2021-2022 School Community Life (SCL) Handbook & School Internal Regulations by International School Nido de Aguilas

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SCHOOL COMMUNITY LIFE HANDBOOK 2021-2022

International School Nido de Águilas 2021-2022 School Community Life (SCL) Handbook & School Internal Regulations (Reglamento Interno de Convivencia Escolar - RICE & Reglamento Interno del Establecimiento Educational - RIEE)

Information:

Date:

Information:

Duration:

July 01, 2021- June 2022

Academic Year 2021-2022

Revision Date:

Feb - Ap 2022

Update

Version:

RIEE - RICE PK-12 V.3

Version: V.3

1. INTRODUCTION Mission Vision Values

5 5 5 6

2. GENERAL PROVISIONS

3. STRUCTURE AND OPERATION Board of Directors General Rules Accreditation

9 9 9 10

4. RIGHTS AND RESPONSIBILITIES OF MEMBERS OF OUR COMMUNITY 4.1 Parents and Guardians Rights and Responsibilities Tuition and Tuition Payment 4.2 Students Rights and Responsibilities 4.3 Teachers and Personnel Rights and responsibilities:

11 11 11 14 14 14 17 17

5. TECHNICAL & ADMINISTRATIVE DAILY PROCEDURES 5.1 Communication Protocols 5.2 Contact Protocol 5.3 School Calendar and Attendance Calendar Attendance Excused absences Planned absences Unexcused absences School hours Delays Early departure Absences from Physical Education or Sports 5.4 Visitor Protocol 5.5 Uniform and Dress Code 5.6 Technical Pedagogical Regulations 5.7 Distance Learning

19 19 19 20 20 20 21 21 21 22 22 22 22 22 23 24 25

6. REGULATIONS REFERRING TO SAFETY, HYGIENE, AND HEALTH 6.1 Nurse Assistance & Food Guidelines Nurse Assistance Student Accident/Emergency Insurance

27 27 27 27 1

Medications Nurse’s Office Daily Procedures Procedures in case of a sick student Medical certificate Food 6.2 Measures to Ensure Hygiene Hygiene considerations at the time of eating Feeding Procedure 6.3 Individual Responsibility for Personal Property Lost and Found 6.4 Use of Technology Use of Nido institutional mail Use of social media 6.5 Transportation & Parking 6.6 Emergencies and Drills 6.7 Requesting/Distributing Information

28 28 28 29 29 29 29 29 30 30 30 30 31 31 32 32

7. ADMISSION: REQUIREMENTS AND CONDITIONS 7.1 Admission Process 7.2 Admissions Calendar 7.3 Withdrawal Procedures

33 33 34 34

8. CHILD PROTECTION POLICY, SOCIO-EMOTIONAL WELLBEING AND SCHOOL COMMUNITY LIFE (SCL) 8.1 Child Protection Policy School Policy Professional Confidentiality Supporting Students at Risk Safe School, Safe Staff 8.2. School Community Life Council SCL Council SCL Management Plan 8.3 The SCL Committee Complaints Procedure Action Plan Notification to parents/guardians Closing Situations of abuse Appeals 8.4 Child Protection Policy/SCL Definitions Conflicts Bullying

36 36 36 37 37 38 38 38 39 39 39 40 42 42 42 42 43 43 43 43 2

Harassment Abuse Sexual abuse Negligence

45 45 46 47

9. BEHAVIOR EXPECTATIONS AND CODE OF CONDUCT IN OUR COMMUNITY 49 9.1 Purpose 49 9.2 Discipline as an Educational Tool 49 9.3 Collaborative Conflict Management Procedures 50 9.4 Guiding Principles 50 9.5. Preschool Level: Social-Emotional Education & Restrictions on the Application of Disciplinary Measures 50 Disciplinary Strategies 52 9.6 Behaviors that Negatively Affect the School Environment 52 A. Minor Offenses 53 B. Major Offenses 54 C. Intolerable Offenses 56 9.7 Disciplinary Offenses Mitigating and Aggravating Circumstances. 57 Mitigating circumstances 58 Aggravating circumstances 58 Suspension of academic activities as a precautionary or preventive measure during the investigation process. 58 Procedure for conducting an investigation 59 Expulsion Appeal Procedure 60 10. INCIDENTS INVOLVING SCHOOL EMPLOYEES AND STUDENTS

11. STUDENT SUPPORT SERVICES Language Support Academic Support Social Emotional Support Student Study Team (SST)

62 62 62 63 64

12. APPENDIXES 65 Nido de Aguilas Assessment Policy (Reglamento de Evaluación y Promoción) 65 Nido School Safety Plan (Español) 65 Prevention Strategies And Protocol Of Action In Cases Of Sexual Aggressions And Acts Of Sexual Connotation That Threaten The Integrity Of The Educational Community 65 Prevention Strategies And Actions Protocol In Case Of Detection Of Situations Of Vulneration Of Rights 65 Prevention Strategies And Protocol For Action In Situations Of Physical And/Or Psychological Violence From An Adult To A Minor 65 Prevention Strategies And Protocol Of Action For Situations Of Physical And/Or Psychological Violence Of A Minor Towards An Adult 65 3

Prevention Strategies And Protocol Of Action For Situations Of Physical And/Or Psychological Violence Among Adults Of The Educational Community 65 Prevention Strategies And Protocol Of Action In Situations Of Physical And/Or Psychological Violence Among Peers 65 Protocol Against Drugs And Alcohol 65 Disciplinary Measures Applicable To Parents/Guardians 66 Retention And Support Protocol For Students, Fathers, Mothers, And Pregnant Students 66 Changing Clothes And Hand Washing Protocol 66 Field Trips Protocol 66 Child Rights Based Approach 66 Transportation Contract 66 Protocol on Admissions Criteria and Requirements 66

1. INTRODUCTION Nido de Águilas is a private, coeducational, and secular educational foundation inspired by the best of Northamerican and Chilean traditions. The “Nido Way” Educational Project seeks to promote an environment that is challenging and enriching, giving our students the space and support they need to develop their personalities, academic competencies and commitment to both the local and global community. Our community encourages our students to be empathetic, curious and happy people, who solve the problems they find in the world with resilience, strength and ingenuity. We aspire to create a school climate where they can be responsible, respectful and generous leaders of environmental, cultural and material resources. We encourage our students to trust themselves, take care of each other, serve their communities, fulfill their dreams and goals, and make the world a better place. As part of Nido's Socio-Emotional Program, the school seeks to foster the building of relationships that promote a democratic and inclusive culture and the generation of climates conducive to the learning and participation of all. Similarly, the SCL Handbook is aligned with our Mission, Vision and Values. Our values are an integral part of the "Nido Way" and are fundamental elements of our school community life. Developing school community life is imperative for the proper operation of the school.

