School Community Life Handbook 2019-2020 by International School Nido de Aguilas

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SCHOOL COMMUNITY LIFE HANDBOOK 2019-2020

1. Introduction

2. Rights and Responsibilities of our Community Members

2.1 Parents and Guardians

2.2 Students

2.3 Faculty and Staff (Teachers & Non-Teachers) 3. Daily Procedures

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3.1 School Communication Guidelines

3.2 School Calendar and Attendance

3.3 Visitation Guidelines

3.4 Uniform and Dress Code

3.5 Nurse Assistance & Food Guidelines

3.6 Pregnancy and Maternity and Paternity

3.7 Individual Responsibility for Personal Property

3.8 Use of Technology

3.9 Transportation & Parking

3.10 Emergencies and Drills

3.11 Solicitation/Information Distribution

4. Admission Requirements and Conditions

5. Behavioral Expectations and Code of Conduct In Our Community

5.1 Minor Offenses

5.2 Major Offenses

5.3 Intolerable Offenses

6. Student Wellness and The School Community Life Committee (SCL)

6.1 Small SCL Committee

6.2 Large SCL Committee

6.3 Incidents Involving School Employees and Students

6.4 School Community Life Committee Definitions

7. Additional Support

8. Appendixes

1. Introduction International School Nido de Aguilas is an international, private, co-educational, secular, non-profit day school r ooted in the best traditions of Chilean and United States education. The Nido Way of teaching and learning aims to promote an environment that is challenging but also nurturing, giving our students the space and support they need to develop their personalities, academic skills, and commitment to both the local and the global community. Our school encourages students to be empathetic, curious, and happy human beings who solve problems with resilience, fortitude, and ingenuity. We aim to create a school climate where students can be responsible, respectful, and generous stewards of environmental, cultural, and material resources. We encourage students to trust in themselves, care for each other, serve their communities, accomplish their dreams and goals, and make the world a better place. The International School Nido de Aguilas has written these internal regulations for the school's organization and life in order to systematize the set of basic rules through which its educational project is expressed, and to comply with the provisions of the Ley General de Educación de la República de Chile, which states that every educational establishment must “have a set of internal regulations to govern the relations between the establishment and the various actors of the school community.” This School Community Life Handbook (SCL Handbook) (Reglamento Interno de Convivencia Escolar) applies to the members of our educational community and meets Chilean regulations as it seeks to “favor learning in respectful ways of living together between people with different ways of being and thinking. (See: L egal Considerations) As part of Nido’s Social Emotional Program, the school also aims to favor building relationships that promote a democratic and inclusive culture, and the cultivation of favorable environments for everyone’s learning and participation." At the same time, the SCL Handbook is aligned with Nido’s Mission, Vision, and Values. Our values are an integral part of T he Nido Way and are fundamental elements of our school community life.

Mission

The International School Nido de Aguilas offers an English language-based, liberal arts education influenced by US and Chilean thought and tradition that prepares students to be eloquent communicators and impactful stewards of a rapidly changing world. Nido students: ● engage in authentic, consequential experiences, learn by doing, and are accustomed to taking risks. ● master a rich curriculum while acquiring the skills to communicate across multiple fields, disciplines, and cultures. ● build their own personalities fully, nurturing their strengths and passions. 3

Vision The International School Nido de Aguilas strives to be an open and dynamic global education center known for its empathic and forward-thinking students, innovative pedagogy, and responsible stewardship of intellectual and environmental resources. Nido seeks to be a hub of knowledge creation and dissemination for Chile and the world.

Values

Engagement: Approaching life and work with complete attention, involvement, curiosity, and the responsibility to make a positive difference in the world. Ingenuity: Creative problem solving through experimentation, collaboration, research, and play. Adaptability: A djusting to and thriving in a complex, rapidly changing world. Generosity: T reating others with empathy, kindness, and respect in both word and action. Happiness: Choosing to pursue happiness as a life goal with an awareness that some of the journey will be difficult, requiring self-knowledge and fortitude.

Board of Directors

A Board of Directors governs Nido de Aguilas. In accordance with the school’s By-Laws, the Board shall consist of nine to thirteen members with the following minimum (9 member) composition: ● One member appointed by the Ambassador of the United States in Chile ● Four members shall be Chilean citizens ● Four members shall be US citizens ● The remaining members may be Chilean, US, or citizens of other countries. Board terms are for three years. The body is self-perpetuating, and the sitting members of the Board elect members with special consideration given to the following characteristics: ● A commitment to the philosophy and purpose of Nido de Aguilas as stated in the school's By-Laws; ● A commitment to serve the needs and best interests of all Nido students rather than any particular constituency or special interest; ● Experience and professional training that provides for a wide range of professional expertise among Board Members and that complements the expertise of existing Board Members; ● Representation among Board Members of students in all divisions (Early Years, Elementary, Middle, and High Schools);

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Personal, work, and travel schedules that permit attendance and participation on various Board Committees and at Board meetings, which are held each month when school is in session; Willingness to serve without pay or compensation and the understanding that they are not entitled to any special privileges or benefits.

General Rules

1. The top authority and first decision-making level of the International School Nido de Aguilas is the Headmaster, who is appointed by the Board of Directors of the Fundación Educacional Nido de Aguilas. 2. The right of all the members to participate in the school community according to their specific role in it is recognized, in agreement with the provisions of these internal regulations of school organization and coexistence, and in the internal labor and hygiene and safety regulations. 3. Relations with parents and guardians are regulated by the contract for rendering educational services that is agreed on annually with the families that entrust their children's education to our school. 4. Relations with the components of the personnel will be governed by what is established in their work contracts and in the school's internal regulations. 5. Relations with the students are regulated by these regulations and by the instructions of the administration. 6. The Headmaster will name a person in charge of School Community Life, who will oversee the effective validity of the provisions of these regulations, and will head and coordinate the work of the Social Emotional Development Committee. 7. At Nido de Aguilas, there are acceptable behavior rules for the common good of everyone at school. The students are reminded that their main role is as learners in this community. One of the school's interests is to have rules that ensure good conduct, self-discipline, and responsible behavior. The responsibility for student behavior corresponds to every individual student. The school's teachers will manage the students' behaviors and will deal with minor infractions. The Divisional Principals (or Assistant Principals) will deal with more serious infractions and with multiple minor faults. 8. Nido de Aguilas protects the right of each individual student to receive an education in a positive school environment free from major disruptions to learning.

Accreditation

Nido de Aguilas is recognized and accredited by the Chilean Ministry of Education and by the New England Association of Schools and Colleges (NEASC) in the United States. NEASC is the agency that accredits private and public schools in the northeastern part of the US and the international schools throughout the world--provided these schools meet the stringent accreditation requirements set forth by the agency. The school is also a member of the Association of American Schools of South America (with an affiliation to the US State Department's Office of Overseas Schools in Washington D.C.), and it is a fully recognized International Baccalaureate (IB) Diploma school. 5

2. Rights and Responsibilities of our Community Members 2.1 Parents and Guardians From the period of application to Nido de Aguilas, families must adhere to Nido guiding statements, including the Mission, Vision, and Values as well as to the curriculum and program of the school. Parents and guardians have the obligation to act in accordance with the rules and policies of the school, and to contribute to a positive environment that promotes tolerance, respect, and harmony among the different members of the community. Chilean law explicitly establishes that it is the duty of the parents and guardians to “be informed, to respect, and to contribute to the compliance of the Education Project (the guiding statements, curriculum, and program) and our internal procedures.” The school requires at least one parent to be residing with their child while the child is enrolled at International School Nido de Aguilas. When both parents are going to be away temporarily, it is imperative for them to inform the appropriate school office in advance, stating who will be responsible for the student and whom the school should contact in case of an emergency. Parents must notify the School of any change in address or phone number. Parents also must inform the School Nurse of any significant change in the student’s medical conditions and/or needs. Parents receive the School Community Life Handbook and the Divisional Handbook annually and are required to sign that they have read and understand the contents of these documents.

Rights and Responsibilities ●

Parents and guardians have the right to procure an education for their children that is consistent with the Nido Mission, Vision and Values. Parents and guardians have the responsibility to be informed about their children’s learning progress and academic performance.

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Parents and guardians have the right to access information regarding Nido’s strategic plan and curriculum, community life norms, the daily routine, school activities, academic progress, and general well-being of the student. They have the responsibility to be informed through the different communication channels that the school provides.

