Chilean National Plan on the Nido Report Card or transcript. A separate document is prepared by the National Plan Office for students needing a Chilean National Plan report. Listed in the table on the following page is the equivalent Nido HS letter grade and percent grade.

Nido De Aguilas Grade Conversion Table

Academic Communication

Academic Updates

Student academic progress can be monitored daily through Nido’s web based PowerSchool GradeBook. To log in to PowerSchool, use this link. The High School Office provides login information to parents.

PowerSchool Email Progress Updates

Parents of students on academic warning/probation must open a personal PowerSchool account and turn on the automatic updates function to have progress reports sent to their email.

Academic Reports

Academic reports are issued for all students four times each year. At the midpoint of each semester, students and parents will receive a Progress Report. These unofficial school reports denote the progress that a student is making toward the final semester grade. The progress report includes an updated course percentage grade, which is derived from at least two summative assessments, in each course A narrative comment written by the student will be included in the progress report This comment will outline the students’ reflections on the current semester

At the end of each semester, official school Report Cards are issued. These reports include the semester grade for the course, which is derived from at least five summative assessments. Report Cards also include a narrative comment describing the student’s progress toward the course standards as well as learning behaviors exhibited in the classroom. Each teacher has a grading system that is specific to his/her subject; grading information can be found on the course syllabus.

For seniors applying to universities under early application plans that require applicants to send senior year academic information, the first semester Progress Report will be submitted to the university as the school record of academic progress in the senior year. After the close of Semester 1, Official Transcripts, including the senior Semester 1 letter grades and a recalculated, unweighted, cumulative GPA, will automatically be sent to all universities that require them for the application process

Family Conferences

There are two times in the year (spring and fall) designated for Family Conferences Students are encouraged to attend conferences with their parents to discuss academic progress and learning habits with the teacher. Parents/Guardians should use the school scheduling system to book a time to meet with the teacher. Teachers may also contact families directly if a meeting is requested.

IB Diploma Academic Information

IB Mock Examinations

IB students will engage in three mock examination experiences to prepare for their IB culminating assessments. Each IB Mock Exam Session is designed to give students an opportunity to take IB Exams under the same conditions they will experience in the official IB Exam Session in May of their senior year. These exams will also allow teachers and students to gauge their readiness in terms of the two-year curriculum in each course. All students enrolled in IB courses are required to participate in these IB Mock Exam Sessions. Here is a breakdown of each session:

IB Year 1 Mock Examination Session: This four-day session will occur directly after the senior May IB Exam Session and will serve as a Year 1 IB Formal Cumulative Assessment

The result will be the final data point for the first University IB Predicted Grade that is completed in June

IB Year 2 HL Mock Session: This two-day session towards the end of the first semester will focus only on the HL courses. SL exams will happen amongst the flow of the course, mid-November to early December. The result will serve as the final data point for the last University IB Predicted Grade that is completed by December.

IB Year Two Full Mock Examination Session: This five-day session in March will allow for students to have a testing experience which most closely simulates the true IB Exam Session. Some courses may have two exams (Paper 1 and Paper 2) during the week of testing. The result will serve as a key data point for the IB Predicted Grade to be submitted to the IB in April.

Absences from IB Mock Examinations

All students in IB courses must take the IB mock exams Absences are discouraged and should only be requested for extraordinary circumstances

● In the case of a family emergency, parents should present an excuse during the morning of that same day.

● In the case of medical absence, the student should present the corresponding medical certificate.

● In the case of other absences, the parents should request a meeting with the IB Coordinator.

In case a student is absent from an IB mock exam, the student should adjust to the make-up calendar assigned by the School. A grade of INC will be assigned until the IB mock

exam has been taken. The semester or school year will not be closed for the student until the mock exam grade is recorded.

IB Predicted Grades Process

At Nido de Aguilas, the University IB Predicted Grade Process requires the collaboration between IB teachers, the IB coordinator, university counselors and the student. Each stakeholder shares interrelated roles and responsibilities, which are always grounded in best practice around giving students multiple university options. Teachers base PGs on IB assessments and other objective data. The expectation is that there is clarity and transparency for everyone in regards to the method of determining PGs in each course.

The following flowchart models the procedure.

June. PG1: University Pre-Predicted Grades

After the May Mock Exam Session, teachers project grades for grade 11 IB students. These PGs are not sent to universities, but are used as a guide to help students narrow their university lists. Grades are shared with students in TOK class before the end of the school year

October Predicted Grade 2: University Predicted Grades

By October 1, teachers update the predicted grades.

October - December: Students can set a goal with their teacher to improve their learning in IB. October- December is the time that students work on academic improvements and Predicted Grades could be sent to universities during this time on a rolling basis depending on University timelines.

December Predicted Grade 3: Updated University Predicted Grades

By December 7, teachers will make the final update of University Predicted Grades. The November Mock Examination Session will contribute to the calculation of the final University PG. These scores are sent if/when requested by a university.

April: IB Predicted Grades

At this time the IB Predicted Grades are only sent to IB These predicted grades are the most accurate as they are based on the full body of work of the student There is no impact to the Final University Predicted Grades retroactively as those predictions have already been sent to universities.

IB Extended Essay

The Extended Essay (EE) is a key component of the IB Core. This self-directed, 4,000 word research paper provides practical experience for undergraduate research and is a requirement for all full IB Diploma Program (IBDP) students. Non-submission or a failing grade on the EE will prevent a student from receiving the IB Diploma.

At Nido the EE is a 10-month endeavor that is launched in November of grade 11 and terminates in September of grade 12. There are several checkpoints and supports along the way built into the Nido academic calendar. In addition to completing the essay, students will have 3 interviews with their EE supervisor and write 3 reflections on the EE process. If any internal deadlines are missed throughout the process, students are assigned time to complete the work in the Second Chance Room (SCR) on Wednesday and Saturday until the work has been completed.

IB CAS

The Creativity, Activity, and Service component of the International Baccalaureate (IB) forms a key part of the IB Core globally and is a requirement for all Nido de Aguilas students engaged in the full IB Diploma Program (IBDP). Non-completion of the CAS requirement will prevent a student from receiving the IB Diploma.

Planning, implementing and documenting CAS achievements is the responsibility of each student. To assist in this process the CAS coordinator and the TOK teachers can help students choose activities, formulate goals, assess objectives and reflect on the IBDP CAS Learning Outcomes. Each student will commit 3-4 hours per week to CAS and should aim to achieve approximately 150 active hours total over the 18 month time frame of the CAS program which finishes in March of year 12

All CAS experiences are to be connected to one or more of the C, A, S strands

● Creativity: Exploring and extending ideas leading to an original or interpretive product or performance

● Activity: Physical exertion contributing to a healthy lifestyle

● Service: Collaborative and reciprocal engagement with the community in response to an authentic need

During the CAS process each student will participate in 3 interviews to be held in TOK class:

● An induction interview;

● A mid-point interview at the end of year 11;

● A final summative interview in February of year 12.

Each student must complete a CAS project. This is a collaborative, well-considered series of sequential CAS experiences, engaging students in one or more of the CAS strands of creativity, activity, and service. CAS students must be involved in at least one CAS project during their CAS program. This CAS project must last at least 6-8 weeks. The CAS project is to be completed in grade 11.

Academic Support for the Classes of 2024, 2025, 2026

Academic Assistance

Students who are earning grades of D or F, in two or more classes, during the semester, will be asked to meet with his/her Academic School Counselor to develop a plan of action to better support the student.

This plan of action will be communicated to parents in writing and interventions may include but are not limited to:

● A review of the student’s schedule;

● Attendance to Academic Flex sessions;

● Engagement in their formative learning process;

● An evaluation of extracurricular involvement;

● Attendance at supervised study sessions;

● Recommendation for additional tutorial support.

Academic Retention And Non Continuance for the Classes of 2024, 2025, 2026

Repeating the School Year

Information for students enrolled in the Chilean National Diploma program: According to Law Decree 67, a Chilean National Diploma student will repeat the school year under the following conditions;

1. One failed (below 60%) class for the year with less than a 64% cumulative (current school year) GPA.

2. Two failed classes for the year with less than a 68% cumulative (current school year) GPA

3. Three or more failed classes regardless of the cumulative (current school year) GPA

Information for students enrolled in the International Diploma Program:

A student enrolled for the Nido de Aguilas International High School Diploma who fails one required course will either repeat that course or take another within the same general subject area. A student who fails two required courses for graduation in one school year will not progress to the next grade level. Students, who are not meeting Nido’s graduation requirements in their senior year, may be required to repeat their senior year, especially in cases where credit recuperation is not an option online. Courses and grades earned through a US accredited credit recuperation program will not be incorporated into the Nido transcript.

Placement/Promotion/Retention/Non-Continuance

The Administration is responsible for making decisions regarding admission, placement, promotion, acceleration, retention, re-enrollment and continuance each year A student may be required to repeat a grade level if it is determined that his or her performance is unsatisfactory by not meeting the requirements for the National or International graduation plan. Full tuition and fees must be paid for any grade level that is repeated. Under Ministry of Education requirements, a student must have an attendance rate of over 85% and meet minimum academic grade point average requirements to be promoted to the next grade level.

Attendance

Attendance Requirement

Students must have an attendance rate of over 85% within each specific course to meet the attendance requirements for the academic year.