Mission The International School Nido de Águilas offers education in English, delivering extensive scientific, humanist, and artistic training, influenced by American and Chilean thought and tradition. It prepares its students to be eloquent communicators and leading actors in an ever-changing world. Nido students: ● ● ●

Actively engage in real learning experiences, learning both by taking and coping with risk. Acquire an extensive curriculum, developing interdisciplinary and intercultural communication skills. Fully develop their own personalities, enhancing their strengths and cultivating their passions.

Vision The International School Nido de Águilas aims to be a global, dynamic and open education center. It is known for its student’s empathy and vision of the future, for innovative education and responsible management of intellectual and environmental 5

resources. Nido aspires to be a center for the creation and dissemination of knowledge in Chile and the world.

Values Commitment: Face life and work with total attention, participation, curiosity, and responsibility to make a positive contribution to the world. Ingenuity: Creatively solve problems through experimentation, collaboration, research and play. Adaptability: Adjust and develop in a complex and ever-changing world. Generosity: Treat others with empathy, kindness and respect, both in words and in actions. Happiness: Choose the pursuit of happiness as a goal in life with the awareness that part of the road will be difficult, requiring self-knowledge and strength.

2. GENERAL PROVISIONS The International School Nido de Águilas has these internal regulations for the organization of the school and school life in order to systematize a series of basic rules through which its educational project is expressed and to comply with the requirements of the Chilean General Education Law, which states that every educational establishment must have a set of internal regulations to govern the relations between the establishment and the various members of the community. This also complies with the provisions established by the Superintendency of Education in June 2018 of Law No. 20.529, which establishes the National System for Quality Assurance of Early Childhood Education and its supervision. This document considers best practices at the international level and the standards required by the Chilean Ministry of Education. Likewise, it expresses the fundamental values of Nido promoting a respectful coexistence and enriched by the cultural diversity that characterizes our school. Thus, the School Handbook is addressed to all members of the educational community and complies with Chilean regulations as it seeks to "encourage learning in respectful ways to coexist among people with different ways of being and thinking". It considers the Legal Considerations (Fuentes Normativas) of educational establishments having internal regulations based on the Chilean legal frameworks and international treaties. It also contains rules for community life, that such as Law N. 20.536 indicates, seek to make our school community life "the harmonious community life of the members of the educational community, which implies a positive interrelationship between them and allows the proper fulfillment of educational objectives in a climate that promotes the integral development of children". As an international school, it also has the Convention on the Rights of the Child, universal principles that are collected by the Chilean Ministry of Education through the Child Rights-Based Approach. The following principles are particularly relevant through the Child Rights-Based Approach. ● ● ● ● ● ● ● ● ● ● ●

Dignity of human beings Best interests of the child and teenager Progressive autonomy No arbitrary discrimination Participation Principle of autonomy and diversity Responsibility Legality Fair and rational procedure Proportionality Transparency

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

3. STRUCTURE AND OPERATION Board of Directors Nido de Águilas is chaired by a Board of Directors. According to the school's bylaws, the Board consists of 9 to 13 members with the following minimum composition (9 members): ● ● ● ●

A member appointed by the Ambassador of the United States of America to Chile. Four Chilean citizen members. Four U.S. citizen members. Other members may be Chilean, American or other country citizens.

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

o o

Commitment to the philosophy and purpose of Nido de Águilas, as indicated in the school's bylaws. Commitment to meet the needs and interests of all Nido students, rather than those of a particular group or of any special interest. Experience and professional training that provide a wide range of professional skills among Board members and complements the competencies of other Board members. Representation of students from all divisions (Early Years School, Elementary School, Middle School, and High School) by board members. Personal, work, and travel agendas that enable them to attend and participate in various committees and board meetings held monthly during the school year. Board members are not remunerated or compensated for their service, nor are they entitled to any special privileges or benefits.

General Rules 1.

The highest authority and first level of decision-making of the International School Nido de Águilas is the Headmaster, who is appointed by the Board of Directors of the Nido de Águilas Educational Foundation. The right of all the members to participate in the school community according to their specific role, in agreement with the provision of these internal regulations of school organization and coexistence, and with the occupational health and safety regulations. Relations with parents/guardians are regulated by the contract for the provision of educational services that is agreed on annually with families who entrust the education of their children to the school.

4. 5. 6.

Relations with personnel are governed by the provisions of their employment contracts and internal school regulations. Relations with students are regulated by these regulations and by the instructions of the Administration The Headmaster will appoint a person in charge of School Community Life (Encargado de Convivencia Escolar), who will oversee the effective validity of the provisions of these regulations and will lead and coordinate the work of the SCL Committee & Council. At Nido de Águilas there are acceptable rules of behavior for the common good of the whole school. Students are reminded that their primary role in this community is that of students. One of the interests of the school is to have rules that guarantee good behavior, self-discipline, and responsible behavior. Responsibility for student behavior rests with each student individually. Teachers at the school will resolve student behaviors and deal with minor infractions. Divisional Principals or Assistant Principals will deal with more serious violations and multiple minor offenses. Nido de Águilas protects the right of each individual student to receive an education in a positive school environment, free from major interruptions in learning.

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

4. RIGHTS AND RESPONSIBILITIES OF MEMBERS OF OUR COMMUNITY 4.1 Parents and Guardians The moment parents/guardians apply for the admission of their children and enter the Nido de Águilas Educational Foundation, they adhere to the Educational Project, vision, mission, and values of our school. It is the duty of the parent/guardian/guardians to handle themselves in accordance with the rules and policies of the school, contributing to a positive atmosphere that promotes tolerance, respect and harmony among the different members of the community. Chilean law explicitly states that it is the duty of parents/guardians to "inform, respect, and contribute to the implementation of the Educational Project (Strategic Plan, curriculum, and programs) as well as our internal procedures”. The school requires that at least one parent/guardian resides with his or her child as long as the child is enrolled in the International School Nido de Águilas. If both parents/guardians are temporarily absent, it is imperative that they inform the Administration of the corresponding Division in advance, indicating who will be responsible for the student and who should contact the school in the event of an emergency. Parents must notify the divisional office of any change of address or telephone number. Parents must also inform the school nurse of any significant changes in the student's health. Parents receive the School Internal Regulations Handbook and Divisional Guidelines on a yearly basis and are required to sign that they have read and understood the content of these documents.

Rights and Responsibilities ●

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

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

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Parents/guardians have the responsibility of being active participants in their children's school life. It is the obligation of parents/guardians to take responsibility for their children's educational process, to stay informed of their progress, to support instructions, and fulfill commitments made with the school. For example, parents/guardians should: o work in cooperation with the school and its teachers to support their children's learning process, o educate their children by fostering respect for themselves and others, o encourage good study habits and support their children in fulfilling their academic responsibilities, o attend mandatory meetings, Parent-teacher Conferences, parent/guardian meetings, workshops, and other events to which they are invited, o ensure that their children attend school in the best conditions to learn, considering their appearance (respecting the divisional dress code), hygiene, food, appropriate rest, and physical and mental health, o prioritize class attendance: avoid travel, paperwork and medical appointments during school hours, except in cases of illness or family emergencies, o inform the divisional office in writing about the absence of a child to classes and/or about transportation arrangements to and from the school, o inform the school nurse of any significant changes in student health, o ensure that the students arrive and leave school at appropriate times, o notify their presence at the respective division office before going directly to the child's classroom or playground, o be liable for payment of lost or damaged school property as a result of negligence, neglect, or intentional destruction caused by their child, and comply with the Responsible Use of Technology Agreement and the Social Media Agreement.