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Parents and guardians have the responsibility to be active participants in their children’s school life. It is the obligation of the parents and guardians to assume responsibility for their children’s education process, to keep informed of their progress, and to support the instructions and comply with the commitments established by the school. For example, parents and guardians should: ○ work in cooperation with the school and its teachers to support their children’s learning; ○ educate their children by encouraging respect for themselves and others; ○ encourage good study habits and support their children with academic responsibilities; ○ attend mandatory meetings, Parent-Teacher Conferences, parent meetings, workshops, and other events to which they are invited; ○ ensure that their children attend school in the best condition to support optimal learning: respecting the dress code, maintaining proper hygiene, having proper nutrition, and maintaining physical and mental health; ○ prioritize class attendance: avoiding trips, procedures, and medical consultations during school hours except in the cases of illness or family emergencies; ○ notify the school of a change of address or telephone number; ○ keep the school informed, in writing, regarding a child’s absence from school and/or regarding transportation arrangements to and from school; ○ inform the school nurse of any significant change in the health status of the student. ○ ensure that students arrive and depart school at the appropriate times; ○ notify the respective division office before going directly into the child’s classroom or playground; ○ be responsible for the payment of lost or damaged school property resulting from neglect, carelessness, or willful destruction caused by their child; and ○ follow the “Technology Responsible Use Agreement.” and S ocial Media and Electronic Communication Agreement.

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Parents and guardians have the right to a safe educational environment and may be informed about the location of their child during class time and/or during After School Activities, if necessary. Parents and guardians have the responsibility to pick up their child or to arrange for their child to be picked up on time. Parents and guardians are responsible for their child’s safety following the conclusion of the school activities, including while under the supervision of drivers or other caregivers.

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Parents and guardians have the right to be heard regarding any questions and concerns related to their children. In order to do this, they must use regular channels of communication in a respectful way. Refer to section 3.1.

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Parents and guardians have the right and the responsibility t o participate in the creation of a positive atmosphere in the school, respecting the rights of all the

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other members of the school community, avoiding any conduct that promotes or generates intolerance or lack of harmony among its members, or any unfounded comment that can harm the school's image or that of its personnel. Parents and guardians have the responsibility to follow through with the agreements made with the teacher and/or Divisional Principal to support their child’s education (i.e., referrals, evaluations, and homework agreements). Parents and guardians have the responsibility to fulfill the conditions agree in plans that are developed by the *Student Study Team (SST) or Student Support Team. All agreements will require parents’ or guardians’ signatures. Parents and guardians have the right to be informed in the event the school identifies their child is at any physical or mental health risk. Parents have the responsibility to inform the school of any health or mental health condition that the student has been diagnosed with. Parents will work collaboratively with the guidance department in a plan that may consider, but not limited to, referrals to external specialists. Parents and guardians are responsible for collaborating with the school to promote students’ wellness, following recommendations and signing written authorization for the school to communicate with external specialists. If treatments are not followed and if the welfare of the student and/or the community life environment is affected, this may impact the student’s enrollment status at school as outlined in the Nido Enrollment and Re-enrollment Contracts.

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Parents and guardians have the responsibility and the right to actively participate in the educational community at Nido. For example, this may include: ○ participation in field trips, Parent-Teacher Conferences, thematic days, vocational fairs, end-of-project celebrations, and etc.; ○ participation as a Room Parent or Grade Level Representative promoting collaborative work between guardians and the school; ○ participation in the N ido Parent Association (NPA); and, ○ application for membership to the Nido Board of Directors. The administration of the school will work with the NPA to promote participation and cooperation between the school and parents in a variety of activities intended to support the school and its students. The NPA is recognized as the official organization for parents of the school, and it is authorized to function as a support organization by the Nido Board of Directors.

Policy on Payment of Tuition and Fees School fees may be revised at any time during the school year, as determined by the Board of Directors. The exchange rate to be used for conversion of currencies shall be the official exchange rate (dólar observado) at the date of invoice. The school shall offer options for the payment of annual tuition: 8

One annual payment, at the beginning of the school year due not later than August 9. ● Semester payments (two), at the beginning of each semester (due not later than August 9 and March 9). ● Monthly payments in ten installments: August, September, October, November, December, January, February, March, April, and June (payments to be made not later than the ninth day of the corresponding month. If the ninth day occurs on a holiday or week-end, payment is due on the next working day). A late payment fee shall be charged monthly. For any past due accounts, students may not be permitted to re-enroll for the subsequent school year, and the matriculation fee will not be accepted for continued enrollment until the account is paid in full, unless specifically authorized by the Board’s Finance Committee. The school reserves the right to Initiate extra judicial or judicial collections within the first fifteen days following each unpaid balance of a financial obligation. The parent empowers the Fundación to carry out said action directly or through third parties, assuming the collection expenses authorized by law and sending this data to process, treat, and communicate them to third parties in general without any restrictions. Parents and guardians have the responsibility to regularly pay tuition according to the payment calendar agreed upon with the school. ●

2.2 Students From the date of enrollment, students must adhere to the Nido Mission, Vision, and Values. Through this Nido Way, they acquire rights and responsibilities associated with being part of the Nido de Aguilas community.

Rights and Responsibilities

Nido students are active members of our community, and they have rights and responsibilities appropriate to their age and development. Nido offers the same opportunities to all of its students, safeguarding every student’s right to be treated with the same respect and appreciation. Nido rejects any other form of discrimination that might lead to unequal treatment. ● Students have the right to be provided with information about Nido community norms, assessment methods, discipline, and school activities as outlined in School Handbooks. Students receive these annually and are responsible for being informed about these rights and responsibilities. ● Students have the right to be part of a respectful and welcoming school environment where they are treated with dignity and respect and are free from discrimination. T hey have the right to state their opinions respectfully. Students have the right to respectfully disagree with others, and they have the right to be treated respectfully by others. 9

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Students have the responsibility for the following: ○ respecting the rights of others; ○ using socially appropriate manners; ○ avoiding the use of offensive language or behavior toward others; ○ serving as a positive role models for one’s peers and for younger students; ○ not causing or promoting bullying, shaming, or harassment; ○ resolving conflicts constructively and respectfully; ○ being collaborative, open to diverse perspectives, and promoting an inclusive environment; ○ redirecting behavior if asked to by an adult on campus; ○ providing a full name and grade level if asked by an adult on campus; and, ○ knowing and following the Technology Responsible Use Agreement and Social Media and Electronic Communication Agreement.

Students who do not adhere to these responsibilities may be subject to age-appropriate disciplinary consequences. ●

Students have the right to receive an education that is in line with the Nido Mission, Vision, and Values in an environment that supports and promotes learning. Students have the following responsibilities: ○ attending and participating actively in classes and school activities; ○ arriving to class on time and with the necessary materials; ○ committing their best effort to reach their full potential which includes, for example, completing homework within the given deadlines; ○ allowing others to speak and listening sensitively to what they have to say; ○ accepting and giving opinions, which may be critical of ideas but never of community members; ○ being honest, ethical, and respectful: not plagiarizing, copying, or having any type of dishonest behavior; ○ being cooperative and maintaining a positive attitude towards the members of the school community; and, ○ avoiding behaviors that interfere with or discourage effective learning for other students.

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Students have the right to lead and participate in age appropriate student activities, such as Student Council (STUCO), Community Service, Sports, and After School Activities (ASAs). In order to do this, it is the student’s responsibility to represent the values of the school, both within and beyond campus, and to avoid any behavior that could damage the reputation or integrity of any member of our community. For off-campus school activities there are also B ehavior Expectations.

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Students have the right to be able to spend their days at Nido in a clean, safe, and environmentally-friendly campus. Students have the following responsibilities: ○ disposing of waste in appropriate receptacles and cleaning up after themselves; ○ reducing, reusing, and recycling consumable products, when possible; ○ avoiding the bringing of valuables or large amounts of money to school and keeping personal items secure that could be lost, stolen, or broken; ○ refraining from bringing items to school that have the intent to inflict injury to themselves or to others; ○ aiding in maintaining a sober campus by refraining from bringing any drugs, alcohol, or tobacco onto campus; and, ○ following emergency system protocols (earthquake, lockdown and fire).

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Students have the right to use resources and equipment that the school provides for educational purposes. The following are their responsibilities: ○ caring for and treating appropriately materials and equipment provided by the school; ○ avoiding the use or interference with others’ properties without their permission; and, ○ compensating the school (financially) for damage to property.

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Students have the right to have disputes involving themselves settled within a reasonable time frame, in a fair and rational manner. Students have the responsibility to: ○ allow all members involved in a dispute to state their cases and be listened to; ○ get assistance from a teacher, counselor, or administrator, if they feel that a dispute cannot be resolved amicably or they feel anyone’s social or emotional wellness is impacted; and, ○ accept with good grace the final decision of the arbitration member of the faculty or staff

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Students have the responsibility to model good moral character in their everyday lives and to conduct themselves in a manner that reflects positively on the school and all Nido students, as well as to obey local Chilean laws. Students are expected to behave in respectful, mature, and appropriate manners both inside and outside of school and to show tolerance for diversity and compassion for others. Students are expected to comply with the Nido dress code per their divisions. Any action by a student that could potentially hurt the reputation, integrity, or character of Nido or of its employees, regardless of where it occurs, may be grounds for disciplinary action, including expulsion. Such actions may include, but are not limited to, inappropriate behavior in public, smoking or consuming alcoholic drinks off-campus during school-sponsored activities, illegal activities, defamatory publications, or i nappropriate written, video or other postings on internet sites and social media.