Absences and Course Credit

Students must be in attendance a minimum of 85% of the required school days, regardless of the reason or type of absence A student may fail the course or the school year if the 85% attendance minimum is not achieved.

In high school, for year-long classes, students may not miss more than 14 days before course credit may be removed and the student is awarded a Withdrawal Failing grade (WF). For semester classes, students may not miss more than 7 days before course credit may be removed and the student is awarded a Withdrawal Failing grade (WF). The Student Study Team may appeal to the Principal/Assistant Principal for an exception to the attendance policy; only exceptional cases will be approved.

For failed classes due to low attendance, students may be required to complete a “Credit Recovery” online course during the summer or winter holidays.

Systematic Notification to Students and Parents

Parent Tardies: Any student accumulating three tardies in any class will receive a Saturday Detention. Once a student exceeds six tardies in any class, they will receive a second Saturday detention and be required to have a family meeting with the High School Assistant Principal.

All Notifications of the Saturday detention will be sent to the students and families.

Absences

Semester Courses - Students who accumulate three absences in a semester class will receive a letter of warning from the HS Office. If a student accumulates five or more absences, a required family meeting with the HS Assistant Principal will be organized Once a student exceeds seven absences, they will be in danger of losing credit for the course

Yearlong Courses - Students who accumulate seven absences in a yearlong class will receive a letter of warning from the HS Office. If a student accumulates twelve or more absences, a required family meeting with the HS Assistant Principal will be organized. Once a student exceeds fifteen or more absences, they will be in danger of losing credit for the course.

Types of Absences

Absences from school are categorized as excused or unexcused; however, both absence types contribute toward the total amount of absences accrued

Absence Unexcused

An unexcused absence is defined when a student misses school without prior notification or reasons not defined as excused by Nido. Unless approved by the Assistant Principal or Principal, all absences immediately preceding or following a vacation period are considered unexcused and will be marked as Extended Vacation (EV) in PowerSchool.

Students who miss class due to an unexcused absence will need to take any missed summative assessments at the next available opportunity assigned by the School. Students who miss a summative assessment due to an unexcused absence are not eligible for a reassessment opportunity.

Skipping class or Advisory will be treated as a disciplinary issue and the student subject to disciplinary action, as outlined in the School’s Internal Regulations Handbook. Please note that any student who leaves campus without authorized permission by the school will be subject to disciplinary action, as outlined in the School’s Internal Regulations Handbook.

Absence Excused

Parents or guardians must alert the School of an excused absence. Students may be allowed to miss school for the following reasons:

● Illness (the school may require a physician’s certificate from the parent for 3 consecutive days of illness and in cases of chronic or extended absences for an illness);

● Physician appointment (when at all possible, families should try to arrange appointments before school, after school or during holidays);

● School sponsored trip;

● Religious holiday;

● College/University visitation;

● Military Service requirements;

● Passport renewal;

● Visa/immigration appointments;

● Death in the family

Communication of Absences

Absences are recorded in PowerSchool by class block and Advisory period. Parents or guardians and students can view the absence record in PowerSchool. PowerSchool has an automatic email notification feature to notify a parent that a student has been marked

absent unexcused from a course. Parents must keep this feature “turned on” in PowerSchool in order to receive the notification.

Notification of Absences

Parents should use PowerSchool to officially notify the school of an excused or unexcused absence or tardy. All absences must be informed by a parent or guardian. Students are not permitted to excuse themselves from school. For questions about attendance matters, parents may contact: hsattendance@nido.cl or +562 339 81 45.

The High School Office marks absence notifications in PowerSchool. Records will be updated as soon as possible and within 24 hours.

Teachers also mark attendance at the start of each class period. Due to the nature of an active classroom setting, it can happen that an absence or tardy is incorrectly recorded. If an inaccurate attendance notation is recorded in PowerSchool, a student’s parent or guardian may call or email the High School Office to rectify the situation.

Corrections for the first semester may be done any time before the next semester begins in February Corrections for the second semester must be addressed by the last day of the school year in June

Tardiness

Students are expected to arrive at school on time each morning. They are also expected to arrive on time to all classes. Neither the teacher nor the other students need to accept repeated interruptions in the class period due to students arriving late. Students should be in the classroom when the tardy bell rings. Tardies will be recorded and kept track of by semester. All tardy students must first report to the High School Office to retrieve a pass to class. Students arriving the second half of the period will be counted as absent. For every third tardy accrued in high school students will be subject to disciplinary action, as outlined in the School’s Internal Regulations Handbook.

Absences for School Activities

Absences that occur due to school sponsored activities (field trips, sport competition) will not be counted in the students’ overall absence totals. Instead, the student will be marked Absence School Event (AS). Students who have incomplete work or whose academic performance raises concern as well as students who are on attendance probation may be denied participation in learning opportunities that require travel and absence from classes.

Skipping School

As a learning organization, Nido cannot sanction students skipping school. Students who skip school will receive unexcused absences for each class missed. Students who skip

school cannot participate in after school events, including clubs or sports. Additionally, students will be subject to disciplinary action, as outlined in the School's Internal Regulations Handbook.

Participation in After School Activities & Athletics

Students who attend school may participate in after school activities, clubs, and athletics at the end of the school day.

Students who miss school for unexcused absences may not participate in afterschool activities or athletics on that day.

Students who miss two blocks in the day as an excused absence are still eligible for afternoon participation. Students who miss three or more blocks of excused absences in a day are ineligible for afternoon participation, including practices, meetings, rehearsals, performances, and/or games.

Appointments during the School Day

Nido discourages families from scheduling appointments during the school that can be avoided. This is because in order to pass a course for the year, students must be in attendance a minimum of 85% for each course in high school, regardless of the reason or type of absence. For this reason, elective medical and dental appointments should be scheduled outside the school day.

For appointments that cannot be avoided, advance written request from a parent or guardian must be provided to the High School Office for early departure from school. After the request is verified and approved by the HS Office, the student will be marked absent excused from the classes missed. A departure pass will be issued to the student to be presented to the school guard when the student leaves the campus. Students may not leave campus without permission from a parent or guardian and a departure pass

Family Trips

As the school calendar provides a generous vacation schedule, the School cannot support family trips that result in students missing school. The high school curriculum is demanding, and class attendance is crucial. In order to pass a course for the year, students must be in attendance a minimum of 85% for each course in high school, regardless of the reason or type of absence.

Make-up Work

Make-up work for periods of absence will be allowed for full credit in cases of excused absences The amount of time for make-up will be equal to the number of days absent

For unexcused absences, students must make up the work at the next available opportunity assigned by the School. Summative assessments missed during an unexcused absence are not eligible for a reassessment opportunity.

STUDENT SUPPORT PROGRAMS

Counseling, Wellness, And Academic Success

The School Counseling Team is committed to mental health and social well-being ). The Counselors provide academic advice for grade level teams and provide consultation to teachers for social emotional learning.

Students are required to complete a Mindfulness Curriculum during their time in High School; this is taught within the First Year Seminar course. The program teaches students to learn about their mind/body connection, how to deal with stressful sensations, how to proactively create better performance with students’ passions and how to be more connected to all life experiences and therefore being more empowered to make value-driven decisions.

Areas in which Wellness is promoted in High School at Nido:

● Curriculum focused on having students develop a better understanding of themselves, recognizing their individual strengths and weaknesses, and helping them make realistic choices, decisions, and plans

● Advisory weekly course focused on social emotional learning, student wellbeing, and developing healthy relationships.

● Dedicated Wellness Center in the high school to promote community and wellness-focused activities

● Health curriculum

● Mindfulness curriculum

● Substance abuse education

● Sex education

● Forefront Suicide prevention training

● Character building programs

● Transition support for students arriving, staying and leaving

● Support for teachers delivering differentiated learning experiences and other school-related needs

● The SOC - Students of Conversation and the Student Support Team (SST) are two groups focused on students’ learning and well-being; they meet weekly to discuss students of need and create action plans to support students and their families

● Referrals of community mental health professionals

Confidentiality

Any student seeking assistance with a personal problem from the school counselor can expect their conversations to be confidential unless the counselor determines that there is a physical or emotional danger to the student or another person. When the safety of a student is at risk, the confidentiality clause is overridden.

For more information, please contact the HS School Counseling Office.

University Counseling Program

● Each student is a unique individual

● The primary goal in conducting a university search should be finding a best fit, both socially and academically, between the student and a particular university community and program

● Students will develop the necessary skills to take responsibility for their own decisions and understand how to make complex and important decisions affecting their lives beyond the university admissions process

● The university admissions process is a student-centered process aimed to build confidence. Each student and their family will be reminded that a person’s sense of dignity and self-worth should not be enhanced nor diminished by a university admission decision

● The best interests of each student are served through good communication among the student, parents, the school, and the universities

Students Should Expect the Following From Their University Counselor:

● Guide and support throughout the university admissions process

● Assistance in developing a thoughtful and balanced application list of universities

● Clearly identified tasks and deadlines for students and parents/guardians. However, all students are ultimately responsible for knowing their university deadlines.

● Frequent and meaningful communication throughout the university selection process

● A willingness to listen to all questions, ideas, dreams, fears, disappointments and successes

University Counselors Should Expect the Following From Their Students:

● Timely attention to all tasks and deadlines

● Honest and open communication Listen with an open mind, assert yourself and ask questions

● Thoughtful consideration of your university counselor’s recommendations

● A willingness to own the university admissions process by becoming self-sufficient and self-reliant

Parent/Guardian Support with the University Process

● Respect your child’s choices and listen with an open mind

● Provide helpful, encouraging and constructive feedback

● Model appropriate behavior – children learn by what they observe

● Encourage your child to own the university application process by communicating with schools directly, arranging visits, doing research, tracking deadlines etc.