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

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

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

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

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Parents/guardians have the right to be heard regarding any questions or concerns related to their children. To do this, they must use regular communication channels in a respectful manner. 12

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Parents/guardians have the right and responsibility to participate in the creation of a positive environment in the school, respecting the rights of all other members of the school community, avoiding any conduct that promotes or generates intolerance or lack of harmony among its members, as well as any unfounded comments that may damage the image of the school or that of its staff.

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

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

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

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Parents/guardians have the responsibility and right to actively participate in Nido’s educational community according to the teacher's needs. For example, this may include: o participating in field trips, Parent-teacher Conferences, thematic days, vocational fairs, end-of-project celebrations, among others, o running for Room Parent or Grade Level Representative, promoting collaborative work between parents/guardians and the school, o participating in the Nido Parent Association (NPA) o running for member of the Board of Directors

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

Tuition and Tuition Payment It is a duty of the parent/guardian to keep tuition payments up to date. The value of tuition may be changed at any time of the school year, as determined by the Board. The official exchange rate will be used for currency conversion (observed dollar valid at invoice date). The school offers different payment options for the annual tuition: ● An annual payment at the beginning of the school year, due August 9. ● Semester payments (two), at the beginning of each semester (due August 9 and March 9). ● Monthly payments in 10 installments, August, September, October, November, December, January, February, March, April and June. Payments will be made no later than the ninth day of the corresponding month. In the case that the 9th of the month falls on a public holiday or weekend, the payment will be due on the next business day. A monthly late payment fee will be charged. In the case of past due accounts, students may be denied tuition to the next school year, and tuition payment will not be accepted until the debt has been fully paid, unless the Board’s Finance Committee authorizes otherwise. The school reserves the right to initiate extrajudicial or judicial actions within the first fifteen days after each unpaid financial obligation. The parent/guardian authorizes the Foundation to carry out such action directly or through third parties, assuming the collection expenses authorized by law.

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

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

It is the right of students to have access to information about the Nido community, its internal regulations, information about community life and functioning, assessment system, discipline and school activities as described in the School

Handbook and Divisional Guidelines, updated annually. It is the responsibility of students to be informed about their rights and responsibilities. ●

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

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It is the responsibility of students to: o respect the rights of others, o use appropriate social manners, o avoid the use of offensive language or behavior towards others, o serve as a positive model for their peers and younger students, o not cause or promote bullying, mocking, or harassment, o resolve conflicts in a constructive and respectful manner, o be collaborative and open to diverse perspectives, promoting an inclusive environment, o modify their behavior if an adult on campus requests it, o give their full name and class if an adult requests it on campus, o know and comply with the Responsible Technology Use Agreement and the Social Media Agreement. Students who do not fulfill these responsibilities may be subject to disciplinary consequences appropriate to their age.

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Students have the right to receive an education consistent with Nido’s Mission, Vision, and Values, in an environment that supports and promotes learning. Students have the following responsibilities: o attend and participate actively in classes and school activities, o arrive to class on time and with the necessary materials, o make their best efforts to reach their full potential, including, for example, completing tasks within the prescribed timeframes, o allow others to speak and listen respectfully to what they have to say, o accept and give opinions, which may be criticism of ideas but never personal criticism towards community members, o be honest, ethical and respectful: do not plagiarize, copy or have any kind of dishonest behavior, o cooperate and maintain a positive attitude towards members of the school community, and o avoid behaviors that interfere with or discourage peer learning.

Students have the right to lead and participate in age-appropriate student activities such as the Student Council (STUCO), Community Service, Sports, and After School Activities (ASAs). In doing this, it is the student's responsibility to represent the values of the school, both on and off campus, and to avoid any conduct that could damage the 15

reputation or integrity of any member of the community. For off-campus school activities there are also Behavior Expectations (Section 9). ●

It is the right of students to be able to spend their day at Nido in a clean, safe and environmentally friendly campus. Students have the following responsibilities: ○ dispose of waste in appropriate containers and clean up after leaving, ○ reduce, reuse and recycle products when possible, ○ avoid bringing valuables or large sums of money to school and keep personal items that can be lost, stolen, or broken, in a safe place, ○ not bring items to school that are made to cause injury to themselves or others, ○ maintain a sober campus by not bringing medications without prescriptions, drugs, alcohol, or tobacco to the school campus, ○ follow emergency system protocols (earthquake, lockdown, and fire).

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Students have the right to use the resources and equipment that the school provides for educational purposes. The following are their responsibilities: o care for and appropriately treat the material and equipment provided by the school, o avoid using and meddling in the property of others without their permission, o repair and/or financially compensate the school for property damage.

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Students have the right to resolve conflicts within a reasonable time, fairly and rationally. Students are responsible for: o allowing all members involved in a conflict to present their cases and be heard, o receiving help from a teacher, counselor, or administrator, if they feel a conflict cannot be resolved in a friendly way, or if they feel that someone's social or emotional well-being is affected, and o accept the final decision of the arbitration member.

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Students have a duty to comply with the Distance Learning Policy in the event that our campus must be closed due to unforeseen circumstances during the academic year.

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

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

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

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

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

Rights and responsibilities: ●

Faculty and staff have the responsibility of embodying the Mission, Vision, and Values of the school, including the right to work in a positive, respectful, and welcoming environment in which their physical, psychological, and moral integrity is respected. This implies that they are responsible for the following: o promoting a positive environment in the school community, assuming good intentions, and developing respectful relationships with all members, including students, parents/guardians and staff, o meeting professional expectations regarding punctuality, good manners, commitment to service, and personal appearance, o promoting a collaborative work environment that seeks continuous improvement, o safeguarding confidentiality, as well as protecting the reputation of all members of the Nido community.

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

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

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It is the right of all faculty and staff to receive feedback on their job performance, as well as to receive support from the technical and management team. It is the

responsibility of every staff member to implement the recommendations and strategies suggested by administrators. ●

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

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

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

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

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Teachers have a duty to comply with the Distance Learning Policy in case our campus is closed. Teachers have access to further guidelines they must comply with from their divisions in regards to Distance Learning.