2.3 Faculty and Staff (Teachers & Non-Teachers) At the time in which a person joins Nido de Aguilas as part of the faculty or staff, they must commit to the Mission, Vision, and Values of the school. All faculty and staff members adhere to the rights and responsibilities associated with being a member of the school community. It is important to note that what is stated here is complementary to the Internal Rules of Hygiene, Order, and Safety.

Rights and Responsibilities: ●

Faculty and staff members have the responsibility to embody the Mission, Vision, and Values and to be stewards of the same for the entire community.

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Faculty and staff members have the responsibility to embody the Mission, Vision, and Values, including the right to work in a positive, respectful, and welcoming environment where their physical, psychological, and moral integrity is respected. This implies that they are responsible for the following: ○ promoting a positive environment in the school community, presuming good intent, and developing respectful relationships with all constituents including students, parents, and staff; ○ meeting professional expectations regarding punctuality, good manners, commitment to service, and personal presentation; ○ promoting an environment among staff that is both collaborative and focused on growth mindset; and, ○ maintaining confidentiality and protecting the reputation of all the members of the Nido community.

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Faculty and staff members have the responsibility to participate in an orientation program that introduces expectations and the school’s culture that is appropriate to their positions. They will be given access to the Mission, Vision, and Values, the daily procedures, staff evaluation procedures, discipline policies, and school activities. In the same way, it is the staff member's responsibility to ensure that they are informed about and comply with their job responsibilities and expectations.

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Faculty and staff members have the responsibility to communicate with other members of the community through school channels (i.e. nido.cl email addresses).

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Faculty and staff members have the right to receive feedback about their job performance, as well as to receive the support from the school administration team. All staff members have the responsibility to implement the recommendations and strategies suggested by the leadership team.

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Faculty and staff members have the right to express their concerns or needs to the administration and are responsible for communicating these concerns or needs in a direct, respectful, and constructive way.

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Faculty and staff members have the responsibility to update their learning through regular professional development opportunities in their areas of work. All faculty and staff members have the right to receive learning opportunities according to their job descriptions. Professional development should promote professional growth in alignment with the School’s Mission, Vision, Values, and goals. Faculty and staff members are responsible for implementing and sharing the knowledge and strategies learned.

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Faculty and staff members have the right and responsibility to participate in school activities and significant community events. Faculty and staff members have the responsibility to not engage in any social media and/or engage/respond to media outlets regarding Nido unless approved by the Communications Department.

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3. Daily Procedures 3.1 School Communication Guidelines Nido de Aguilas recognizes a responsibility to maintain clear and effective communication with the various members of the school community (staff, students, and parents/guardians). All communications are in English, and provided in Spanish as well when deemed appropriate. The Headmaster or his/her designee shall serve as the spokesperson for the school regarding all school-related matters and shall ensure that appropriate measures are taken to maintain regular communication with the school community. Communication may consist of printed or electronic newsletters, website, parent and guardian meetings, surveys, forums, or other available communication tools. Contact Guidelines Parents and guardians who have questions or concerns about specific classroom activities, curriculum, instruction, student conduct, general division operations, and learning progress for their child are encouraged to contact their child’s teachers directly through the official communication channels:

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The first contact should be directly with the teacher for matters related to the classroom. Parents should contact teachers through their school email, and not through private emails or personal phone numbers. In the event that concerns are not resolved, the second contact should be with the counselor, Assistant Principals and/or Divisional Principal, depending on the nature of the situation. Finally, the last point of contact should be the Headmaster.

For special issues related to guidance, counseling, or special programs, parents and guardians are encouraged to contact the school counselor or other specialists on staff. Meetings between parents or guardians and teachers, counselors or administration members should be documented (for example: Incident Intake Form, Parent Meeting Form) and signed by all participants. The Headmaster is available to discuss questions concerning school-wide instructional, operational, and business functions, safety and facility issues, and school policy matters after the questions or concerns have first been brought to the Principal or Assistant Principal. Communication to or from guardians or school employees to the Board of Directors shall be sent through the Headmaster or the President of the General Assembly for reply or action. Communications regarding additions, changes, or application of school 14

policy, or requests for appeal on decisions made by the Headmaster may be directed to the Board of Directors in writing with a copy sent to the Headmaster. It should be acknowledged that matters concerning school policy or appeals concerning the application of school policy can only be considered by the Board of Directors, acting as a whole, at an official meeting which is documented. Parents agree not to raise personal questions or issues of concern, or otherwise disparage the school, its employees, or other members of the Nido community in group or public forums, but use the communication channels outlined above to contribute to creating a positive School atmosphere.

3.2 School Calendar and Attendance Calendar The school year begins in July and ends in June. The current and upcoming school calendar where our community may find specific starting, ending, professional development, and holiday dates, can be viewed online. Nido publishes the calendar in advance in order for families to make travel arrangements in accordance with school days. In case of any modification or change, parents will be informed via email by the Headmaster or Principal of their student’s division.

Attendance

Every student shall be required to attend all scheduled classes. Attendance is taken daily, and sometimes repeatedly, depending on the division. All parents and guardians will receive an automatic email notification when a student is absent or late. 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% minimum is not achieved. Nido de Aguilas recognizes three types of absences: excused, pre-excused, and unexcused. In general, all students are expected to make up missed work regardless of the type of absence. The student’s teacher and administrator or counselor may determine the extension guidelines as well as the threshold for potential credit earned.

Excused Absences

Excused absences are granted to students and families facing unexpected and insurmountable obstacles to the regular school-day attendance, including but not limited to, sickness, observance of religious holidays or services, death in the family, major family problems, necessary travel, or the obtaining of government papers or documents. An absence of this kind is considered excused only upon the timely receipt of direct communication from the parents or guardians, in written form, stipulating the pertinent details for the absence, such as the dates and the reason. Ultimately, the 15

school reserves the right to determine whether an absence is excused or not. If no communication is received, the absence is recorded as unexcused.

Pre-Excused Absences

Pre-excused absences are granted in the case that the student will be absent consecutive days. The school should be notified at least a week before the anticipated absence. The guardian will sign a pre-arranged absence form prior to the absence. The purpose of this document is to inform the teachers that the student will be absent and that the student clearly understands what his/her academic responsibilities are during the absence. For extended leaves, the guardian/student will ask his/her teachers for instructions on how to catch up on the missed instruction, classwork, and/or homework, ahead of time.

Unexcused Absences

Unexcused absences are applied when a student misses school without prior notification, approval by the school, and/or the parents or guardians have not provided direct communication stipulating the details for the absence. Students will be expected to make up missed work. N OTE: all absences immediately preceding or following a vacation period are considered unexcused. Any exception to this requires prior approval from the Principal. Consideration for approval must be obtained from the Principal at least one week before vacation.

School hours

Classes begin at 7:45 a.m. The ending times vary according to division and After School Activities. Nido values the safety and well-being of our students at all times, and therefore, requires that students must be supervised while on campus. Students are expected to leave the campus immediately after the school day finishes if they are not involved in any school sponsored activity. High School students are permitted to use the library, as needed, until 5:00 p.m.

Tardies

Arriving to school on time contributes to a positive school day for all students and teachers. If a student arrives late, he/she must report to the divisional office prior to reporting to class. Excessive tardies may lead to detention, parent meetings, and/or suspension.

Early Departure

Early departure from school should be an exception. A student may not leave school prior to the end of the school day without the previous approval of the Principal. Students will be released only to the parent or guardian or individual(s) authorized in writing by the parent or guardian(s). The Principal will not approve an early dismissal without receiving a written request from the student's guardian stating the reason and means of transportation by which the student will leave. The only formal way to communicate with the school is through written communication to the Principal or his/her divisional representative. 16

Absences from Physical Education (PE) or Sports Students who miss in-school physical education classes (PE) are expected to provide a doctor’s certificate outlining how many days of PE shall be missed. Students who miss school (full day) may not participate in After School Sports on that same day. If the student does not participate in PE, he/she may not participate in After School Sports.

3.3 Visitation Guidelines As a community, every person must take responsibility for the safety of our children. Therefore, it is the parent/guardian's responsibility to register family vehicles and use the provided Nido community sticker. It is the guardian's responsibility to update his/her information with the Security Office. Nido values parent/guardian participation in all activities to which they are invited. Nevertheless, when a parent/guardian needs to personally contact their child during a school day, they must go to the Principal’s office. Other visitors not part of the Nido community who visit school at any time must register at the Security Office where they will receive a badge that they must wear during their stay at school. Visitors will be directed to their student’s division or to the Reception Office if they do not have a badge. When exiting, they must register the exit time at the Security Office.