● Practice good communication with university counselors: if you are confused by a recommendation or suggestion, please ask promptly for clarification

● Do not assume that online blogs or social network sites have accurate university admission information

9th Grade

Counseling meets 9th grade students about their transition to high school based on individual needs and programmatic SEL curriculum. In addition, all ninth grade students take a yearlong course, called First Year Seminar. Through their counseling and academic sessions, students explore the following topics:

● Skills/Organization/Time Management

● Engagement/Balance/ Intentionality

● A 4 year plan high school that comes from our student orientation program including introductions to the International Baccalaureate, Chilean National Plan, and the Nido High School Diploma

● Digital Footprint and Social Media

● Wellness Mindfulness, Relationships, Self-care [food, sleep, cleanliness, balance]

● Project WayFinder: Defining Your Purpose

10th Grade:

Counseling meets with all 10th grade students individually, in second semester, about their program choices including orientation to International Baccalaureate, Chilean National Plan, and the Nido High School Diploma to develop a two year academic and university plan. The university counselors orientate students to a career exploration process, with input from the greater faculty. Additional topics for 10th graders include:

● Test Preparation (PSAT, Pre-ACT, Exams)

● IB/National Plan/International Plan/World University Orientation

● Study Skills/Organization/Time Management (preparation for semester exams)

● Transition (leaving students at end of each semester)

● Personal Narrative English project (Careers, Personality, Discovering Your/Our Independent Identity)

● Course selection process

● Digital Footprint and Social Media

● Wellness, Mindfulness, Relationships, Self-care (food, sleep, cleanliness, balance),

● Project WayFinder: Defining your Purpose

11th grade

Counseling meets with all 11th grade students about their program choices and how this impacts their world university choices. This is a process of conferences, seminars and workshops geared towards giving students the tools to apply to world university systems. This includes topics such as:

● Maia Learning

● University Planning and research

● Test Preparation (SAT, ACT, PSAT, Pre-ACT, Exams)

● University and Career explorations

● Course selection process and visiting their 2 year academic plan for grade 11 and 12 that is a clear pathway towards university goal

● Personal reflection about student values and purpose

● Wellness (Mindfulness, Relationships, Self-care (food, sleep, cleanliness, balance)

● Winter break organization and planning for applications

12th grade

The university counselors have a course for 12th grade students where the work of applications is done during the school day. This ensures that, if students so choose and are allowed by the student’s schedule, they can write their university essays, complete applications, and refine their university and major searches in a supported environment during the school day. Students unable to attend the course attend College Club after school and have a similar support given to them during flex time and study hall. These include topics such as:

● Maia Learning

● Progress towards graduation

● University Application completion and submission

● Wellness (Mindfulness, Relationships, food, sleep, cleanliness, balance)

● Summer break organization planning

● Life organization

● Reality Check: transition to university and IB exams for world university students with conditional offers

● Wellness (Mindfulness, Relationships, Self-care (food, sleep, cleanliness, balance)

● Transition to the next place (university and beyond)

● Personal reflection about student values and purpose

Transcripts

Ten transcripts are issued directly to universities free of charge. The normal processing time to release a transcript is five business days, but processing time can vary depending on the time of year. Transcripts are issued by the high school counseling office. There will be a fee for each transcript requested over ten. Nido does not modify the format or translate transcripts into other languages – all transcripts are in English, following a standard format.

Higher education systems outside of the United States may require Nido transcripts to be legalized and authenticated by outside organizations (this may include AdvancED in the United States or other organizations). This process can take months to complete, and it is the responsibility of the student and guardian to start this process in a timely manner. It is not possible to expedite the legalization/certification process.

Testing

The counseling center has a regular testing schedule for students throughout the school year:

● Preliminary SAT Test (PSAT) measures verbal and mathematical abilities and is given to 10th and 11th grade students.

● The SAT Reasoning Test measures critical reading, writing, and mathematical reasoning abilities as a predictor of university success. Universities may require scores from the standardized test as part of their admissions process.

● The ACT test measures ability in language, math, reading and science and is computer based. This test may be required by some world universities and is also an alternative in many cases to the SAT Reasoning Test.

NOTE: The SAT and ACT are testing companies that have no association with Nido de Aguilas. Counselors cannot register students for tests, send results for students to universities, download scores achieved at previous schools, nor communicate directly with testing companies on behalf of students or families. This is due to the strict privacy policies that these testing companies have. It is the responsibility of students to send all official scores and results to universities, scholarship opportunities, or summer programs

● Advanced Placement exams are standardized exams to measure how well students have mastered the content and skills of a specific course Tests are offered in both paper and pencil and digital format Nido is not an AP curriculum school; any student who wishes to take these tests, must self study. Some United States and world universities require these tests in the admission process.

Additional Student Support

The International School Nido de Aguilas is a “regular” educational institution in Chile that is only able to support students with mild learning needs in the areas of linguistic, academic, and/or social-emotional support Support Services are provided primarily in English. Our Student Support Services team strives to meet students’ individual learning needs in a tiered response system that is inclusive, responsive, and collaborative. When students are not successful despite Tier 1 interventions in the classroom, each division may hold a Student Study Team (SST) meeting in an attempt to address these concerns. In some cases, the SST may recommend additional support in an attempt to meet student need(s).

Nido offers some Tier 3 additional support programs that require a supplemental tuition fee, including but not limited to the EAL Academy, EAP Support, High School Math Lab, and Learning Lab. Participation in these programs may be required, depending on the needs of the student, for the time that the School deems necessary. If the School needs additional diagnostic evaluations and/or services from external professionals to determine how best to meet a student's needs, then the parents are asked to provide these services and/or use the services provided by the Nido Learning Resource Center (LRC). If the family chooses to do a diagnostic evaluation or receive services from their own provider and not the LRC, the family agrees to provide all evaluations and reports, full and complete, to Nido Families are required to fully disclose student needs at the time of application Failure to accurately represent the information or omitting information can lead to revocation of enrollment.

Students whose academic needs exceed the capacity of Nido’s Tier 3 level of support will follow the normal protocol of retention if they are unable to meet the basic academic standard. Students who are retained two times will not be considered for re-enrollment. The parents of students in this situation, who are receiving additional support, will meet with administration and be provided with written notice, reviewing the case and notifying the parents of the school’s actions.

The Student Study Team (SST) and the Student Intervention Plan

The Student Study Team (SST) is a collaborative, school-based, problem-solving team that is organized to address academic, medical, behavioral/emotional and/or other problems which may interfere with a student’s ability to obtain an appropriate education. The SST may be convened after interventions have been attempted within the classroom SST members may include teachers, support staff, administration, and counselors At times, it is also appropriate to include parents and students in these meetings The SST develops strategies for intervention, monitors progress and determines actionable items to address concerns.

Media Center

Nido's Media Center program expands the learning experience beyond the wall of the classroom into the world The Media Center is a central hub for learning, teaching, research, experimentation, practice, creation, collaborative work, and play In a welcoming and collaborative atmosphere, reading, discovery, imagination, and creativity come alive Wonder and curiosity become central to academic, personal, social, and cultural growth. As a research facility and a “curiosity and exploration lab”, the Media Center provides opportunities to develop inquiry-based skills and habits of the mind, which will enable students to continue their individual quests for learning throughout their lives.

Media Center Hours

The Media Center hours are from 7:30 am - 4:00 pm from Monday through Friday. The 2nd Floor will be closed to the public when being used for faculty professional learning on early release Wednesdays from 2:30 pm on.

General Guidelines

● HS students may check out 3 books for a period of two weeks.

● Books may be renewed for up to 14 days

● Students may not check out books if 1 or more books are overdue

● Parents may check out 5 books for a period of 14 days

● Staff may check out books for a period of 30 days

● Students are required to replacer lost or damaged books.

● Students and teachers have access to 3 rooms that can be reserved for small and medium size group meetings. E-mail the Media Center to make a reservation: library@nido.cl.

The Media Center subscribes to a number of strong and global password protected e-book collections, research databases and journals.

These resources are available at all times from everywhere: access throughout the Media Center webpage, in the Online Resources section and ask the Media Center staff for usernames and passwords.

The electronic resources include :

● Alexander Street (Drama and Theatre)

● Britannica (Encyclopedia in Spanish)

● EBSCO (Multidisciplinary Research database)

● The Economist

● JSTOR (Multidisciplinary Research database)

● The New York Times

● Pressreader (7000 Newspapers and Magazines)

● SIRS ProQuest (Multidisciplinary Research database)

● SIRS Issues Researcher (Pros/Cons Research database)

● SORA Digital Library (English and Spanish books and audiobooks)

● Scientific American (Journal)

● The Journal of Chemical Education (JCE) and American Chemical Society

Visit and ask the Media Center staff for guidelines, access keys and recommendations.

SCHOOL INFORMATION & LOGISTICS

Communication

Nido offers a variety of ways for parents and students to stay connected to Nido events and information.

Grade Level Emails

The High School creates grade level groups to send student and parent information The student Nido email is included in the grade level group. The emails that parents and guardians provide the school, located in PowerSchool, are the emails included in the parent grade level group. The emails are only used to communicate important school information and events. Students are expected to check their emails daily in order to stay informed about important school information.