5. TECHNICAL & ADMINISTRATIVE DAILY PROCEDURES 5.1 Communication Protocols Nido de Águilas recognizes the responsibility of maintaining clear and effective communication with the various members of the school community (staff, students, and parents/guardians). All communications are in English, with the corresponding translation into Spanish when deemed appropriate. The Headmaster or the person appointed by him/her will serve as the school's spokesperson in all matters related to the school and will ensure that appropriate measures are taken to maintain regular communication with the school community. Communication may consist of printed or electronic newsletters, website, parent/guardian meetings, surveys, forums, or other available communication tools. Parents, faculty, and staff are expected to keep themselves informed by reading communications sent from the Headmaster’s Office, Principal’s Office, or Communications Office, and more. Every formal meeting held between staff members and parents must be documented and signed by all participants. A signed copy of the meeting notes will be provided to the parents/guardians for their records. If any of the participants prefer not to sign, this will be recorded in the document and it will be sent by mail.

5.2 Contact Protocol Parents/guardians who have questions or concerns about specific classroom activities, curriculum, teaching, student behavior, the overall functioning of the division, or their child's learning progress, should contact their child’s teachers directly through the official channels. 1. The first contact should be directly with the teacher for classroom-related matters. Parents/guardians should communicate with teachers and staff via school email, and not through private emails or personal phone numbers. Parents are asked to only use personal phone numbers of faculty and staff for School business outside of School hours in the event of an emergency. 2. In case the concerns are not resolved, the second contact should be with the Assistant Principal and/or the Principal of the division, depending on the nature of the situation. 3. Finally, the last point of contact must be the Headmaster. For special issues related to Guidance, Socio-Emotional Support and/or Special Programs, parents/guardians are expected to contact the school counselor or those responsible for the respective programs. 19

Meetings between parents/guardians and teachers, counselors, or members of the administration must be documented and signed by all participants. The Headmaster is available to discuss questions related to the overall teaching and learning process as well as general operational aspects and school funding, security issues, infrastructure, and school policy issues, once the parent/guardian has first spoken to the Principal or Assistant Principal. Parents who have questions or concerns regarding specific non-academic areas such as Security, Transportation, Cafeteria, and more will contact the appropriate representative of that area as defined on Nido’s website. Communications of parents/guardians or employees to the Board will be sent through the Headmaster or the President of the General Assembly for their response or action. Communications on additions, changes or application of school policy, as well as requests for appeals in decisions made by the Headmaster may be addressed to the Board in writing, with a copy sent to the Headmaster. It should be noted that matters relating to school policy or appeals related to the implementation of school policy can only be considered by the Board, acting together, at a documented official meeting. Parents/guardians agree not to raise questions or matters of personal concern, or to denigrate the school, its employees, or other members of the Nido community in public groups or forums. They are expected to use the communication channels described above to contribute to create a positive school climate.

5.3 School Calendar and Attendance Calendar The school year meets the requirements of the Chilean Ministry of Education (38 weeks), and begins in July and ends in June. The current and next year's calendar can be found on the website, so that our community can be informed about the specific start and end dates, professional development days, and holidays. Nido publishes the calendar in advance so families can coordinate their trips accordingly. In case of any modification or change, parents/guardians will be informed by email by the Headmaster or Principal of the corresponding division.

Attendance Every student must attend all scheduled classes. Attendance is recorded daily, sometimes on more than one occasion, depending on the division. All

parents/guardians will receive an automatic email notification when their child is absent or late. Students must attend at least 85% of the required school days, regardless of the reason or type of absence. A student may fail a class, or the school year, if the minimum of 85% is not met. Nido de Águilas recognizes three types of absences: excused, planned, and unexcused. In general, all students are expected to recover lost work, regardless of the type of absence. The teacher and student administration officer can determine the deadlines for delivering pending work as well as the absence limit to pass the class.

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

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

Unexcused absences Unexcused absences apply when a student misses school without prior notice, without the approval of the school, and/or when the parents/guardians have not communicated directly with the school giving details of the absence. Students are expected to recover lost work. NOTE: All absences immediately preceding or after a holiday period are considered unexcused. Any exception to this requires prior approval by the Principal. Consideration for approval must be obtained from the Principal one week before the holiday.

School hours The classrooms open at 7:30 AM and the school day begins at 7:45 am. The end time of the school day varies depending on the division and after-school activities. At Nido, we value the safety and well-being of our students at all times and therefore students should be supervised while on campus. Students are therefore expected to leave campus immediately after the school day ends if they are not involved in any school-sponsored activities. In EYS, if students are not withdrawn before 12:45 PM, their teacher will take them to the EYS office, where they will be supervised until the parent/guardian comes to pick them up.

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

Early departure Early departure from school is an exception. A student may not leave the school before the end of the school day without prior approval from the Principal. Students will be allowed to leave only with their parents/guardians or with the person authorized by the parent/guardian. The Principal will not approve an early departure without receiving a written request from the student's parent/guardian, indicating the reason and means of transportation in which the student will leave. The only formal way to communicate with the school is through a written communication to the Principal or to whoever represents him/her.

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

5.4 Visitor Protocol As a community, every person must take responsibility for the safety of our children, therefore it is the responsibility of the parent/guardian to register their car and use the Nido Community Sticker. It is the parent/guardian’s responsibility to update their information about other cars and use the required sticker. 22

Nido values the participation of parents/guardians in all the activities to which they are invited. However, when a parent/guardian needs to personally contact their child during a school day, he/she must first go to the Administration office of each division. Other visitors who are not part of the Nido community and visit the school must register with the Security Office, where they will receive an ID to use during their stay on campus. Upon departure, they must check their departure time at the Security Office. Visitors who do not carry a credential will be directed to the corresponding Division or the Reception Office.

5.5 Uniform and Dress Code Students in PK up to 5th grade are required to wear any Nido-approved clothing combination. Tidiness and cleanliness are necessary at all times. It is recommended to wear hats and sunglasses outside the classroom to protect from the sun. A meeting with parents/guardians may be called for and/or disciplinary consequences may be assigned to students who dress inappropriately on repeated occasions to school. We believe that our students are able to discern that our school culture recognizes what "dressing for the occasion" is, and this builds a healthy spirit relating to body image and lends itself to more productive discussions on related issues. The Dress Code is based on considerations such as: ● Create a comfortable learning environment for teachers and students ● Follow generally accepted standards for High School and Middle School students ● Concern and respect for different cultural expressions ● Prepare students for a level of professionalism that may be expected in their future places of employment The following serves as a guide to what is deemed appropriate: The students must wear: ● T-shirt/shirt ● Bottom part (pants / sports pants / shorts / leggings) that allow a full range of movement (sitting, standing, reaching, and running) without the need for continuous adjustment. ● Shoes or sneakers. ● Sports uniforms and footwear specified by the Department of Physical Education are mandatory when participating in physical education class and activities that require their use. ● In swimming activities, the student is expected to wear a one-piece swimsuit, and use a cap, sandals, and towel. Students can wear: ● Religious hats 23

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Hats and sunglasses (must be worn outside the classroom) Hoodies Tailor-made or altered clothing (i.e. small tears or frayed garments) Sleeveless T-shirts Sports clothing

Students may not wear: ● Items of clothing that contain violent language or images, images or language depicting drugs or alcohol (or any illegal item or activity), and/or words of hate, swear words, or pornography ● Torn clothes ● Swimsuits ● Pajamas or slippers (except on Spirit Week days, costumes, and/or Pajama Day) The physical education uniform should be worn on days when the student participates in physical education classes or after-school activities. Physical education uniforms are available from multiple providers, and prices and quality may vary with each provider. Uniforms can be purchased directly from the Nido NPA store. If a faculty member is concerned about the way a student is dressing, the faculty member will approach the assistant principal who will determine the following steps. Teachers and the administrative team will use positive body language to explain the dress code and will be sensitive when addressing any code violations. A parent/guardian meeting can be scheduled, and disciplinary consequences may be assigned to students who dress inappropriately for school on repeated occasions.