3.4 Uniform and Dress Code Students in Pre-K through Grade 5 are required to wear any combination of Nido approved clothing. Neatness and cleanliness are required at all times. Hats and sunglasses are encouraged to be worn outside the classroom for protection from the sun. Hair should be well groomed. A parent meeting and/or disciplinary consequences may be assigned for students who repeatedly dress inappropriately for school. Nido does not require Middle and 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 uniforms and footwear specified by the PE department are required when participating in PE 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) The PE uniform must be worn on days when the student is participating in physical education classes or sports related After School Activities. PE Uniforms are available from several suppliers, and the prices and quality may vary with each supplier. Uniforms can be purchased directly from the Nido NPA Store. 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. ●

3.5 Nurse Assistance & Food Guidelines Nurse Assistance The School has one Nurses’ Office with nurses always on call to provide assistance to members of the school community from 7:00 a.m. - 5:00 p.m. There is also a physical therapist with CPR and first aid assistance training on duty for school sports activities held after 5:00 p.m., and on Saturdays. Additionally, we have the services of PULSA (a company of paramedics who support our health staff during extra sports events or other activities). The health staff provides routine first aid and medical care. Parents are responsible to keep the school's health unit (nurses’ office) informed of any health or mental health related issues regarding their children, for providing required immunizations, and for notifying the nurses’ office of any medications being taken by their children. Students need adult permission to visit the nurse during class time. Students may visit the nurse without teacher authorization before school, during break times, and after school. After School Sports include the possibility for students to receive assistance in the event of injury. As appropriate, the nurse present may make a referral to a doctor or contact emergency responders. In case of injury requiring more than first aid attention, the student will be taken to the clinic chosen previously by parents for further treatment. Parents will be advised of the accident by the nurse and will be asked to pick up the student at school or meet the nurse at the clinic depending on the severity of the accident. In order to ensure that students are in good health and that they can participate in physical activities, it is the parent’s responsibility to consult with their doctor or local clinic and have a regular physical conducted.

Student Accident/ Emergency Insurance

Upon acceptance and throughout their enrollment at Nido de Aguilas, all students are covered by accident insurance. The current providers of these services are Clinica Las Condes and Clinica Alemana. Both provide coverage for accidents of a traumatic nature, 24 hours a day, throughout the calendar year. More details on each clinic’s coverage can be found on the Nido website under Health Services.

Medications

As per Chilean law, the nurses are not allowed to distribute medication unless provided with a prescription from a doctor. If a student is prescribed medication to be taken during the school day, the guardian must notify the nurses’ office and provide a copy of the prescription. The prescription medication must be provided in the original container to the nurses’ office; students may not keep medications, even those prescribed by a 19

doctor, on their person or in backpacks or lockers. If your child needs to take medication during the day, it must be administered by the Nido nurse and not by the student or a teacher.

Nurses’ Routine Duties

1. The Health Unit should inform all teachers and any person who might have contact with the student during the school year, of any important medical condition or allergy. An email will be sent to all of them explaining the type of condition/allergy, main symptoms, and special indications in case of any emergency. 2. Implementation of the Chilean Vaccination Program in accordance with the policy of the Health Ministry: a. 1st grade MMR (measles, mumps and rubella) as well as DTP (diphtheria, tetanus and pertussis). b. 4th and 5th grade HPV (human papilloma virus). c. 8th grade DTP (diphtheria, tetanus and pertussis). 3. Pediculosis (head lice) check to the class affected whenever we are informed of a case or find a case during school hours. 4. Maintain the health file updated in PowerSchool with each student’s medical information: medical insurance, emergency phones, medical conditions, allergies, immunizations administered at Nido, office visits, etc. 5. Communicate to parents any communicable disease whether detected in school or reported by a parent. If the nurse(s) finds a student to have a contagious condition, that student will be sent home and required to stay home until he/she is not contagious.

Health Unit Procedures for a Sick Student

1. Student is assessed in the Health Unit. 2. If it is necessary to go home, a parent (mother or father) is contacted by phone and informed of student's condition by the nurse. 3. The student waits in the Health Unit for a parent or authorized person to pick him/her up and take them home. 4. The Principal, Assistant Principal, and Principal’s secretary, classroom teacher, security officer and transportation office are informed that the student has gone home sick, and the time that he/she left the Health Unit. 5. Any student leaving school for a medical reason must give the guards a Permission to Leave School S lip upon departure from school grounds indicating the authorized person in charge of taking him/her home.

Medical Certificates All medical certificates should be handed to the Health Unit as soon as possible. If the certificate excuses student from physical education, this information will be emailed to the Principal, secretary, counselor and teachers. 20

Any new medical information from the student throughout the school year should be given to the nurse as soon as possible in order to keep updated information in the health files in PowerSchool.

Food Guidelines

Research has shown that the school environment has a vital role in shaping children's eating behaviors. Additionally, the Chilean Law established strict rules regarding food available for children in educational establishments. For this reason, Early Years and Elementary School has formulated Healthy Snack Guidelines to support guardians with providing nutrient-dense foods for children to consume while at school. These guidelines are meant to foster proper growth and development, and to assist students in gaining greater understanding of healthful eating habits for lifelong benefit.

3.6 Pregnancy and Maternity and Paternity Pregnancy and maternity in no case constitute an impediment to enter or remain at Nido. Nido will facilitate academic and administrative facilities that allow the fulfillment of the student’s education. The school will provide administrative facilities according to the student's health needs. The student may receive formal support through modifications and accommodations detailed in an individual education plan, which will take into account both the circumstances of the unique situation and the rigors of the curriculum. When a student reports a pregnancy verbally or in writing with any school employee, the information must be communicated to a school counselor. The school counselor must call a meeting of the Small SCL Committee and determine possible accommodations that can be made based on the student's educational plan.

3.7 Individual Responsibility for Personal Property Nido de Aguilas in no case will be responsible for the loss or damage to a student’s personal property. Nido de Aguilas students are expected to respect the property of others. Theft or appropriation of property other than one’s own is considered a serious offense which is permanently recorded on a student’s discipline record throughout his/her tenure at school. For further information please see Behavioral Expectations and Code of Conduct (Section 5 of the School Life Community Handbook). Guardians should not send their children to school with large sums of money or valuable items not needed for school.

Lost and Found

The school has a Lost and Found in each division which are maintained by the secretaries of each division. Clothing found in the different school premises are deposited in the Lost and Found provided for these purposes. It is the responsibility of the owners of the objects to check the Lost and Found. Items that have not been picked up will be discarded at the end of each semester. 21

3.8 Use of Technology Ethical practices must be followed for the responsible use of technological devices. Technology devices include school and privately-owned calculators, computers, cellular phones, video and photo cameras, iPads, and recording devices. Students may not distribute letters, brochures, or other information to other students through the email addresses @student.nido.cl, or other methods, without the express consent of the Headmaster or their designee. This includes solicitation of donations, announcements, items for sale, advertisements for private events of the School, or negative information about the School, its students, faculty and staff, or parents.

Use of Nido Email Account

The School considers technology as a tool that supports research, creativity, and collaborative work, and/or the organization of information in multiple ways within the framework of responsible digital citizenship. Responsible digital citizens act with integrity and show respect and care to themselves and others at all times. Nido requires that all students issued a Nido email account must sign the Technology Responsible Use Agreement. The purpose of this agreement is to encourage responsible citizenship. It is used to ensure that every member of our school community, both at school and at home, is respected, safe, and can take full advantage of available technology for education purposes.

Use of Social Media

All Nido community members have the responsibility to take care of the school’s and other community members’ reputations. We expect that all community members have positive and respectful interactions on social media. Nido welcomes constructive feedback given through the appropriate communication channels.

3.9 Transportation & Parking Nido de Aguilas facilitates the transportation of students by bus to and from campus through contracted services with a private external bus transportation provider. This service can be arranged through our transportation office. All members are responsible for the safety of all other community members. Private vehicle access and parking within the school premises are considered privileges and may be revoked by the Headmaster, at any time, if it is determined that the driver and/or owner of the vehicle abuses this privilege. Inappropriate vehicle use includes inconsiderate behavior, carelessness, driving too fast, parking in “no parking” zones, using handicap or pregnancy parking if the driver or passengers are not handicapped or pregnant, and obstructing the normal flow of traffic. Drivers are NOT to use cell phones while operating vehicles on the school campus, as their full attention should be on pedestrians and other vehicles. Parents and guardians 22

are responsible for registering their vehicles with the security office and keeping their vehicle details updated as requested by the school. Drivers must respect all indications from Nido personnel and security guards and respect these rules of parking etiquette. Please do not be offended if you are asked to move your vehicle. The intention is to ensure that traffic moves swiftly for the benefit of all and to avoid congestion. Our guards are tasked with overseeing the parking lot and do so with the best intentions and for the benefit of our entire community.

3.10 Emergencies and Drills Fire drills, lockdown drills, and earthquake drills will be conducted each year to inform students of the procedures to follow in the event that one of these events should occur during the school day. Procedures will be posted in each classroom. In the event of a major earthquake, all students will remain on campus until they are released by the administration. Parents should NOT come to school until the regular dismissal time unless requested by the school administration or school nurse. Locating, collecting, and delivering students to parents takes time and personnel away from our primary objective of keeping all students safe. Provided it is safe to do so and if granted permission, parents may pick their children up from school during other emergencies. However, if access to the campus or to school buildings is restricted for safety reasons, parents may have to wait outside the school campus or outside of school buildings until the school administration determines otherwise. Depending on the circumstances, parents may be requested to wait outside the campus entrance and children will be delivered to them rather than parents going into buildings and searching for their children or those of friends or neighbors. In order not to unnecessarily alarm or frighten children, school personnel will m aintain as safe and normal environment for children as is possible.