Nido High School Schoology Page

Students and teachers are invited to the Nido High School Schoology page, which includes important information and updates about the High School program.

Nido News

The Nido Communications Department creates a weekly email newsletter that is issued each Friday during the school year. This includes campus announcements and noteworthy School events

Social Media Channels

Social media channels have been created to help High School students and parents stay connected. Please follow us on Instagram @nidohighschool and @nidodeaguilas and Facebook @nidodeaguilas

Contact Details

Parents must inform the school promptly of a new address, telephone number and/or e-mail address Notification can be given via email to the High School Office

Parent Inquiries

Parents are encouraged to contact the school any time a question or concern arises. Initial contact should always be with the student’s teacher or Counselor first

Emergency Contacts

At the beginning of the school year, families will be asked to provide emergency contact information for their children. Should this information change during the course of the school year, please notify the High School Office. Additionally, parents or guardians must designate a Temporary Guardian in PowerSchool if ever they are traveling outside of Santiago during a school day. This must be done each time the parents/guardians are outside of Santiago during a school day for liability reasons.

STUDENT ACTIVITIES

The main goal of student activities is to offer opportunities to explore interests. Participation in these activities provides students and teachers with the opportunity to meet and interact on an informal basis and in a different perspective from the regular classes. All students who meet the minimum academic and behavior requirements are encouraged to participate. The variety of the activities depends upon student interest, faculty sponsorship and the season of the year. A number of activities are planned after school Some clubs are not offered each year

Student Productions & Publications

Student productions are a means to inform, support, and entertain the Nido community. Such official student productions are also recognized as valuable extensions of the academic curriculum. An official student production is defined as any production, performance, display or material in any medium (written or electronic) produced by students in journalism, languages, yearbook, writing, or fine arts classes and distributed or produced free or for a fee

It is recognized that official student productions provide a form for student creative expression about which there may be dissent and controversy. At the same time, Nido Administrators and production Advisors reserve the right to censor the following areas (to include but not limited to): profanity, provocative images or stories, slander, demeaning of the school’s student body or employees, demeaning of the greater Nido de Aguilas community, demeaning of Chile or other cultures, or either advocating or condoning unlawful acts.

Advisors of students engaged in these activities will nurture student creativity and freedom of expression, while teaching students production responsibility and the need to protect the rights of all. Each student is directly responsible for the materials he or she writes or produces. The responsibility accompanying freedom of expression is also a value Nido wishes to install in its student body.

Prom

Following the tradition of many US, Chilean, and International schools, Nido hosts an annual Prom event. At Nido, the Prom is a semi-formal dance for upperclassmen that is organized and hosted by the twelfth grade class. The Prom, like other school events, has been designed in ways so that it is mission-aligned, meaning the students lead and organize the event. Additionally, the Prom is designed with structures that are meant to support the school’s mission and core values A detailed set of established guidelines for the Prom event are given to the Prom Committee annually The Prom Committee is required to stay within the guidelines, including the budgeting of the event

School Travel

Nido de Aguilas enriches the regular school program with a number of field trips into the community and to various sites around Chile in order for students to experience or explore the culture, history, or physical environment, or to participate in athletics, music, drama or other activities. Although the school takes all reasonable precautions to ensure the safety and welfare of students when they are traveling to or participating in, excursions, field trips, athletics or activities, or the extended overnight trips like the environmental education program, the parents are advised that a child's participation in such activities may expose them to a degree of risk not typical of on-campus classes. Authorization of students to participate in such activities confirms parental/guardian knowledge of this fact. Further, authorization to participate in such off-campus activities also includes the parent/ guardian permission for the school to seek any emergency aid for the student in the event of an illness or accident. Finally, students must be in good academic and social standing to participate in overnight trips (students must be currently passing all subjects and have no more than two Ds. Ninth grade students must have a minimum of 2.0 in course competencies that have been completed).

Invitations to SAAC tournaments, festivals, and invitationals are earned by demonstrating character, commitment, and contribution to the team/group. These opportunities are offered only to students who meet all of the High School and Athletic Department expectations for citizenship, behavior, and academics. To be eligible for SAAC invitation, selection and travel, students must be passing all subjects, have no more than two D’s (grade 9 students must have a minimum of 2.0 in course competencies that have been completed),and may not have been suspended from school (for any reason) during the semester of the trip. Students and parents must acknowledge and agree to the Nido Athletic Policy Agreement and the SAAC Code of Conduct.

Week Without Walls

From its first days in the mountains of Peñalolén, Nido de Aguilas has been tightly linked with the environment and outdoor education. Week Without Walls continues that long-standing tradition and expands upon it to include a larger variety of activities, trips and educational experiences for the High School students.

The design of the Week Without Walls is to enhance the standard curriculum by providing our students with diverse educational experiences during one school week outside of the classroom, which can take place locally, in Chile, and outside the country. Every student in High School is required to participate in the program, which include topics such as environmental awareness, outdoor education,, skills acquisition, cultural appreciation, historical exploration, and others.

Through diverse educational experiences the Week Without Walls program helps students foster intellectual and personal growth, and provide students with opportunities to develop self-esteem, a sense of achievement, and exposure to realities other than the school environment.

The nature and purpose of specific Environmental Education trips may expose students to a degree of risk not typical of regular on-campus classes. Recognizing that trips involve travel, physical activity and exploration, all trips are subject to a risk and safety assessment The following criteria have been established in order to assess and minimize the associated potential risks:

● Prior to departure a review of student health records will be conducted. Parents will be requested to inform program/trip sponsors of any special health related issues regarding their child(ren).

● Specific [programs may require a student to submit a medical clearance certificate and/or a physical. For some programs, the school may determine that a student is ineligible to travel due to the student’s medical needs and the medical services available on site.

● The name and passport or RUT number of each student participant must be on record at the school and a copy taken along with each travel group.

● Programs which require rigorous physical exercise or special skills may require mandatory pre-trip training or assessment.

● Programs will not include destinations for which the U.S. Embassy or Chilean government has issued an advisory discouraging travel.

● Program must include written emergency medical evacuation procedures and insurance coverage for all participants Trips shall not include activities for which appropriate insurance is unavailable

● First aid kits, appropriate to the nature and destination of individual trips, will be available for all trips.

● Written procedures for access to emergency medical care, communication availability, travel condition alternatives, and emergency procedures will be in place and on file with the Principal prior to departure.

● Upon completion of an Outdoor Education trip, an evaluation concerning any injuries/illnesses and/or any disciplinary matters will be made by the faculty sponsors, which will then be reviewed by the Outdoor Education Coordinator and if necessary, by the Principal.

Parents must take the following into consideration when authorizing their student’s participation in an Environmental Education trip:

● The nature and purpose of some programs/trips may expose students to a degree of risk not typical of regular on-campus classes

● It is the responsibility of the parent(s)/guardian(s) to be aware of the terms, conditions and cancellation policies of the Week Without Walls (WWW) program, seen on the Nido WWW website.

● Parents should communicate immediately with the Outdoor Education Coordinator/department regarding any change requests. Depending on the date of the change request, some additional fees may apply.

● At some periods during some programs/ trips, immediate and/or twenty-four hour telephone communications will not be available

● The cost of the annual trip is the responsibility of the family Students are required to attend each year of high school; families are encouraged to select programs/trips that meet the family budgetary requirements Forms must be submitted on time in order to increase the student’s chances of being accepted to a requested program/trip.

● Parents are encouraged to investigate a travel insurance policy with a third party/external provider, to consider some sort of financial protection, if an illness, injury or other unexpected circumstance prevents the student from attending their WWW program at the last minute.

BEHAVIORAL EXPECTATIONS

Standards for student behavior at Nido are based on respect, responsibility, honesty, and kindness When students make behavioral choices which do not match these expectations and negatively impact their learning or the learning of others, teachers and administrators will work with the student to develop the necessary skills. The goals are to both preserve a safe and orderly learning environment for all students and to help the individual learn from his/her mistakes.

Students and parents should be thoroughly familiar with the school’s expectations of behavior. More information about behavioral expectations and disciplinary policies and procedures may be read in the School’s Internal Regulations Handbook. The school may inspect a student’s locker or personal effects in an attempt to resolve any situation where there is imminent danger.

International Disciplinary Reporting Policy

In order to comply with international reporting expectations, it is school policy to report to colleges, universities, and other educational programs any major action taken against the student by the police that may jeopardize a student study visa to study in a country outside of Chile. We may also disclose disciplinary infractions when specifically asked by the institution to divulge such information on the application. More information about disciplinary consequences may be found in the School’s Internal Regulations Handbook.

Drugs, Alcohol, Or Tobacco

(See the School’s Internal Regulations Handbook)

Drugs, alcohol and tobacco have all been determined to be harmful to one’s health and therefore the Board has decreed that:

The school administration views substance abuse and dependency as treatable health problems, which is why the school’s first priority is to provide support. Treatment is primarily the responsibility of parents Health classes and special assemblies will be the primary sources of information for students Treatment or support for substance abuse will be organized by parents, with the support of our guidance counselor if needed or through special assistance outside the school When a staff member has a reasonable suspicion that a particular student is under the influence of drugs or alcohol, the Assistant Principal or Principal must be notified; they will then determine the appropriate course of action, following the drug protocol attached to Nido’s internal regulations, which includes notifying parents.