5.6 Technical Pedagogical Regulations The International School Nido de Águilas has its own Plans and Programs. This curriculum meets both the Learning Objectives of the Chilean Ministry of Education and the United States' curriculum proposal. Our study program has been developed within the framework of a Common and Collaborative Curriculum that seeks to achieve standards of excellence and at the same time develop its own proposal aligned with our educational project. To implement this ambitious program, Nido has a Director of Teaching and Learning who reports directly to the Headmaster of the school and works closely with the Division Principals and the National Plan Director. In addition, our school has a Group of Pedagogical Technical Advisors (Curriculum Coaches) who support the curricular design of our courses and, through continuous improvement cycles, accompany our teachers. Every beginning of each semester, Nido de Águilas spends several days training its teachers and working on planning. Also, every Wednesday afternoon, our faculty has a time dedicated to their professional development, which is complemented by the hours of preparation they have each week. It should be noted that all full-time school teachers 24

have a personal fund for their professional development that allows them to train in those areas of personal interest aligned with the educational project. Among the training that teachers receive, the following stand out: Development of Pedagogical Competences

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Design for Learning Planning Model (UBD) Training for Student Centered Learning Adaptive Schools Assessment strategies Specific workshops by stage of development or discipline

Development of Socio-Emotional Competencies

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Child Protection Policy Prevention of Drug and Alcohol Consumption Suicide Prevention Orientation Program that includes topics such as empathy, conflict resolution, study strategies, among others. Social media

In addition, Nido has a Program called Nido Learns Together (NLT), based on the Critical Friends model and which seeks to enhance collaboration and peer learning. Although the structures in which the Teaching Teams are organized vary according to the Division, teachers are evaluated by their Division Principals or by the National Plan Director. All this is done through a system of annual objectives, observation of classes, collaborative work and use of electronic platforms. The Councils of Teachers and Teaching Teams are responsible for planning the classes and developing the Learning Units, based on the Learning Objectives defined by the school and in the Nido planning formats. Thus, it is also expected that the developed material will be available on the electronic platforms of each Division. In matters of discipline or decisions regarding discipline or retention, the Teacher Councils or Teaching Teams may be called upon for consultation.

5.7 Distance Learning Events beyond our control may force the closure of the campus. For situations like these, we have implemented protocols at the school level that will allow students to continue learning from home. Distance learning is designed to ensure continuity and progress in defined learning objectives for all of our students. Distance learning experiences are developed to be meaningful in order to maintain our commitment to an excellent education.

When the decision is made to close the campus for the day, an announcement will be made no later than 5:30am in the morning of the closing day and, where possible, the night before. Once the decision is made to close the campus, it will be communicated in various ways, using all of our means of communication. Distance learning days will count as school days for students; students are simply learning in a different place. As such, distance learning days are counted in the same way as school days on campus. Teachers and students are expected to participate in distance learning. Parents are asked to support their children in this process. If students are not feeling well or for any other reason are unable to participate in distance education, parents should report absences to the division secretary as they would with any regular absence from school. Families and students should access homework online. For help with class work, students / parents should contact teachers by email. Please note that extraordinary events may affect the regular functioning of School hours, visitor protocols, dress code, etc. Any change will be communicated to the Nido community.

6. REGULATIONS REFERRING TO SAFETY, HYGIENE, AND HEALTH 6.1 Nurse Assistance & Food Guidelines Nurse Assistance The school has a Nurse’s Office and nurses are always available to provide assistance to members of the school community from 7:00 AM to 5:00 PM. Also, there is a physical therapist with CPR training and first aid assistance for school sports activities that take place after 5:00 PM and on Saturdays. In addition, we have the services of PULSA (a paramedic company that supports our health staff during additional sporting events or other activities). Health workers provide routine medical care and first aid. Parents are responsible for keeping the Nurse’s Office informed of any physical or mental health issues related to their children, providing the required immunizations, and notifying any medications their children take. Students need permission from an adult to visit the Nurse’s Office during class hours. Students can visit the Nurse’s Office without the teacher's permission before school, during recess, and after school. After class hours, students who participate in school sports activities may receive assistance in case of injury. As appropriate, the nurse present may make a referral to a doctor or contact emergency personnel. In case of injuries that require more than first aid care, the student will be taken to the hospital previously chosen by the parents/guardians. Parents/guardians will be informed of the accident by the nurse and asked to pick the student up at school or meet with the nurse at the hospital, depending on the severity of the accident. To ensure that students are in good health and can participate in physical education activities, it is the responsibility of parents/guardians to consult with their local doctor or hospital, as well as perform a regular physical exam.

Student Accident/Emergency Insurance All regular students of Nido de Águilas are covered by accident insurance. The current providers of these services are Clínica Las Condes and Clínica Alemana. Students are automatically enrolled at Clinica Las Condes their first year and then may choose to switch to Clinica Alemana at the end of the school year for the next year. Both provide coverage for accidents of a traumatic nature, 24 hours a day, throughout the year. More 27

details about the coverage of each hospital can be found in the Nido Health Services website.

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

Nurse’s Office Daily Procedures ●

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Inform all teachers and anyone who may have contact with the student during the school year of any important medical conditions or allergies. An email will be sent to all of them explaining the type of condition/allergy, the main symptoms, and special indications in case of an emergency. Implement Chile's Vaccination Program in accordance with Chilean Ministry of Health policy: o 1st grade: MMR (measles, mumps and rubella), as well as DTP (diphtheria, tetanus and whooping cough). o 4th and 5th grade: HPV (human papillomavirus). o 8th grade: DTP (diphtheria, tetanus and whooping cough). Inspect students in affected classes for pediculosis (lice) whenever a case is reported, or a case is found during school hours. Keep the health file up to date in PowerSchool with every student's medical information: health insurance, emergency telephones, medical conditions, allergies, immunizations administered at Nido, medical appointments, etc. Communicate to parents/guardians any contagious disease, whether detected at school or informed by a parent/guardian. If the nurse finds that a student has a contagious disease, the student will be sent home and asked to stay home until he/she is not contagious.