3.11 Solicitation/Information Distribution No letters, flyers, or other information may be distributed by parents or students or on the school premises through paper or via email without the express consent of the Headmaster or his/her designee. This includes solicitation of donations, advertisements, items for sale, notices of private parties, or information derogatory to the school, its students, staff or parents.

4. Admission Requirements and Conditions The International School Nido de Aguilas invites all interested families to apply for admission. Nido strives to be an inclusive environment for all people. Nido considers carefully all applications for enrollment to ensure a good fit between the Nido community, programs, and the student. Admission is granted based on the student’s demonstrated readiness for our academic program and space availability, in order to create an optimal educational experience for all of our students. Admissions decisions, space-permitting, are based on students’ previous school records, confidential teacher recommendations, standardized test results (if available), other previous educational information, and admissions evaluation results (if applicable). In addition, priority is given to students who are children of Nido faculty and staff, children of US citizens or children who are US citizens, siblings of currently enrolled Nido students, and children of Nido alumni. In each category, preference is also given to students who are proficient in English. Nido admits students according to guidelines and priorities set by the Board of Directors. Decisions are made by the Admissions Committee, which consists of the Headmaster, Director of Enrollment, Admissions Director, Division Principals, and Counselor.

Application Process

Age Requirement: ● Pre-Kinder: three years of age by August 31st ● Kinder 1: four years of age by August 31st ● Kinder 2: five years of age by August 31st ● Grade 1: six years of age by August 31st ● Grades 2-12: Students are evaluated according to their ages and academic levels to determine placements. Generally, a student will not be admitted if he/she is more than two years older than the average age of students in his/her grade. Nido de Aguilas reserves the right to refuse re-enrollment to any student deemed by the administration to not be in the best interest of the student or of the school in strict adherence to the relevant protocols established for these events. The following outlines the application process to Nido de Aguilas: ■ fill out the online inquiry form to begin the application process; ■ complete the online application forms and upload all required documentation; ■ pay the Admissions Fee of CLP 135.000, which can be paid online and that must be paid for the application to be considered; ■ make an appointment for admissions evaluation, if required; students applying to grades PK - 2 are required to be given Nido’s admissions 24

■

evaluation assessment in person; students applying to grades 3 - 12 may or may not be required to take the evaluation; and, once the admissions evaluation is complete, the Admissions Committee will review the completed application and make an admissions decision; the Admissions Office will communicate the decision to the family by email.

Admissions Schedule Nido de Aguilas accepts applications on a rolling basis for entries during the academic year based on space availability.

Withdrawal Procedures

A student is deemed to be officially withdrawn from Nido de Aguilas when all prescribed steps have been taken to ensure the completion of the normal obligations to the school. These obligations are as follows: ● The parent(s) / guardian(s) have formally notified the Admissions Office of their wish to withdraw the student by completing the W ithdrawal Form. ● All fees including tuition, fees for lost library books, lost textbooks, and other school property etc. have been paid ● All school textbooks and materials have been returned. Nido de Aguilas will forward an official transcript and supporting documentation directly or will provide a sealed official copy of papers to hand carry to the student’s next school. An unofficial copy for family records is available upon request. T ranscripts must be requested from the corresponding divisional office, must be picked up by parents, and will not be entrusted to students.

5. Behavioral Expectations and Code of Conduct In Our Community The purpose of Nido’s Code of Conduct is to support students in the development of their social-emotional learning and to ensure a learning-focused school environment free from disruption. Making positive behavioral choices and demonstrating self-awareness and self-management promotes physical, mental, emotional, and social well-being for the whole community. The support plan begins with our Nido beliefs and extends into the classroom through clear and consistent classroom rules, routines, and procedures. In addition, character building programs including advisory programs and classroom guidance lessons that promote positive student behavior and problem solving strategies, are some of the components of the social-emotional curriculum. All school staff support the clear Code of Conduct expectations for behavior in all common areas such as the hallways, cafeterias, and playgrounds. Effective learning takes place within a positive program of discipline. Nido’s program will encourage the individual student to develop desirable qualities of self discipline, will hold the student responsible for his or her actions under the supervision of school authorities, and will protect the student from the individual whose behavior or actions disrupt an effective learning program. The responsibility for the basic behavior development rightfully belongs with the individual and his or her parents. Parents have an obligation to assist the school in promoting and maintaining positive social and moral standards of conduct both on and off campus. Ultimately students must assume responsibility for their own behavior. They are expected to obey all rules and regulations set forth in the Nido Student’s Rights and Responsibilities (Section 2.2 in the School Community Life Handbook). 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. The behaviors outlined below are unacceptable for students who are attending Nido de Aguilas because they do not align with Nido’s behavioral expectations and disturb the learning environment. These behaviors are classified as minor offense, major offense, or intolerable offense, and are applicable to students on school grounds at all times, at all school-sponsored events, when traveling to/from school events as a supervised group, and online. Bullying is addressed separately in Chapter 6, with specific definitions in Chapter 6.4, and may be considered a minor, major, or intolerable offense based on the decision of the SCL committee. Students and parents should be thoroughly familiar with the school’s expectations of behavior. T he disciplinary process may start internally on its own volition or externally by the filing of an incident report by a Nido community member. O ur Nido Way of applying disciplinary consequences attempts to offer students opportunities for growth 26

and improvement of their behavior and this often includes opportunities to make amends. Behavioral choices made by students that do not comply as expected may result in disciplinary actions being taken as outlined below. These consequences are progressive in nature; however, the administration may adjust consequences as necessary depending on the severity of the incident, age of the child, and dependent on the classification on behalf of the School of the offense as minor, major, or intolerable. Consequences for students may be adjusted by the Principals according to the specific infraction and the age of the child.

5.1 Minor Offenses ● ● ● ● ● ● ● ● ●

behaving inappropriately and/or in a distracting way inside or outside the classroom refusing to follow directions refusing to complete assigned tasks arguing, insulting, or otherwise disrespectfully addressing others not complying with student uniform requirements, including in physical education accumulating excessive morning tardies (more than 7 per semester) accumulating excessive class-transition tardies (more than 3 per quarter) using or disrupting class with a cellular phone or other electronic devices using technology inappropriately (more than 3 times per quarter) causing minor damage to the property or belongings of the school or others

Application of Disciplinary Consequences for Minor Offenses may include: 1. Mentoring—the purpose of disciplinary procedures is not to punish but rather to modify behavior and to teach more appropriate coping skills for given situations. Mentoring may be employed to obtain the objectives of good conduct and self-discipline. 2. Student Conference—with the Administration and parent with notification by teacher or administrator (with further disciplinary action if deemed appropriate by Administration). 3. Outside Class Hours Detention—to be spent in classroom, office, or other assigned area. 4. Parent Conference—with the Administration, students, counselors, or teachers, if necessary. Parents will be expected to complete their roles in cooperation with the school to help improve their child’s behavior. 5. Behavioral Contract—that the Administration may implement at any time when multiple minor offenses occur.

5.2 Major Offenses ● ●

repetition of minor offenses carrying out or instigating aggressive behaviors

● ● ● ● ● ● ● ● ●

communicating any discriminatory, abusive, obscene, or inappropriate language, gestures, or images (including via social media) engaging in inappropriate or unwanted physical contact being absent from (skipping) or leaving the classroom without permission, or excessive tardiness engaging in dishonest behaviors (lying, purposefully omitting information, or formulating unfounded complaints or accusations) violating the honor code (cheating, plagiarizing, forgery of school documents, etc.) stealing or knowingly possessing stolen property causing major damage to the property or belongings of the school or of others, including vandalism and destruction of property using or possessing tobacco, alcohol and/or drugs of any type, including vaping damaging the reputation of the School

Application of Disciplinary Consequences for Major Offenses may include: 1. Parent Conference—with the Administration to include the student(s), counselor(s), or teacher(s), as necessary; parents will be expected to fulfill the responsibilities outlined in cooperation with the school to help improve their child’s behavior. 2. Behavioral Contract—that the Administration may implement at any time when several minor offenses occur. 3. In-School Suspension—for a time and length determined by the Administration to be appropriate for the infraction(s); students will be supervised at all times by adult support staff, teachers, or school administrators; students will be provided with books and learning materials during in-school suspension and will eat their snacks and lunches at appropriate times. 4. Out-of-School Suspension—for a time and length determined by the Administration to be appropriate for the infraction(s); parents will be required to pick up the student or make arrangements for the student to be taken home; please see Suspension Policy below regarding academic consequences. 5. Student Intervention Plan—that the Administration may implement to support the student to function successfully in school. This may lead to Conduct Probation. 6. Conduct Probation—Conduct Probation implies that the student’s behavior threatens the School values and if no significant behavioral improvement takes place, it may eventually result in the termination of enrollment of this student. It considers a School – Parent – Student Behavior Intervention Plan to be followed up by the School and supported by the parents with periodic meetings and implementation of the School recommendations. 7. Non-Renewal of Enrollment—Non-renewal of enrollment to be recommended by School Administration to the Headmaster and Board of Directors. This disciplinary measure is exceptional and will be effective at the end of the conduct probation current school year, as it implies termination of the student’s 28

enrollment for the next school year. The school may not renew the enrollment of students who are pre-conditional or conditional and do not comply with the commitments and/or the student intervention plan agreed with the School. Likewise, the School may not renew the enrollment of students who behave in a way that severely affects the school community life.