Nido de Aguilas is a smoke and tobacco free environment. This smoke free environment applies to all Nido employees, parents, visitors, and students. Students with tobacco, including vaping devices, on campus or school activities shall be subject to disciplinary measures. More information about behavioral expectations and disciplinary policies and procedures may be read in the School’s Internal Regulations Handbook (Chapter 9).

Any student’s possession, use, sale, or being under the influence of alcohol or an illegal or unauthorized substance while at school or while participating in or attending any school activity, whether held at Nido or elsewhere, shall be subject to disciplinary measures More information about the procedure may be read in the Drug protocol attached to the School’s Internal Regulations Handbook Behavioral expectations and disciplinary policies and procedures may be read in the School’s Internal Regulations Handbook.

Parents are asked to support the School’s Drug & Alcohol policy by ensuring that any gatherings hosted at homes or other venues do not supply drugs, alcohol, or tobacco to students.

Damage Or Loss Of School Property

The student and parent shall be responsible to reimburse the school for the cost of repair or replacement of any lost, damaged or defaced school equipment or property. This includes textbooks and library books or materials, musical instruments, or any other items made available to students by the school. A student who willfully damages, defaces or destroys school property will be subject to disciplinary action, as outlined in the School’s Internal Regulations Handbook.

Theft

Nido de Aguilas students are expected to respect the property of others. Although the atmosphere on campus seems quiet and secluded, theft does occur. Theft or the appropriation of property other than one’s own is considered a serious offense which is permanently recorded on the student’s discipline record throughout his/her tenure at The International School Nido de Aguilas. Acts of theft consist of the actual taking, assisting in taking, or in any way participating in the acquisition of materials belonging to someone else without the person’s consent. Students found guilty of theft will be subject to disciplinary action, as outlined in the School’s Internal Regulations Handbook. Students need to help minimize the possibility of theft by being responsible for their belongings. Valuables should not be left unattended in backpacks or purses. In general, students are advised to not bring valuables to school. The school will not be responsible for lost or stolen items.

Lockers

All students are advised to use lockers in the High School in order to protect their personal items. Students may select a locker for their personal use; they may bring a lock from home to use with their chosen locker. Students are personally responsible for their assigned locker. Students taking PE classes or playing a sport are also advised to use a locker in the gymnasium locker.

Students are advised not to have expensive personal items on campus or left in a locker, such as money, jewelry, electronics, etc. The school will not be responsible for lost or stolen items.

Students must remove their personal items and the lock from their locker at the end of the school year. All locks will be removed over winter break for unattended lockers, and unclaimed items will be donated to various charities

Lost And Found

Articles found should be turned into the High School Office. Found items will be kept in the office or the lost and found closet; they will be on display during parent conference days to facilitate their return. It is important to report any lost or stolen items to the High School Office immediately. Ultimately the school is not responsible for articles that are lost or stolen Students are responsible for their own items; as such, students are strongly encouraged to use a high school locker as well as a PE locker in order to adequately protect their belongings It is strongly recommended that students bring only sufficient money to meet their daily needs It is important that all personal property be marked with the student’s name. Items unclaimed will be distributed to various charities at the end of each semester.

Building Access

Students are not to be in Nido buildings or classrooms without teacher supervision The high school hallways and buildings open at 7:30 am and are secured at 6:00 p m Unauthorized and/or unsupervised access will result in disciplinary consequences as noted in the School’s Internal Regulations Handbook.

Phones

Telephones in the High School Office are not available for student use unless it is an emergency

Cell phones and mobile devices must not be used during class (unless approved by the teacher), during course assessments, during exams, during assemblies, or other times as

directed by faculty, staff, or administrators. In all High School Classrooms, the following practices will be followed:

Teacher Responsibilities:

● Establish classroom rules, norms, and procedures

● Direct students to put cell phones in their backpacks or in the classroom cell phone holder.

● Redirect students who are using their phones inappropriately (first offense)

● Confiscate phones for students are using their phones inappropriately (multiple offenses)

● Turn confiscated phones into the HS Assistant Principal where they will be held in the HS Office until the end of the school day

Student Responsibilities:

● Place phones in the classroom cell phone holder or backpack before the start of class.

● Use phones responsibly in the classroom when directed to by a teacher

Students who do not use cell phones appropriately will be subject to phone confiscation and disciplinary action, as outlined in the School’s Internal Regulations Handbook.

Academic Integrity

Academic honesty or “doing your own work” is a fundamental principle of learning and a necessary expectation at The International School Nido de Aguilas Students attend school in order to be educated and to educate themselves The various assignments such as homework, reports, projects, essays, term papers, and tests are all important opportunities for students to develop and display their acquired skills, knowledge, and capacity for critical thinking and creative analysis. Teachers rely on these assessments to be an honest measure of a student’s ability. Those who display academic dishonesty are being unfair to other students who have completed the task on their own. Academic dishonesty includes, but is not limited to the following behaviors:

● Discussing, sharing, or passing on information about the content of a quiz, test, and/or exam

● Attempting to pass off the work of another person as his/her own work (Plagiarism)

● Copying another student’s homework, lab report, and/or assignments inside or outside of the classroom

● Attempting to gain an unfair advantage through the use of any means that compromises a testing environment

● Removing testing material from the classroom without teacher permission

All of the above behaviors undermine the intent and integrity of the Nido learning environment Academic dishonesty and suspected academic dishonesty are treated as disciplinary violations. In cases of suspected academic dishonesty (where no physical evidence is present) the teacher in consultation with the principal shall have full discretion

in determining the disciplinary action. Academic dishonesty offenses will result in the following disciplinary procedures based on frequency and severity:

First infraction:

● The teacher will refer the incident to the Assistant Principal.

● The Assistant Principal will meet with the student and contact the parents; the incident will be logged in PowerSchool.

● For students in the classes of 2024, 2025, & 2026, the student will redo the assignment (or take an alternative assessment designed by the teacher to measure the same learning targets) for a maximum grade of 70% For students in the class of 2027, the student will redo the piece of learning evidence (or take an alternative assessment designed by the teacher to measure the same learning targets). The piece of evidence will be evaluated on the proficiency scale.

● The student will write a reflection during an in-school detention detailing why he/she chose to be academically dishonest and how he/she can avoid this behavior in the future; the reflection must be signed by the student’s parents and returned to the High School Office.

Subsequent infractions:

● The teacher will refer the incident to the Assistant Principal.

● The Assistant Principal will meet with the student and contact the parents; the incident will be logged in PowerSchool.

● For students in the classes of 2024, 2025, & 2026, the student will redo the assignment (or take an alternative assessment designed by the teacher to measure the same learning targets) for a maximum grade of 70% For students in the class of 2027, the student will redo the piece of learning evidence (or take an alternative assessment designed by the teacher to measure the same learning targets) The piece of evidence will be evaluated on the proficiency scale

● The student will be ineligible to receive an Academic Award during the academic year in which the violation occurs

● Per National Honor Society bylaws, the student will be temporarily or permanently suspended from NHS.

● Based on the severity of the incident and the student’s prior record of academic dishonesty, the student may also be subject to disciplinary action, as outlined in the School’s Internal Regulations Handbook.

In addition to the school policies on academic integrity, students enrolled in IB courses must sign (along with their parent(s)) a contract agreeing to the International Baccalaureate Organization (IBO’s) procedures on academic integrity. These agreements must be followed by Nido students in order to maintain their position in IB courses and/or in the IB Diploma programme

Computer & Technology Use

In high school, as part of the Bring Your Own Device Program (BYOD), every student is required to have a MacBook with M1 chip (2020 or newer) with MacOS 11.0 Big Sur or newer.

If families desire to purchase a new computer, the School recommends the following:

Macbook Air M1,2020

Processor Apple M1 3,2 GHz

Storage: at least 256GB SSD

RAM memory: at least 8GB

Operating System: MacOS 11.0 (Big Sur) or higher.

Nido High School has chosen to go with MacBook only for a variety of reasons including:

● Very easy homologation across devices, even with different OS versions.

● Strong and secure operative system. It's difficult to install targeted malware or spyware on a Mac device. Antivirus is not a necessity, but it is an option.

● High level of integration of this device and its usage for our staff. High school teachers provide tech support in their classrooms by guiding students in technology utilization; having a common and known operating environment results in a better classroom experience for all learners.

● Our environment and infrastructure is designed to easily deploy software to Mac devices at no additional cost to parents. Parents will not be asked to purchase any apps or software packages.

● The life expectancy of Apple devices is higher than other manufacturers.

If you have any questions please contact Nido’s Technology Team at: byod@nido cl

The use of the network and email service is a privilege not a right Unacceptable use of technology can result in disciplinary action, as outlined in the School’s Internal Regulations Handbook.

Unacceptable uses include but are not limited to the following:

● Violating copyright laws.

● Forwarding personal communications without the author’s consent.

● Sending or displaying offensive messages or pictures.

● Illegal or inappropriate use of data.

● Any school related material appearing on the network without administrative approval.

● Using another’s ID/password or email

● Harassing, insulting or attacking others

● Vandalism of computers, software, or networks including uploading, creating, or transmitting computer viruses.

● Employing the network for commercial purposes.

Calculator Use

All students are required to have a Texas Instruments (TI)-84 graphing calculator (TI-84+ Silver, TI-84+ Silver C, or TI-84+ Silver CE). Students are expected to have their calculator daily in their math class and, when specified, in science class. The school does not provide calculators to students. In order to promote a secure testing environment, students may not use cell phone calculators on assessments.