Procedures in case of a sick student ● ● ● ●

The student will be assessed at the Nurse’s Office. If it is necessary to send him/her home, the parents/guardians will be contacted by telephone and informed of the student’s condition. The student will wait in the Nurse’s Office for a parent/guardian or authorized person to pick him/her up and be taken home. The Principal, the Assistant Principal, the Division secretary, the teacher, the security officer, and the transport office will be informed that the student has gone home sick and the time he/she left the Nurse’s Office. 28

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

Medical certificate All medical certificates should be delivered to the Nurse’s Office as soon as possible. If the certificate exempts students from physical education, this information will be emailed to the Principal, Division secretary, counselors, and teachers. Any new student medical information that arises throughout the school year should be given to the nurse as soon as possible, to keep the information up to date in the health records at PowerSchool.

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

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

Hygiene considerations at the time of eating The school’s administration will be responsible for ensuring that all persons handling food receive adequate and continuous training on the hygienic handling of food and personal hygiene. Food handlers should always wash their hands before starting work, immediately after using the toilets, and after handling contaminated material, as many times as necessary.

Feeding Procedure ●

Organize the physical space, verifying lighting, ventilation, and temperature, according to hygienic and safety standards. 29

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Ensure the children’s hygiene before carrying out an activity. Support the child’s feeding, promoting progressive autonomy. Generate an affectionate and calm environment, establishing positive interactions oriented to the development of a secure attachment bond and considering the child’s own pace and volume of intake. Take care of and correct the child’s postural position, according to ergonomic principles, self-care, and safety and risk prevention standards. Tidy and clean up the physical space in collaboration with the children, according to their level of autonomy and participation.

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

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

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

Use of Nido institutional mail The school believes that technology is a tool that enables investigation, creation, communication, working collaboratively, and organizing information in multiple ways within the framework of responsible digital citizenship. Responsible digital citizens act with integrity, are respectful, and care about themselves and others at all times. Nido requires that all students who are given a Nido mail must sign the Responsible Technology Use Agreement.The purpose of this agreement is to promote citizen 30

responsibility, ensuring that every member of our school community, both at school and at home, is respected and safe, and can fully make the best of the technology available for educational purposes.

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

6.5 Transportation & Parking Nido de Águilas provides student transportation by bus to and from campus through external services contracted with a private transportation provider. This service can be coordinated through our transportation office. Due to the distance between home and school, the privilege of going to school by car represents an advantage for some of our older students. However, it should be remembered that this convenience has obligations that must be met. The school reserves the right to suspend or revoke this privilege if a student does not comply with one or more of the following provisions: ● All students who wish to enter the school by car must accept and sign the Automobile Use Agreement available in the High School Guidelines ● The driver must be at least 18 years old and possess a Chilean driver's license. ● The vehicle must be registered in the High School office and in the Security Office in addition to wearing the official academic year sticker on the windshield. ● The student parking lot is located next to the High School gym. All members of the community are responsible for the safety of other members. Access to private vehicles and parking within the school facilities are considered privileges and may be revoked by the Headmaster at any time, if it is determined that the driver and/or owner of the vehicle abuses these privileges. Improper use of the vehicle includes inconsiderate behavior, neglect, driving too fast, parking in "do not park" areas, using parking for disabled persons or pregnant women inappropriately, and obstructing normal flow of traffic. Drivers should NOT use mobile phones while operating vehicles on campus, as all their attention should be on pedestrians and other vehicles. Parents are responsible for registering their vehicles with the security office and keeping records up to date as requested by the school. Drivers must respect all instructions from Nido staff and security guards, as well as respect good manners and education standards in parking. Our guards have the task of supervising parking and do so with the best intentions and for the benefit of our entire community. The intention is to ensure that traffic moves quickly and avoid congestion. 31

6.6 Emergencies and Drills Every year, the school conducts fire drills, lockdown drills, and earthquake drills to educate students about the procedures to follow if one of these events occurs during the school day. These procedures are published in each classroom. In the event of a major earthquake, all students will remain on campus until the school’s administration allows their departure. Parents/guardians should NOT come to school until normal dismissal time unless requested by the school administration or nurse. Locating, organizing, and delivering students to parents/guardians requires time and dedication of our staff. Remember that our main goal is to keep all students safe. As long as it is safe to do so, and if they are granted permission, parents/guardians can pick their children up during other emergencies. However, if access to campus or school buildings is restricted for safety reasons, parents/guardians may have to wait outside the school or school buildings until the administration determines otherwise. Depending on the circumstances, parents/guardians may be asked to wait outside. In these cases, students will be handed over at the entrance of the campus instead of the classroom. In order not to alarm or unnecessarily frighten children, school staff will keep the environment as safe and normal as possible.

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

7. ADMISSION: REQUIREMENTS AND CONDITIONS The International School Nido de Águilas invites all interested families to apply for registration at the school. Nido strives to be an inclusive environment for all people. It carefully considers all applications to ensure a good fit between the Nido community, programs, and students. Admission considers the necessary preparation for our academic program as well as the availability of vacancies, all in order to provide a successful educational experience for our students. Admission decisions: along with available vacancies, admissions are based on applicants' previous academic records, confidential recommendations from teachers, results on standardized tests (if available), and previous educational information, as well as the results of admission tests (when applicable). Every applicant is evaluated individually and must meet the admissions criteria. If there is a waitlist, priority is given to applicants that are children of staff, children that are US citizens or children of US citizens, have a sibling enrolled at Nido or are children of Nido alumni. Within each category, priority is given to applicants that are native English language speakers. Belonging to any of these priority categories, does not in itself guarantee admission to Nido. Final admission decisions are made by the Admissions Committee, which consists of the Enrollment Director, Admissions Officers, Divisional Principal, and a counselor.

7.1 Admission Process Age requirements: ● Pre-Kinder: three years old until August 31 ● Kindergarten 1: four years old until August 31 ● Kindergarten 2: five years old until August 31 ● 1st Grade: six years old until August 31 ● 2nd to 12th Grade: students are assessed according to their ages and academic levels to determine where they will be located. In general, students will not be admitted if they are more than two years older than the average age of the students in their grade level. Nido de Águilas reserves the right to refuse re-enrollment to any student if the administration considers that Nido is not the best alternative for the student or is not in the best interest of the school, all in strict adherence to the protocols established for these cases. The process of applying to Nido de Águilas is as follows:

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Application: complete the application form through the online system and upload the documents requested. Payment of application fee: the application fee of CLP 140,000, which can be paid online must be paid for the application to be considered. Evaluation: PK & K1 applicants who reside in Chile, must participate in an ○ in-person evaluation. Applicants who reside abroad will be required to submit videos and, if further information is needed, will be required to participate in an in-person evaluation upon arrival to Chile. For applicants K2-G12, the Admissions Committee will review the ○ applications once complete and determine if the evaluation is necessary. Admissions Decision: The Admissions Office will communicate the decision to the family by email and publish this information in the Admissions Office. Decisions during a regular admissions cycle will be communicated by the published date for notification. Decisions for rolling admissions will be communicated within 14 business days after the testing is completed.