5.3 Intolerable Offenses In order to protect the safety and wellbeing of the members of our community, there are certain behaviors that our school considers intolerable and could lead to expulsion. The determination of whether or not the activity is intolerable is solely a matter of the school’s discretion. Such behaviors could include: ● repetition of major offenses ● instigating or participating in harassment, hazing, or intimidation of another student or staff member ● aggressive acts (physical, psychological, or verbal) against anyone who is an authority figure, teacher, staff member, student, parent, or external staff who is lending services to the school, on or off campus ● threatening (physically, verbally or in writing) authority figures, teachers, staff members, students, parents, or external staff who are lending services to the school, in person, or using massive communication tools, such as the internet, social media, mobile phones, signs, murals, or others ● bringing to campus or possessing weapons or anything that can be considered a weapon (i.e., firecrackers, knives, guns) or incendiary devices ● inappropriate use of social media, such as visiting pornographic sites during teaching activities or activities conducted on campus, posting photographs or material of him/herself, of the staff, students or parents that belittle their integrity, defame, or result in injury of any kind against a member of the school community ● plagiarize, impersonate, alter, falsify, steal, destroy, damage, hide, or substitute official school documents ● use of official school symbols or branding without authorization ● exhibit behaviors of inappropriate sexual nature or of sexual connotations within the school, or outside of the school, but that are associated with it ● acts that deliberately compromise the essential infrastructure of the school ● distributing alcohol and/or drugs of any type Application of Disciplinary Consequences may include: Intolerable offense(s) may lead to: 1. Suspension 2. Conduct Probation with a School – Parent – Student Behavior Intervention Plan 3. Expulsion, consisting of the revocation of enrollment of a student during the school year in course. The application of this consequence is exceptional, and shall be approved by the Board of Directors by recommendation of the Headmaster; notwithstanding, any Principal can propose it. If a student who is over fourteen years of age is condemned by the Chilean Courts of Justice due to an offense, the School reserves the right not to renew the enrollment for

the following year, or proceed with his/her immediate expulsion, according to the offense. Extenuating and Aggravating Circumstances to Disciplinary Offenses The offenses against the norms of school community living shall be sanctioned gradually, and according to their severity, conforming with the classification detailed previously, to the student’s age and the extenuating and aggravating circumstances that take place in each case. Extenuating circumstances. Evaluating the context in which a given situation of transgression or disciplinary offense is framed, for the purpose of determining the sanction to be adopted, the following circumstances will be considered as extenuating: 1. Age, social-emotional development and personal circumstances (including family-related or personal circumstances of the student). 2. Spontaneous acknowledgement or acceptance of responsibility of the behavior or offense. 3. Having prior provocation or proportional threat to the inappropriate behavior on behalf of the offended. 4. Having attempted to thoughtfully repair the wrongdoing, or to prevent its subsequent consequences. 5. Having been induced to commit the offense by a person who is older, whether in age, power, and/or social-emotional maturity. 6. Having had a record of previous good behavior. Aggravating circumstances. In the same way, the following criteria and circumstances will be considered to establish if a given transgression is more serious. 1. Repetition of a negative behavior. 2. Bad behavior previously recorded in the student’s file, even when it is not referring to the repetition of a behavior or specific transgression. 3. Having acted with premeditation. 4. Having taken advantage of the trust placed in the student for the transaction of the transgression. 5. Having lied, deceived, or taken any action with the purpose of hiding the transgression. 6. Having taken advantage of the conditions of weakness of others to commit the act. Suspension of in person academic activities as a cautionary or preventative measure during the process of an investigation. 30

The School may suspend, as a cautionary or preventative measure and for the duration of the investigation procedure, students and members of the school community who have incurred in one of the major or intolerable offenses that may imply the nonrenewal of enrollment, expulsion, or seriously affect school community living. This is an exceptional measure and it applies when the situation actually involves a real and current risk for a member of the educational community. The decision made by the School to adopt suspension as a preventative measure shall be notified through the most expedited route to the student and his/her parents. The resolution of this course of action adopted by the School can be appealed for reconsideration, which must be sent to the Headmaster in writing, within the course of 5 school days. If the appeal is filed within the corresponding deadline and in the appropriate form, the Headmaster will call upon the Small SCL Committee, who as a collegiate body, will examine and resolve the same, a resolution which shall be notified to the student and his/her parents in the most expedited manner. No recourse can be filed against the resolution adopted by the Committee. If a suspension is decreed as a preventative measure for the duration of the investigative procedure, the resolution of the matter shall be adopted in a period that cannot exceed 10 school days, except if it infringes upon the rights of the accused, or when it is about issues that gravely affect school community life, and which carry a verified or imminent risk to the physical or psychiatric integrity of the members of the school community, which must be supported by evidence. In rare cases where the investigation lasts longer than 10 School days, the student may file another appeal with the School. Procedure for conducting an investigation: To apply the preceding established consequences, the following procedural rules will be taken into consideration when an investigation procedure is needed: 1. A community member will share the information about the case with the corresponding Principal or Assistant Principal, which will be recorded in the student’s file and a School Administrator will inform the student of the transgression incurred. 2. The Principal or Assistant Principal shall hear the student, allowing him/her to present his/her version of the facts and provide any background information which he/she deems relevant. 3. In the event that the Principal or Assistant Principal deems it necessary to conduct an investigation, he/she will (i) give notice in writing of said circumstance, (ii) include the information at hand in order to proceed in the appropriate way and (iii) assign the staff member, counselor or teacher from the school who will be designated to conduct the investigation period which cannot exceed 25 school days. 4. The resolution to move forward with the investigative procedure in question shall be notified through the fastest means possible to the students involved and their respective parents, except when it could obstruct the success of one or

more aspects of the investigation, in which case the notification will be postponed until these are established. 5. Once the previously mentioned procedure has begun, the investigator assigned to it will carry out the tasks that are necessary for clearing up the facts, and especially, will call the meetings with those affected by the situation, witnesses of the same, and the accused student, with the objective of having them expose the information that they deem relevant for the case. 6. In the context of the investigation in course, the designated investigator can ask for the students’ authorization, in the presence of their parents, to access the contents of their personal items, such as cellular phones, computers, tablets, among others. 7. Regarding the accused student or students, once they are called in to participate in the investigative process, they will have a period of 3 school days, extendable for an equal period if requested by the accused, so that they can present their defense, disclaimers and evidence that they deem relevant. 8. If the tasks require the intervention from third party specialists, its fulfillment will be the responsibility of whoever requests it. 9. During the investigative procedure, the guarantees of due process shall be respected, in the same way as the principles of non-discrimination. 10. In the context of the investigative procedure, the preventative measure of suspending the accused student can be decided according to the requirements and criteria established in this Handbook. 11. Once the investigation has been completed, the designated investigator will file a report of the actions taken, conclusions reached, and recommended measures. 12. The complete investigation shall be placed at the disposal of the corresponding Principal or Assistant Principal, who will proceed to review and analyze the contents, and who will issue a final resolution within a period of no more than 5 school days. The resolution in question shall state (i) the facts that have been accredited by the information collected, (ii) if the accredited facts constitute one or more offenses outlined in this Handbook, (iii) the decision, and (iv) the measures to be adopted.

Disciplinary Levels Considering the severity of the offense or the fact that a conduct is repeated, a student may be placed on different disciplinary levels. Depending on the seriousness of any given situation, a student could immediately be placed at level two or level three.

Level One: Warning

Level Two: Probation I

Level Three: Probation II

Level Four

Indicator*: An in-school or out-of-school suspension and/or behavior events that compromise the educational climate or excessive absence. Parent conference and notification in writing that student is placed on Level One status.

Indicator*: Another in-school or out-of-school suspension and/or continued behavior that compromises the educational climate or continued absence from school. Parent conference and notification in writing that student is placed on Level Two status.

Indicator*: Additional referral for disciplinary action. No observed change in behavior that compromises educational climate or continued absence. Negative behavior events continue. Parent conference and notification in writing that student is placed on Level Three.

Non-renewal of enrollment or expulsion

* Or as prescribed by the principal in an academic contract. Expulsion Appeal Procedure: An appeal of an expulsion should be submitted in writing, within 5 school days from the date of written notification to parents of the disposition of the matter, to the Headmaster, who, within a maximum period of 5 school days shall render a decision. Such decision, on behalf of the school, shall be final.