Photocopying

Photocopying is available for a small fee in the Library/Media Center. No more than 20 pages at any one time.

School Supplies

School Supplies (books, texts, or e-books as well as other equipment) are provided for all students. Each student is required to assume total responsibility for the care of hard copy books and school equipment or instruments.

End Of Year Checkout Process

Students must return all school supplies at the end of a course (semester or school year). Teachers will assess damage other than that caused through normal use. Students will be charged the replacement value for lost or damaged school supplies; payment must be made prior to the issuing of a report card/school documents.

School Uniform And Dress

Nido does not require High School students to wear a school uniform Students and their parents are asked to comply with what Nido considers to be an appropriate dress and personal appearance code for this school ("Dress/Appearance Code").

It is our belief that a school culture which recognizes that “dressing for the occasion” is something our students are capable of discerning builds a healthier ethos around body image and lends itself to more productive discussions around the related issues.

The Dress/Appearance Code is based on such considerations as:

● creating a comfortable learning environment for teachers and students;

● following generally accepted standards for students of Middle School and High School age;

● concern and respect for different cultural expectations;

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

The following serve as guidelines as to what is considered appropriate:

Student must wear:

● Shirt

● Bottom (pants/ sweatpants/ shorts/ skirt/ dress/ leggings) that allow a full range of motion sitting, standing, reaching, and running without requiring perpetual readjustment

● Shoes

● Athletic clothes and footwear specified by the PE department are required when participating in P.E. class and activities requiring their use.

Students may wear:

● Religious headwear

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

● Hoodie sweatshirts

● Tailored or altered clothing (i.e. small rips or frays in garments)

● Tank tops

● Athletic Attire

Students cannot wear:

● Clothing items that contain violent language or images, images or language depicting drugs or alcohol (or any illegal item or activity), and/or hate speech, profanity, or pornography

● Visible underwear

● Ripped clothing

● Shirts that show bare midriffs

● Bathing suits

● Pajamas or bedroom slippers (except on school spirit/dress up days)

For students who elect to purchase a PE uniform, they are available at:

● Scolari (located at Balmoral 163, Las Condes, phone +56-2-2212-8540)

In a situation where a faculty member is concerned about the way a student is dressed, the faculty member may approach the student in a discreet way or approach a counselor or another faculty member who will initiate a conversation with the student. Faculty and staff will use body-positive language in explaining the code and be sensitive in addressing any code violations A parent meeting may be scheduled, and disciplinary consequences may be assigned for students who repeatedly dress inappropriately for school

Food Services

Nido offers nourishing hot and cold lunch service for Grades 3 12 through our food provider, Newrest, a company present in over 57 countries and a global leader in multi-sector catering and specializes in out-of-home food service. HS students can order and purchase food from the cafeteria and food trucks with a credit or debit card, or parents can pre-order online.

Orderly, courteous behavior is expected in line and around the cafeteria area. Trash must be disposed of in the containers provided. Students are expected to respect school property and grounds by putting waste materials in the proper trash and recycling receptacles. High School students may not purchase food or visit the cafeteria during Middle School Lunch.

Ordering Food During The School Day

Ordering take-out and delivery to school during school hours is not permitted.

Arrival And Departure From School

Parents accept responsibility to ensure that students arrive on time each morning and that students are picked up from school within 15 minutes following the end of the school day or any approved after school activity. The school expects students to follow the instructions of their parents regarding the time and form of transportation used. The school is NOT responsible for monitoring students to abide by the wishes of their parents regarding transportation. Whether they take the school bus, use private transportation, take a taxi, or leave the campus with a friend or on foot, this is a matter of communication between the student and his or her parents.

Automobiles

Due to the distance between home and school, the privilege of driving to school represents an advantage to some of our older students. However, it must be remembered that this convenience carries obligations that must be observed. The school reserves the right to suspend or revoke this privilege if a student fails to comply with one or more of the following stipulations:

● All eligible students must agree to and sign a USE OF AUTOMOBILE CONTRACT which can be obtained in the High School Office

● The vehicle must be registered with the Security Guard’s Office at Nido

● A Nido sticker must be placed on the windshield of the car

● The driver must be 18 years of age and have a Chilean driver’s license

● The car must be parked in Student Parking, which is adjacent to the High School Gym.

Transportation

While the school assists with the coordination of the transportation, the buses are privately owned and operated by the bus providers. The choice to use one of the school buses is an individual agreement between the bus provider and the parent. Fees are stipulated by the bus provider and approved by the school.

Expected Bus Behavior:

● Students will show courtesy, safety and proper conduct at all times.

● Students will follow and respect instructions given by the driver.

● Students will remain seated at all times with a seat belt fastened.

● Students will respect others and the property of others.

● Students will refrain from eating and drinking on the bus.

● Students will refrain from throwing objects inside and outside of the bus.

● Students will refrain from requesting the driver to turn on the radio

Report to the school any observations, and complaints related to safe, orderly transportation of students (forms for this are available at the school)

It is important to have procedures in place to assure a timely, safe arrival to and from school. To ensure this, we are including the following expectations:

● Be ready for the morning pick-up at the appointed time and place. Buses should be at the school by 7:30 AM

● Return to the departure site and promptly board buses to ensure the timely departure of buses.

Middle/High School students taking the school bus to visit friends must bring a note from parent/guardian authorizing the visit and inform the Transportation office before 1:30 pm. Late bus slips must be submitted prior to 1:30 pm. Failure to comply with this requirement will not guarantee space on the bus for the extra passenger.

The transportation coordinator will honor no special transportation requests on early dismissal days.

Using Transportation on a Special Day

Students who do not normally take the bus can use the service on fixed bus routes, paying a fee for the trip. To visit the home of a friend who normally takes the bus, students must have a permission slip from both parents. The notes should include the complete name of the host student and his/her guest, the date of the visit, and the signature of the parent. Students should turn in permission notes to their classroom teacher during morning attendance, and should make special bus arrangements if they are planning to ride the bus. Children may not use the school telephone for arranging after school visits. The

transportation company only allows one guest, and transportation is subject to availability of space on the bus. There is a fee charged to friends who are not registered for transportation services. The transportation coordinator will honor no special transportation requests on early dismissal days.

After School Activities Bus

Middle and High School students must complete the "Activities / Athletic Buses" available on Powerschool between the hours of 6:30 pm until to 1:30 pm the next day

Students who report to a late bus without following proper procedures will be transported home, however, continued failure to follow the After School Activities bus procedures will result in a suspension of privileges.

Emergency Requests for Change of Pick-Up or Drop-Off Address

Last minute requests to change transportation arrangements create many complications. We ask for the cooperation from parents for these requests. In an effort to facilitate the communication of the emergency requests, we kindly ask you to submit the following information in writing:

● The original pick-up or drop-off address.

● The new pick-up or drop-off address (please be sure to explain which address is the original and which is the new).

● An emergency telephone number that can be used to clarify instructions, if necessary.

Student Visitors

Students may not bring visitors to school during regular school hours with the exception of students who are candidates for Admission to Nido. In the case of prospective students, the Admissions Office will arrange a classroom visit. Students who wish to bring other guests to school must contact the Assistant Principal at least one day in advance. Student visitors may not visit classes, but they may visit campus during Flex, lunch, or after school. Visitors must receive and wear visitor tags from the security guards. Visitors are subject to all student regulations Nido only allows s guests to visit for only one day during an academic year.

Emergency Procedures

Periodically, and without warning to faculty or students, emergency procedures will be practiced . Every drill must be taken seriously and approached as if the situation were real. The High School has a community norm that expects no talking during any of the practice situations This behavior is expected from both students and adults

Campus Areas Off-Limits To Students

The following areas of Nido’s campus are off-limits for high school students unless they are in these spaces being actively supervised by a faculty member:

● Faculty workroom

● Faculty offices

● Science equipment room

● Building rooftops

● The Nido Hills

● Unsupervised classrooms

● EYS, ES, and MS classrooms, bathrooms, offices, fields, playgrounds, workrooms and other learning spaces

Awards And Recognition

The High School presents awards for student achievements in connection with the Nido Core Values and for outstanding community contributions each year to deserving students during the Grade Level and School Awards’ Ceremonies, the High School Graduation Ceremony, and the Athletic Awards Banquet.

Core Value Awards

Each grade level team in the High School honors students for their achievements in connection with the Nido Core Values and outstanding contributions to their division and the high school learning community The faculty within each grade level determines the Awards' criteria and organizes the selection process in line with their yearly goals

The Harvard Book Award

The Harvard Book Prize contest is organized by Harvard Alumni Clubs around the world with the purpose of identifying qualified students who might eventually apply to Harvard College. Students apply for this award through the Harvard Club of Chile, and recipients are honored during a formal award ceremony organized outside of school by the Harvard Club of Chile. If a Nido student is selected, then the award recipient is further honored at school during the Academic Awards Assembly.