7.2 Admissions Calendar Admissions deadline for entry in July: March 15, 2021. Applications must be completed and must have all documents and recommendations submitted. Admissions decisions announced for entry in July: May 15, 2021. Rolling admissions: Nido de Águilas accepts applications on a rolling basis for entries during the academic year, based on space availability. Annual re-enrollment for 2021-2022 school year that begins in July: May 7, 2021. Families must renew their enrollment annually for each student at Nido, completing the Enrollment Renewal Agreement through the Online School Forms portal.

For more information refer to Protocol on Admissions Criteria and Requirements.

7.3 Withdrawal Procedures A student is deemed to have been officially withdrawn from Nido de Águilas when all prescribed measures have been taken to ensure compliance with normal obligations to the school. These obligations are: ● Parents have formally notified the Admissions Office of their desire to withdraw the student by completing the Withdrawal 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 Águilas will send an official transcript and supporting documentation directly to the student’s next school, or provide an official sealed copy of the documents to be taken. An unofficial copy for family records is available upon request. Academic transcripts must be requested at the corresponding division office and collected by the parents/guardians; transcripts will not be delivered to students.

8. CHILD PROTECTION POLICY, SOCIO-EMOTIONAL WELLBEING AND SCHOOL COMMUNITY LIFE (SCL) 8.1 Child Protection Policy Nido de Aguilas recognizes its responsibility to protect and safeguard the welfare of children and young people in its care. The main elements to the Child Protection Policy are: a) Prevention through the creation of a positive school atmosphere and the teaching, and social-emotional support offered to students. b) Protection by following agreed procedures, ensuring staff are trained and supported to respond appropriately and sensitively to child protection concerns. c) Support to students who may have been abused. This policy applies to all students, staff, volunteers and visitors to Nido de Aguilas.

School Policy We recognize that for our students, high self-esteem, confidence, supportive friends and clear lines of communication with a trusted adult helps to prevent abuse. Our school will therefore: a) Establish and maintain an environment where students feel safe and secure and are encouraged to talk, and are listened to. b) Ensure that students know that there are adults within the school who they can approach if they are worried or are in difficulty. c) Include curriculum activities and opportunities, which equip students with the skills they need to stay safe from abuse. d) Train faculty and staff to recognize and support issues of abuse or neglect. The school will work with parents to ensure that children are safe and are knowledgeable about their rights and responsibilities to themselves and to each other so that they can grow and learn in a safe and supportive environment. Roles and Responsibilities ● ●

All adults working with or on behalf of children have a responsibility to protect them. The administration shall be responsible for ensuring that the school follows safe recruitment processes. As part of the school’s recruitment and vetting process, 36

police and criminal background checks will be sought on all staff that have access to children.

Professional Confidentiality ●

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

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

Supporting Students at Risk ●

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

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The school may be the only stable, secure and predictable element in the lives of children at risk. Nevertheless, while at school their behavior may still be challenging and defiant or they may be withdrawn.

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The school will endeavor to support students through: ● ●

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The curriculum to encourage self-esteem and self-motivation. The school ethos which promotes a positive, supportive and secure environment and which gives all students and adults a sense of being respected and valued. A consistent approach which will endeavor to ensure the student knows that some behavior is unacceptable but he/she is valued. A commitment to develop productive, supportive relationships with parents, whenever it is in the child’s best interest to do so. The development and support of a responsive and knowledgeable staff, trained to respond appropriately in child protection situations. Recognition that in a home environment where there is domestic violence, drug or alcohol abuse, children may also be vulnerable and in need of support or protection.

Safe School, Safe Staff It is essential that the high standards of concern and professional responsibility adopted with regard to alleged child abuse by parents are similarly displayed when members of staff are accused of abuse. In the case of a staff member reported as an alleged offender, Nido de Aguilas will conduct a full investigation and take any and all professional and legal steps deemed necessary to protect students.

8.2. School Community Life Council There are 2 groups that meet in order to promote a safe and harmonious environment these are: 1. 2.

Socio-emotional Community Life Council Socio-emotional Community Life Committee

The purpose of the Nido SCL Council (Referred to as “Comité de Buena Convivencia Escolar'' in Chilean Law No. 20,536, Article 15) is to promote a safe and affective environment. This council meets regularly to overview social emotional programs and preventive measures. All divisions at Nido de Águilas (EYS, ES, MS, HS) use negotiation, mediation, mentoring, guidance, or counseling, as a means of peaceful conflict resolution among community members. These conflicts do not include bullying, harassment, abuse, sexual abuse, neglect, or any other case that corresponds to the main concerns of the SCL Committee. It should be noted that both the disciplinary measure and the formative actions promote good coexistence. They both consider the evolutionary development of the boy, girl and adolescents and, therefore, they vary according to age.

SCL Council The SCL Council aims to develop strategies for the promotion of healthy community life through the SCL Management Plan (see section 9.5) and is composed of: 1. 2. 3. 4. 5. 6. 7.

Community Life Chairperson National Plan Director One counselor by Division Human Resource Director Director of Enrollment and Communications Teachers´ representative Students´ Representative 38

8. Parent Association Representative The SCL Council will be chaired by the SCL Chairperson and will meet on a bimonthly basis or as set out in its meetings minutes. The SCL Council main attributions will be to: a) Propose measures and programs aimed at maintaining a healthy school climate b) Assure the annual update of the SCL Handbook and generate a proposal that will be approved by the School Administration. c) Contribute to socialization and dissemination of information d) Generate an SCL Management Plan. e) Monitor compliance of the SCL Management Plan.

SCL Management Plan The Management Plan is the instrument containing the initiatives of the SCL Council to promote a positive school community life. These initiatives can be Divisional or for the entire school community, as well as being part of the classes or extraordinary programs, such as the Outdoor Education Program or Community Service. Nido de Águilas has an SCL Chairperson who is responsible for leading the preparation of a Management Plan and implementation of the suggestions, initiatives, and measures proposed by the Ordinary SCL Committee, aimed at strengthening and/or promoting school community life. The Management Plan should provide mandatory training to all staff in areas of promotion of a positive school community life, for example conflict resolution

8.3 The SCL Committee To address these situations in an appropriate way, the SCL Committee has specified definitions of the concepts that will guide its work. The Definition of the SCL Committee considers the website of the International Organizations: stopbullying.gov, nobullying.com, and Chilean Law (Article 16, Law No. 20,563).