6. Student Wellness and The School Community Life Committee (SCL) (Referred to as “Comité de Buena Convivencia Escolar” in law #20,536 Article 15) The Nido School Community Life Committee’s purpose is to promote a safe and caring environment. All divisions at Nido de Aguilas (EYS, ES, MS, HS) use negotiation, mediation, tutoring, advising, or counseling as a means of peaceful conflict resolution and reconciliation amongst the community members. These conflicts do not include bullying, harassment, abuse, sexual abuse, neglect or any other cases that are the School Community Life Committee’s main concerns. To address these situations in a proper way, the SCL has specific definitions around those concepts that guide its work. The School Community Life Committee Definition (section 6.4) considers the International Organization Web site: stopbullying.gov, nobullying.com and the Chilean Law (Article 16, Law 20,563). All members of the Nido community are encouraged to report incidents for which they themselves or others may be the victim. The School may protect the confidentiality of informants but will not promote anonymous reporting. Reporting may be verbal or in writing and shared with any school employee who shall communicate this information to a school administrator or counselor. It is obligatory for parents, guardians, professionals, teachers, teacher’s assistants, and administrators to report incidents of physical or psychological violence, aggression, harassment, physical or sexual abuse immediately or within the next school day, to a school administrator (e.g. Principal, Assistant Principal) or to any of the school’s counselors who shall inform the Principal or Assistant Principal. The Principal or Assistant Principal shall report the situation to the Headmaster and the SCL Chairperson. There are two groups that convene for the purpose of promoting a safe and harmonious environment free of abuse and bullying. They are the Small SCL Committee and the Large SCL Committee. The Small SCL Committee studies and analyzes cases, deciding if it is or it is not a case that should be addressed by the SCL. Once the Small SCL Committee has decided that a given situation may be a case of bullying, psychological violence, aggression, harassment, physical or sexual abuse; there is an investigation and the entire case is documented with input from all relevant parties. The case folder is reviewed by the Case Manager and the SCL Chairperson (Encargado de Convivencia Escolar). All SCL cases are confidential.

Abuse situations

In the case of any action deemed to fit the definition of abuse, once determined by the SCL Small or Large Committee, the relevant authorities must be notified within 24 hours according to article 175 of the Chilean Code of Criminal Procedures and the General Education Law. There must be “certainty” that the definition has been met. If certainty has not been established, the SCL committee must gather more information as part of their on-going investigation and thus have more time to review the case.

Cases brought to the F iscalia or other outside police authorities should also be reviewed by school legal counsel, divisional Principal and counselor where appropriate, the National Plan Director, the SCL Chairperson, and the Headmaster. Additional SCL Small Committee meetings may be called, where appropriate, to support the various persons involved with the case. However, the final actions to be taken in the case are determined ultimately by the Divisional Principal and/or the Headmaster. It is the purpose of the SCL to give recommendations and make a dispassionate determination on whether the facts in the case fit the definition of abuse or bullying.

6.1 Small SCL Committee The Small SCL Committee meets as needed determined by the number of incidents that have been reported. The Small SCL Committee must be comprised of at least five people within the following participants: ● ● ● ● ●

Divisional Administrator assigned to the incident in question; Contact Counselor (Counselor assigned to the division and subgroup of students related to the incident); SCL Chairperson (Encargado Convivencia Escolar); An administrator who is from a different division (Principal, Assistant Principal, or National Plan Director); Counselor from a different division

For the Small SCL Committee to officially begin a session, there must be five members present from the list of above participants. However, single people can represent multiple roles depending on need or time restriction (for example the non-divisional Counselor can also be the SCL Chairperson.)

Procedure for the Small SCL Committee:

Any member of the Large SCL Committee can call a Small SCL Committee meeting. The purpose of the Small SCL Committee is to be able to react quickly to a developing situation or crisis without the need to call the whole Large Committee. Any case that results in further investigation on the part of the Small SCL Committee may be reviewed at the Large SCL Committee meeting. The SCL Chairperson is in charge of running the Small SCL Committee meeting and taking minutes for the meeting. Based on the flow chart found below, the Case Manager supports the Divisional Administrator(s) and Counselor(s) with deciding if the situation presented fits the definition of abuse, bullying, sexual abuse, harassment, or anti-social behavior or other claim as outlined in the definitions section of this policy below. At the conclusion of the reviewing of facts in the case, the Small Committee will collectively decide whether the incident fits the definition or does not fit the definition of abuse, bullying, harassment or antisocial behavior. If the case presented fits the definition, then the process continues to involve the Headmaster, National Plan Director, Business Manager, school lawyer, or other related and relevant parties. If it is decided that a given situation does not fit the definition given in this document, the recommendation can either be for the case to be closed pending more evidence in the case, or be monitored as a developing, continued, or escalating situation. While it is not the role of the Small SCL Committee to investigate crimes, it is the purpose of the 35

committee to investigate if the incident fits the Nido definition and needs to have further facts gathered to be presented to relevant outside authorities (Fiscalia, Carabineros, etc.) A given situation may not fit the definition in this document and can still be referred to outside authorities or to an outside specialist. An abuse specialist chosen by the school should be used to gather information from a victim (especially in the case that the victim is a student). This is especially important in cases of abuse (physical, sexual, or emotional abuse) or neglect. The Small SCL Committee uses the SCL flow chart below to determine what course of action needs to be taken, at what time, and by whom.

Action Plan: 36

The SCL Small Committee decides who will be the point person/people or the Case Manager (usually a Counselor or Principal). That person/people will be in charge of the Action Plan. This appointment usually defaults to the contact Counselor and Divisional Principal, who is also responsible for documentation and following-up with the case, in coordination with the SCL Chairperson. The Principal, Assistant Principal and/or Contact Counselor documents all aspects of the investigation and the resulting actions. Such actions include, but are not limited to, one or more of the following: ● conference with students involved; ● parent notification; ● meeting with parents; ● meeting with others pertinent to the case, including the alleged perpetrator(s); ● contacting school nurse; ● psychological assessment; ● mandatory counseling sessions; ● referral to the School Community Life Committee; ● reporting to child protection services; ● legal action and prosecution by the authorities; and/or ● suspension or termination of employment (if a school employee). Guardian Notification: Guardians should be informed and should sign the action plan. The signed plan may include guardian participation, support, therapy, for instance. Action Plans should ideally include all stakeholders such as teachers, counselors, administrators, students, and guardians. Closure: The Action Plans will be followed by the Case Manager as well as by the student, guardian, teacher, or impacted community member. After Action Plans are sufficiently followed by all concerned parties, the contact Counselor and administrator can determine the next appropriate course of action with input, if needed, from the Small SCL Committee.

6.2 Large SCL Committee The Large SCL Committee shall meet quarterly (3 scheduled meetings per year with extra as needed based on case volume or severity) to review bullying, abuse, harassment or anti-social behavior referrals reported to and, subsequently addressed by, Counselors and/or Principals. The committee may convene additional meetings to address a specific issue and/or serve as an appeal body should a matter be referred from the Principals, as well as to promote training for school staff, students, and guardians on related issues. In the case that the Large SCL Committee is called for an appeal or review of the Small SCL Committee findings, the body will vote and the vote of simple majority will then determine the course of action. The Headmaster does not vote in these cases as the ultimate appeal usually will be their responsibility. The Large SCL Committee is comprised of all the below persons and has representation from each division. This Large SCL Committee meets in quarter 1, August-October, in quarter 2, December-March, and quarter 3, April-June (ideally on the first week of these months), to review cases from the previous quarter or urgent cases from the current 37

quarter. The fourth meeting can be convened at any time to address school-wide emergencies or if there is not enough time in the other scheduled meeting times. The Large SCL Committee shall be composed of the following: ● Headmaster; ● School Psychologist; ● SCL Chairperson (Encargado Convivencia Escolar); ● EYS, ES, MS, and HS Principals; ● EYS, ES, MS, and HS Assistant Principals; ● EYS, ES, MS, and HS Counselors / Psychologists; ● National Plan Director; ● Business Manager; ● Director of Human Resources; and, ● Director of Student Support.

Procedure for the Large SCL Committee:

Cases are written by contact counselors or administrators and sent to the SCL Chairperson (Encargado de Convivencia Escolar) i n advance of the meeting in order to be collated and reviewed before the meeting of the whole committee. The Encargado de Convivencia Escolar will review the cases with the Headmaster who will then decide which cases are of importance to share with the Board of Directors for the purposes of oversight of the Headmaster’s role in the Large SCL committee.

6.3 Incidents Involving School Employees and Students In the case that a staff member is reported as an alleged offender, Nido de Aguilas will conduct a full investigation and take any and all professional and legal steps deemed necessary to protect students. In the case of alleged abuse by a school employee, the Small SCL Committee will convene to discuss the incident and examine it based on the definitions outlined in this document. The Small SCL Committee has the responsibility to decide whether the incident fits within the definition of abuse outlined herein. The Committee shall be responsible for investigating, documenting, and giving recommendations to the Headmaster regarding the incident. Depending on the circumstances, recommendations may include referral to the appropriate legal authorities. Human Resources will then be responsible for the personnel decisions that impact that school employee, and the appropriate course of action, without the input of the Small SCL Committee as these two processes (gathering information vs. Human Resources actions) are parallel yet independent committees.