NPA Senior Artistic Excellence Award

The Nido Parent Association (NPA) sponsors this award to honor an outstanding senior student in the fine and performing arts who has not only had a positive effect on Nido, but who also has impacted the greater community with his or her artistic contributions. The recipient is determined by the high school arts department faculty through a formal process of nomination and selection The award is presented annually at the HS Awards Ceremony

Note: The Senior Graduation Awards are outlined during the Graduation Section of the High School Guidelines

Athletic Awards

Students are honored each year for their outstanding athletic performances, contributions to their teams, and leadership within Nido’s overall athletic program. Described below are the awards that are presented to student-athletes at Nido:

Most Valuable Player Award – A patch is presented to the MVP as selected by the coaches

Please note that only one award is presented having co-MVPs is not an option

Coaches Award – A patch is awarded to one deserving athlete as selected by the coaches. The criteria for this award is up to the Coaching staff, and the award can be presented to any player on the team. As with the MVP award, only one Coaches Award may be presented.

Sportsmanship Award – A patch is awarded to one deserving athlete as selected by the coaches. As with the other two awards, only one Sportsmanship Award may be presented.

Nido Sportsperson of the Year Award – This award is presented to one athlete who has shown outstanding performance in citizenship, sportsmanship, and has made an impactful overall contribution to the Nido program. The winner of this award has a high degree of personal integrity and has proven to be an inspiration to teammates, enhanced our community and strengthened school spirit The Nido Sportsperson of the Year will be presented during the HS Awards Assembly

Outstanding Athlete of the Year – The Nido Outstanding Athlete Award will be given to two athletes annually who have excelled individually while elevating their teams' performance. The two honorees will have competed at the highest level during both sports seasons, personifying the Nido values and embodying the athletics philosophy. The Outstanding Athlete Awards will be presented at the Season 2 Sports Banquet.

Booster Club Spirit of Nido Award: The Booster Club will award a student/students that with dedication and Nido team spirit, participates in school activities, events and school work while showing a deep respect for their teachers, classmates and teammates. While demonstrating school values, the student builds spirit and motivation with a positive attitude. The Booster Club Spirit Awards are presented during the seasonal awards banquets.

GRADUATION

Graduation is conducted as a formal evening ceremony with the purpose of honoring Nido’s graduating senior class and awarding students their diploma(s). Graduation is held in the Theater in June approximately two weeks before the close of the academic year. The event is attended by senior students, their families, friends, as well as members of the School Board, Administration, and faculty staff

All senior students who are eligible for graduation from Nido de Aguilas are expected to attend the graduation ceremony as well as the graduation rehearsals Any student who is requesting an absence from a graduation rehearsal or the graduation ceremony should make an appointment with the High School Principal to discuss his or her reasons for being absent. The Principal has full discretion to grant or deny absences.

Nido’s graduation ceremony follows a similar format each year in order to honor and appreciate seniors in a formal, consistent manner.

Presentation of Seniors

During the ceremony, slides will display information about each graduation candidate as well as the student’s senior portrait. The information presented includes the student’s first and last name as designated by the family; the student’s nationalities (determined by passport/s held); the student’s university matriculation information or their plans for the next year; and the number of years the student has attended Nido. Flags celebrating the nationalities represented in the senior class, determined by passports held, will also be displayed on stage.

The High School Counseling Office will provide the information about years of attendance and the university choice. The rest of the information is required to be provided by the student.

Student Selected Speakers

Senior students vote each year on the four graduation speakers; they are:

● Senior student speaker in English (meant to represent the International student experience)

● Senior student speaker in Spanish (meant to represent the National student experience)

● Faculty member speaker in English

● Faculty member speaker in Spanish

The school does not include additional speakers from the senior class or student performances

Graduation Dress

Students are expected to follow the graduation dress requirements:

● All students must wear a school provided graduation cap and gown

● Students must wear clothing underneath graduation gowns; students are encouraged to wear semi-formal dress/footwear

● IB full diploma candidates wear an IB cord

● National Plan diploma candidates wear a NP cord

● National Honor Society members wear an NHS sash*

● Student Council Executive Team Members (President, Vice President, Treasurer, and Secretary) as well as the Senior Class President wear a StuCo sash*

The school does not allow other types of cords, sashes, pins, or other identifiers to be worn during the graduation ceremony.

*Note: Students must be active members and in good standing with NHS and/or Student Council in order to be eligible to wear a graduation sash; sashes are awarded based on involvement in the aforementioned five positions during the senior year only

Senior Graduation Fee

Each April senior students are charged a graduation fee to pay for the preparation of graduation gowns; the graduation cap and tassel; and other graduation materials

Graduation Diplomas

All seniors graduating from Nido are awarded a Nido High School diploma. Students who have satisfied the requirements of the Chilean National Diploma will be awarded this secondary diploma. Students are presented with the diploma folder(s) during the graduation ceremony. Students must complete the school check-out process in order to acquire their diploma(s)

Graduation Tickets

Each senior student is given a set amount of graduation tickets. This number is based each year off of the number of seats in the theater and the size of the graduating class. Seats are distributed to senior students in a lottery system in May through a process organized by the High School Office. Students may return unused tickets to the High School Office, and those tickets will be redistributed to families who are requesting extra tickets through a secondary lottery process Tickets may not be sold There are no exceptions to this process, as it is transparent and promotes equity

Graduation Photos and Videos

The school arranges a professional photographer to take the senior portrait photo. This agency also photographs the graduation ceremony as well as candid photos prior to the ceremony. A link to the graduation ceremony photographs is sent to families after the ceremony where families can decide to purchase pictures directly with the agency. The graduation ceremony will also be filmed and live-streamed during the event for friends and family who are not in attendance. The video will be available afterwards for friends and family to view at their convenience. No other professional photographers or videographers are permitted entrance to the ceremony.

Graduation Information

The above information serves as a summary. More detailed graduation information is provided to seniors and their parents in their senior year

Graduation Awards

Three Awards are presented during the graduation ceremony. Senior students are nominated for these awards by the high school faculty; the final decision is determined by the high school administration in consultation with the Guidance Administrative Team (GAM) The award name and criteria are outlined below:

NPA Outstanding Senior Student Awards (2)

The Outstanding Senior Award recognizes two senior students who have best contributed to the development of Nido’s school mission and values. Criteria to be considered include: Active participation in school activities; visibility and concrete evidence of leadership; well-rounded character; supportive behavior; strong communication skills; and high academic standing.

Nido Award for Academic Excellence (1)

The Award for Academic Excellence is given based on outstanding academic performance and exceptional contribution to the school.

COMPETENCY BASED LEARNING MODEL & GUIDELINES

Competency Based Learning

Nido High School will be launching a new competency learning model for the 2023-24 school year for ninth grade students. Competency-based learning refers to systems of instruction, assessment, grading, and academic reporting that are based on students demonstrating that they have learned the knowledge and skills they are expected to learn as they progress through their education

The goal of competency-based learning is to ensure that students are acquiring the knowledge and skills that are deemed to be essential to success in school, higher education, careers, and adult life. In a competency based learning model, students develop and apply a broad set of skills and dispositions while leveling up through clear progressions of learning.

At Nido, curricular standards are used to determine academic expectations. Prioritized learning standards are grouped into “Competencies.” Students demonstrate “proficiency” on a Competency by mastering the learning standards.

In the initial launch during the 2023-24 school year, all classes with ninth grade students will be engaging in the Competency Based Learning model. All the details of the process are expressed in the following guidelines.

Evidence of Learning

In a competency based learning model, teachers collect evidence of student learning through both informal classroom activities and assignments as well as more formal assessments. The entire body of learning evidence is used to measure the students’ progress towards disciplinary competencies. Each disciplinary competency has a set of explicit learning goals, called priority standards that students should master in order to demonstrate proficiency in that competency.

Instead of reporting on learning in the form of percentages in traditional categories such as homework, quizzes, and tests, learning is reported in terms of progress toward each priority standard This gives students and parents a clear understanding of what the student should master before moving to the next course in the discipline

Grading in the Competency Based Learning Model

Grading System

In the Competency Based Learning Model, grades are awarded on a 0.0 - 4.0 grading scale.

Proficiency Scales

Each priority standard for the class is scored on a proficiency scale using the 0 0-4 0 grading scale Students must provide at least three pieces of learning evidence for each priority standard

Nido High School Proficiency Scale Template

Competency: Stated

4.0 In addition to exhibiting score 3 0 performance, in depth inferences and applications that show complexity and/or integration

● A sample Score 4.0 Task is provided here

3.5 In addition to score 3.0 performance, in depth inferences and application with partial success (score 4.0 content).

3.0 The learner will:

● The priority standard is stated here

2.5 No major errors or omissions regarding the simpler details and processes (score 2 0 content) and partial knowledge of the more complex ideas and processes (score 3 0 content)

2.0 The learner will:

● Details of the content and vocabulary that should be mastered by the learner is explained here

1.5

1.0

Partial knowledge of the simpler details and processes (score 2.0 content), but major errors or omissions regarding the more complex ideas and processes (score 3 0 content)

With help, partial understanding of some of the simpler details and processes (score 2 0 content) and some of the more complex ideas and processes (3 0 content)

0.5 With help, partial understanding of some of the simpler details and processes (score 2.0 content), but not the more complex ideas and processes (score 3.0 content).