6.4 School Community Life Committee Definitions The Nido School Community Life Committee’s purpose is to promote a safe and caring environment. Our Committee has specific definitions around those concepts that guide our work. This philosophical framework considers the International Organization Web site: stopbullying.gov, nobullying.com and the Chilean Law (Article 16, Law 20,563). 1.

Conflict—Is defined as incidents that happen without a pattern or frequent repetition, there is relatively equal power between the conflicting parties where 38

there is a “back and forth” between the parties (equal participation in the aggressive behavior), and can be intentional or unintentional. 2.

Bullying—Bullying is anti-social behavior further defined more explicitly as “every action or omission which constitutes repeated aggression or harassment, which is carried out within or outside the school grounds, by: a) students, who individually or collectively threaten another student, by making use of a situation of superiority or defenselessness of the affected student, which provokes in the latter mistreatment, humiliation or instills fear of being exposed to a grave wrongdoing, either by technological or any other means, taking into consideration his/her age and condition; b) whoever holds a position of authority, as can be a principal, teacher, teacher’s aide or other; c) by an adult or parent of the educational community against a student, other parents, teachers, or staff.” (Article 16, Law 20,563). 2.1.

Conflict versus Bullying:

Conflict

Bullying Behavior

Equal Power Can be intentional or unintentional Happens once in awhile Goes back and forth

Repeated Intentional(ity) Power Difference

2.2.

Aggressive Behavior vs. Bullying It is also helpful to differentiate aggressive behavior (physical, verbal, or technological) and bullying. Not all aggressive behavior fits the definition of bullying, yet bullying by its definition always includes aggressive behavior. Thus conflict may include aggressive behavior, and yet still fit the definition of conflict (shown above). Yet when the conflict results in aggressive behavior or the aggressive behavior arises without conflict and includes repetition, imbalance of power, intent to harm, then it is considered bullying. Bullying comes in many forms ● Physical bullying: Pushing, kicking, hitting, including threats to harm another, and taking or damaging others’ property ● Verbal bullying: Name-calling, sarcasm, gossiping, spreading rumors and persistent teasing ● Emotional b ullying: Tormenting, humiliating, ridiculing, ignoring or excluding

2.3.

Cyber bullying Bullying that takes place using electronic technology. Electronic technology includes devices and equipment such as cell phones, computers, and tablets as well as communication tools including social media sites, text messages, chat, and websites. Examples of cyberbullying include mean text messages or emails, rumors sent by email or posted on 39

social networking sites, and embarrassing pictures, videos, websites, or fake profiles. Cyber Bullying is often considered more severe than that of other forms of bullying because of the instant and permanent characteristics of modern communication technology. Aspects of the definition of bullying (imbalance of power, intention, and repetition) are satisfied instantly in the case of technology use. Cyber Bullying through Chat Groups: This is defined as when students, parents, or faculty use chat groups to harass, intimidate, exclude, or cause psychological harm (intended or unintended) through the use of social media chat groups including Whatsapp, SnapChat, Facebook, or similar immediate applications of communications.

2.4.

Harassment—A form of bullying that is based on discriminatory behavior, including but not limited to, a member of the Nido community’s race, color, national origin, gender identity, sex, disability, or religion. Harassment is considered a more severe form of bullying. It could include: Gestures, taunts, graffiti, physical violence or mocking where discrimination is the basis for the harassment. There is also Sexual Harassment, that includes: unwanted physical contact, comments of an unwelcome sexual nature.

Abuse—The primary determination of abuse is that it is dependent on some form of a relationship that is used to meet the need of the more powerful person, such as a member of the family, a teacher, or a friend. Abuse can be physical, emotional, and/or sexual in nature. Abuse may include: ● Inflicting physical injury on a child by other than accidental means, causing skin bruising, burns, disfigurement, impairment of physical or emotional health, or loss or impairment of any bodily function, death; and/or ● Creating a substantial risk of physical harm to a child’s bodily functioning; and/or ● Committing acts that are cruel or inhumane regardless of observable injury. Such acts may include, but are not limited to, instances of extreme discipline demonstrating a disregard of a child’s pain and/or mental suffering; and/or ● Assaulting or criminally mistreating a child as defined by either the criminal code or school policy; and/or ● Engaging in actions or omissions resulting in injury to, or creating a substantial risk to the physical or mental health or development of a child; and/or ● Failing to take reasonable steps to prevent the occurrence of any of the above. Sexual Abuse—Committing or allowing to be committed any sexual offense against a child as defined in either the criminal code of the host country or school policy, or intentionally touching either directly or through clothing, the genitals, anus, or breasts of a child for other than hygiene or child care purposes. 40

Abuse includes sexual contact that is accomplished by force or threat of force, regardless of the age of the participants, and all sexual contact between an adult and a child, regardless of whether there is deception or the child understands the sexual nature of the activity. Sexual contact between an older and a younger child also can be abusive if there is a significant disparity in age, development, or size, rendering the younger child incapable of giving informed consent. The sexually abusive acts may include sexual penetration, sexual touching, or non-contact sexual acts such as exposure or voyeurism. Sexual abuse has some different characteristics of child abuse that warrant special attention. While physical abuse is often the result of immediate stress and not usually planned, sexual abuse often requires planning with results that are more insidious. The planning, referred to as Grooming, often results in victims accepting the blame, responsibility, guilt, and shame for the sexual behavior of the offender. Sexual abuse requires far more secrecy than other forms of child abuse, so is more difficult to report. Many victims, through the process of grooming, are taught that the sex is a form of love, so children may present themselves as happy and well-adjusted with no negative symptoms because of their perception of being loved. 5.

Neglect—Neglect is failure to provide for a child’s basic needs within their own environment. Neglect may be: ● Physical (e.g., failure to provide necessary food or shelter, or lack of appropriate supervision—this would include failure to provide proper adult guardianship such as leaving children unsupervised at home for any extended period of time. Should parents/guardians leave the country for any reason, then the responsibility of informing the school of all appropriate contact details lies with the parent or guardian. Change of Guardian Forms are available from Nido de Aguilas. These are expected to be completed prior to parents/guardians leaving the country); and/or ● Medical (e.g., failure to provide necessary medical or mental health treatment); and/or ● Emotional (e.g., a pattern of actions, such as: inattention to a child’s emotional needs, failure to provide psychological care, or permitting the child to use alcohol or other drugs, specific examples may include verbal humiliation, refusing to acknowledge the presence of the child, invasion of privacy for no specific reason, violent threats, etc.) Possible indicators of neglect: Child is unwashed or hungry Parents are uninterested in child’s academic performance Parents do not respond to repeated communications from school Child does not want to go home Parents cannot be reached in the case of emergency Behavioral indicators in and of themselves do not constitute abuse or neglect nor does an accusation or alleged abuse equate to guilt. Together with other indicators, such as family dynamics, they may warrant a referral. ● ● ● ● ●

7. Additional 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 supports. 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 and create a Student Intervention Plan (as referenced below) in an attempt to address these concerns. In some cases, the SST may recommend additional supports 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 Accelerated English Academy, High School Math Support classes, and Learning Support. 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, the parents agree 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 supports, will meet with administration and be provided with written notice, reviewing the case and notifying the parents of the school’s actions.

Additional supports are also available to address some minor social-emotional and behavioral needs. These supports follow the same tiered system, starting with the classroom teacher’s accommodations (Tier 1). Students who are not successful with Tier 1 interventions will be referred for an SST meeting. Tier 2 supports may include but are not limited to: short-term school-based counseling, the development of a behavior plan, a Release of Information from the parents authorizing the school to communicate with external service providers, and access to external evaluation summaries and/or ongoing therapy reports. Students who are not successful with Tier 2 supports will be placed on Tier 3 supports, and any associated tuition supplement(s) will be the responsibility of the family. The primary responsibility within the Nido community is ensuring a safe learning environment. Students who exhibit social-emotional needs and/or behaviors that create an unsafe environment for the Nido community may be temporarily suspended from or limited to the attendance of some or all of the regular school activities. This measure will be adopted when there are severe difficulties related to the effective integration of a student, negatively affecting the safety of his/her classmates, teachers and/or her or himself. Additional supports at this level may include a Personal Learning Assistant up to the entire day, if deemed necessary by the SST and approved by the administration. Please refer to the behavior section, Code of Conduct and Behavioral Expectations, for more detailed information. *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 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. All SSTs are documented by a case manager in a Student Intervention Plan. This plan is shared with the parents and the student, if appropriate. The Nido Student Intervention Plan provides guidelines for identifying those students who most need help to function successfully in school and is designed to provide additional support to students.

8. Appendixes Protocol for School Accidents and Illnesses Protocol Against Violations of Student Rights Protocol Against Abuse, Harassment and Violence Protocol Against Sexual Assault and Abuse Protocol for Suicide Risks Protocol Against Drugs and Alcohol