0.0

Even with help, no understanding or skill demonstration

Empower Learning

Teachers and students will collect learning evidence and record progress towards competencies in an online program called Empower Empower data is live and available for students, parents, and teachers at any time

Progress Grades

Courses in high school are either semester or year-long courses. Final grades will only be calculated at the conclusion of a course. While the course is in progress, students and parents can view how a student is progressing towards each of the stated competencies of the course in Empower. Most courses have 3-8 competencies. For example, in an English course the course progress view might look like

The grades for each of the four competencies above are derived from the body of evidence of learning collected towards the priority standards

Final Grades

When a course concludes, a final grade will be awarded by averaging the final level of achievement earned in each of the course competencies. The final grade will be presented on the Nido School Transcript as one grade mark on the 0.0 to 4.0 scale. For example, in an English course, the final grade would look like this:

Semester Grades

Semester grades are awarded for semester classes This grade will appear on the Nido transcript at the end of the year A grade of INC will be assigned for any student who has not completed the work for the semester. The school year will not be closed for the student until the coursework has been completed.

Year End Grades

Year end grades are awarded for yearlong classes. This one grade will appear on the Nido transcript at the end of the year. A grade of INC will be assigned for any student who has not completed the work for the course. The school year will not be closed for the student until the coursework has been completed

Passing a Course

In order to pass a course, the student must have a final grade of 2.0 or higher for the Nido grade (this equates to a 4.0 on the Chilean National Plan grading scale). This level of achievement means that the student has mastered the simpler details and processes.

Official Nido Transcript Grades & Grade Point Average

The official Nido High School transcript reports semester course grades for semester classes and year end course grades for year long classes. The transcript only reports grades earned from coursework taken at Nido de Aguilas. Nido does not calculate a cumulative grade point average (GPA) in the Competency Learning Model. Grades are reported according to the following grading scale on the transcript:

Other possible final semester marks include (but that do not factor into the grade calculation):

Does Not Meet Expectations

Incomplete

Medical

No Grade

Needs Improvement

Not Passing

Passing- No Grade

National Plan Grading System

The National Plan Grading System follows the guidelines given by the Chilean Ministry of Education (Decreto 67) while being consistent with the Competencies Based Learning Model. The Ministry has mandated a number grading system based on a 7-point scale. Nido does not give formal grades for the Chilean National Plan on the Nido Report Card or transcript A separate document is prepared by the National Plan Office for National Plan students

The conversion is done at the end of the school year, once the Nido transcript has been delivered. The conversion scale applies only to the end of the year grade of a specific class, or end of the semester in case it is a semester class.

The Chilean Report card is sent during the first semester of the next school year (August-September). In January the report card will be uploaded to the Ministry of Education platform. Families can download school year certificates from the web site Certificados Mineduc.

Assessment Philosophy

Nido High School aims to have feedback, assessment and grading practices that:

● Communicate accurate progress toward identified learning goals;

● Foster growth for every learner;

● Cultivate a sense of confidence in our students about their ability to learn;

● Strengthen student ownership of learning.

Homework

Teachers may assign homework to help students deepen their understanding of content, practice skills in order to become faster or more proficient, learn new content, or synthesize and present their learning. Although time devoted to homework will vary depending on grade level and tasks, the following are general guidelines:

Nido High School Homework Guidelines

The following guidelines outline nightly homework agreements:

● Grades 9 -10: 15-30 minutes per class (one hour to two hours total time)

● Grades 11- 12 non IB Classes: 20-35 minutes per class

● IB SL Classes 25-40 minutes per class

● IB HL Classes 40- 60 minutes per class

Late Work

Teachers will denote assignments as missing in Empower at the time that they are not submitted. Teachers will establish and communicate a procedure for late work. Students may be assigned to the Second Chance Room to complete late assignments. Once the class set of assignments has been returned, a teacher may elect not to accept the late work. This policy applies to work done at home and in class. Once the deadline for accepting late work has passed, the teacher will evaluate the student based on the learning evidence collected towards the priority standard using the 0 0- 4 0 criteria

Assessment Calendar

In an attempt to assist students in balancing their daily study schedule, the high school employs an assessment schedule that allows for no more than two major assessments to be given or due on any given day.

As a general guideline, major assessments are scheduled on a common grade level calendar. These could be activities that are designed to collect learning evidence in the classroom or they could refer to a deadline for learning that is being explored outside of class time. Smaller learning activities, including classroom assessments that are shorter than 30 minutes may be assigned or due on any day or block and do not need to be scheduled on the assessment calendar Teachers may have to make exceptions to

accommodate IB assessment schedules, (i.e. orals, presentations, mock exams) especially during second year IB courses. Deadlines may not be on a weekend.

The school also recognizes the need for students to have time to catch up with work and to spend quality time with family, therefore major assessments due the day after a holiday break will be avoided. IB students should expect some independent learning assigned over summer and winter breaks.

Reassessment Policy

Nido believes that all students are able to meet the learning standards taught in high school classes. Because students learn at different rates and in different ways, sometimes students need more time and extra practice in order to reach the stated learning goals.

Students are expected to reach 3.0 level learning on each proficiency scale. Assessments measuring 2.0 level learning will not be reassessed because students will be given more opportunities to demonstrate learning. When students are provided with the opportunity to demonstrate learning on an assignment that targets 3.0 learning (proficiency) and that level is not achieved, then it is expected that a student will submit further evidence. Formal reassessment opportunities will be offered to students only in the event that there are no other opportunities to demonstrate 3 0 level learning on the proficiency scale in a course

All reassessments will need to be concluded one week prior to the end of a course

Reassessment Times:

● Class time

● Friday Flex: Teacher Access

● Monday Flex: Teacher Access

● Second Chance Room: Wednesdays (2:40-4:00)

● Second Chance Room: Saturdays (9:00-11:00)

● Collaboration Block: 7:40 - 8:05

● Teacher Office Hours (varies by teacher)

● Department Block: ex. Math Support

● IB Exam Prep Block: IB Seniors

● Another time determined by the student and the teacher

Teachers may always use professional judgment for special situations and offer a reassessment to any learner In addition, the SOC or SST Committees may call for reassessment opportunities as part of a student’s Academic Support Plan

Second Chance Room (SCR)

The Second Chance Room (SCR) is a supervised study space where students may be assigned by a teacher to complete missing assignments or take a reassessment. SCR sessions run on Wednesday afternoons from 2:40- 4:00 pm and on Saturday mornings from 9:00 - 11:00 am. SCR sessions are monitored by school personnel utilizing standard proctoring practices Teachers are expected to communicate directly with students if they are assigning them to the Second Chance Room Students can also check to see if they have been assigned to attend the SCR by looking at the Adaptive Scheduler Program within PowerSchool. Skipping an SCR session is treated the same as an unexcused class absence.

Academic Communication

Academic Updates

Student academic progress can be monitored daily through Nido’s web based platform Empower The High School Office provides login information to parents

Academic Reports

Academic reports are issued for all students four times each year. At the midpoint of each semester as well as the end of the first semester, students and parents will receive a Progress Report. These unofficial school reports denote the learning progress that a student is making toward each course. A narrative comment written by the student will be included in the midsemester progress reports. This comment will outline the students’ reflections on the current semester. A narrative comment written by the teacher will be included in the end of semester 1 progress report.

At the end of the year, an official school Report Card will be issued. The Report Card includes final grades for year long and semester courses. Report Cards also include a narrative comment describing the student’s progress toward the course standards as well as learning behaviors exhibited in the classroom Each teacher has a grading system that is specific to his/her subject; grading information can be found on the course syllabus

Family Conferences

There are two times in the year (spring and fall) designated for Family Conferences. Students are encouraged to attend conferences with their parents to discuss academic progress and learning habits with the teacher. Parents/Guardians should use the school scheduling system to book a time to meet with the teacher. Teachers may also contact families directly if a meeting is requested.

Academic Support

Academic Assistance

Students who are earning grades of 0.0- 1.5, in two or more classes, during the semester, will be asked to meet with his/her Academic School Counselor to develop a plan of action to better support the student.

This plan of action will be communicated to parents in writing and interventions may include but are not limited to:

● A review of the student’s schedule;

● Attendance to Academic Flex sessions;

● Engagement in their formative learning process;

● An evaluation of extracurricular involvement;

● Attendance at supervised study sessions;

● Recommendation for additional tutorial support

Academic Retention And Non Continuance

Repeating the School Year

Information for students enrolled in the Chilean National Diploma program: As previously described, at the end of the year, the National Plan Students will receive the Chilean Report Card in a 1 to 7 scale.

Considering the Chilean scale, and according to the Chilean Ministry of Education guidelines, a National Diploma student will repeat the school year under the following conditions;

● If failing a class, the final average is below 4.5. (1-7 scale)

● If failing two classes, the final average is below 5.0 (1-7 scale)

Information for students enrolled in the International Diploma Program:

A student enrolled for the Nido de Aguilas International High School Diploma who fails one required course (below a 2.0) will either repeat that course, complete learning on some of the course competencies, or take another within the same general subject area. A student who fails two courses that are required for graduation in the same school year will not progress to the next grade level Students, who are not meeting Nido’s graduation requirements in their senior year, may be required to repeat their senior year, especially in cases where credit recuperation is not an option online Courses and grades earned through a US accredited credit recuperation program will not be incorporated into the Nido transcript.

Placement/Promotion/Retention/Non-Continuance

The Administration is responsible for making decisions regarding admission, placement, promotion, acceleration, retention, re-enrollment and continuance each year A student may be required to repeat a grade level if it is determined that his or her performance is unsatisfactory by not meeting the requirements for the National or International graduation plan. Full tuition and fees must be paid for any grade level that is repeated. Under Ministry of Education requirements, a student must have an attendance rate of over 85% and meet minimum academic grade point average requirements to be promoted to the next grade level.

Updated July 2023