Complaints All members of the Nido community are encouraged to report incidents in which they or others could be victims. The school will not promote anonymous accusations. A report may be verbal or written, and shared with any school employee, who will communicate this information to the SCL Chairperson or Assistant Principal. It is mandatory for parents/guardians, professionals, teachers, teacher assistants, and administrators, to report incidents of physical or psychological violence, assault, harassment, and physical or sexual abuse, immediately or within the next school day. The Principal or Principal Assistant must report the situation to the Headmaster and the 39

SCL Chairperson. The case will be discussed in the SCL Committee Meeting to decide the next steps. All SCL cases should consider the student's privacy The SCL Committee meets when necessary, within a period of two workdays to respond to complaints and must be composed of at least five of the following participants: 1. 2. 3. 4.

SCL Chairperson Two SCL Divisional counselors Divisional Administrator assigned to the incident An administrator from another area.

Procedure SCL meetings are scheduled by the SCL Chairperson or the Assistant Principal. The SCL Chairperson is in charge of leading the SCL Committee meeting. The counselor in charge of the students involved must open a case in the Support Management Service (incident log ) and include all information relevant to the case for the Committee to review. The minutes of the Committee meeting will be recorded by the counselor in charge of the students involved and will record with particular attention the conclusions and decisions of the action plan. Upon completion of the review of the facts of the case, the SCL Committee will collectively decide whether the incident meets the definition, or whether it does not meet the definition of abuse, bullying, cyberbullying, negligence or intolerable offense. The SCL Committee will then decide and discuss the following steps for the case. Following steps may be follow-up meetings, disciplinary action and formative measures or it may require to refer the case to external entities or an external specialist. The SCL Committee uses the flowchart below to determine what course of action should be taken, at what time, and by whom.

Action Plan The SCL Committee decides who will be the person or persons responsible for the determined actions. Disciplinary issues will typically be assigned to the Principal or Assistant Principals. Matters related to socio-emotional situations and child protection will be assigned to the counselors. The SCL Chairperson will be responsible for the process, documentation and follow-up of the case. The Principal, Assistant Principal, and/or counselor will document all aspects of research and consequential actions. These actions include, but are not limited to, one or more of the following: ● ● ● ● ● ● ● ● ● ● ●

meeting with the students involved, notification to the parents/guardians, meeting with the parents/guardians, meeting with others relevant to the case, including alleged defendants, inform Nurse’s Office, psychological interview, sessions with the counselors, report to external entities Collaboration or meetings with external support legal action and prosecution by the authorities, and suspension or termination of employment relationship (if school employee).

In some cases, these actions may conform to a Student Intervention Plan (SIP).

Notification to parents/guardians The parents/guardians will be informed of the start of an investigative process and must sign the action plan that is included in the End of Case Report. The signed plan may include for example, parent/guardian involvement, support, or therapy. Action plans should ideally include all actors such as teachers, counselors, administrators, students, and parents/guardians.

Closing Action plans will be reviewed by the Case Manager, and also by the student, parent/guardian, teacher, or community member who has been affected. After the action plans are sufficiently reviewed by all parties involved, the contact counselor and administrator can determine the next appropriate course of action with the contributions, if necessary, of the SCL Committee.

Situations of abuse If the SCL Committee deems that an action falls within the definition of abuse, relevant authorities must be notified within 24 hours, as provided for in article 175 of the Code of Criminal Procedure and the General Education Law. There must be "certainty" that it meets the definition. If no certainty has been established, the SCL Committee should 42

collect more information as part of its ongoing investigation and therefore have more time to review the case. Cases that are brought to the Prosecutor's Office or other external police authorities should also be reviewed by the school's legal advisors, Divisional Principal, counselor when appropriate, the National Plan Director, the SCL Chairperson, and the Headmaster. Additional Committee meetings may be summoned, if appropriate, to support the various persons involved in the case. However, the final actions to be taken are essentially determined by the Division Principal and/or the Headmaster. It is the purpose of the SCL Committee to provide objective recommendations and determinations on whether the facts of the case meet the definition of abuse, neglect, bullying, or intolerable offenses.

Appeals In the event that an appeal or review of the conclusions of a Committee session is presented, the Principal or Headmaster will review the information presented and determine the final result of the appeal or will gather the SCL Committee to determine further steps. Principal and/or the SCL Chairperson will then meet with parents to share final resolution.

8.4 Child Protection Policy/SCL Definitions The objective of the Nido de Águilas SCL Committee is to promote a safe and affectionate environment. Our Committee has specific definitions on these concepts that guide our work. The philosophical framework considers the website of the International Organizations stopbullying.gov, nobullying.com, and Chilean Law (Article 16, Law No. 20,563).

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

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

students, who individually or collectively threaten another student, using a situation of superiority or the affected student being helpless, resulting in further mistreatment, humiliation, or fear of being exposed to serious evil, 43

b) c)

2.1.

either by technological or other means, taking into account their age and condition, whoever has a position of authority, such as a principal, teacher, teacher assistant, or other, an adult or a parent/guardian of the school community, against a student, other parent/guardian, teacher, or staff (Article 16, Law No. 20,563). Conflict versus bullying: Conflict

Bullying

Balance of power

Repeated

Intentional or involuntary

Intentional

Happens from time to time

Power Difference

Involves both parties "back and forth"

2.2.

Aggressive versus bullying behavior: It is also important to distinguish between aggressive behavior (physical, verbal or technological) and bullying. Not every aggressive behavior meets the definition of bullying, however, bullying by definition always includes aggressive behavior. Therefore, conflict can include aggressive behavior, and yet still fall within the conflict definition (illustrated previously). However, when the conflict results in aggressive behavior or aggressive behavior arises without conflict and includes repetition, difference in power, and intention to harm, then it is considered bullying. Various forms of bullying ● Physical Bullying: pushing, kicking, punching, including threats to injure another and taking or damaging others property. ● Verbal bullying: insults, sarcasm, gossip, spreading rumors, and continuous bothering. ● Emotional Bullying: Tormenting, humiliating, ridiculing, ignoring, or excluding.

2.3. Cyberbullying Bullying that occurs using electronic technology. Electronic technology includes devices and equipment such as mobile phones, computers, and tablets, as well as communication tools including social media pages, text messages, chats, and web pages. Examples of cyberbullying include malicious text messages or

emails, rumors sent by mail or posted on social media as well as photos, videos, or pages with inappropriate content or fake profiles. Cyberbullying is typically considered more serious than other forms of bullying because of the instantaneous and permanent characteristics of modern technological communication. Aspects of the definition of bullying (differences in power, intent, and repetition) are immediate in the case of the use of technology. Cyberbullying through chat groups: This occurs when students, parents/guardians or employees use chat groups to harass, intimidate, exclude or cause psychological harm (intentional or involuntary), including WhatsApp, SnapChat, Facebook, or other similar instant communication applications.

3. Harassment A form of bullying that is based on discriminatory behavior, including, but not limited to, race, color, national origin, gender identity, sex, disability, or religion of any member of the Nido community. Harassment is considered a more severe form of bullying. Discrimination is the basis of harassment, and may include gestures, teasing, graffiti, and physical violence. There is also sexual harassment, which includes unwanted physical contact and unwanted sexual comments.

4. Abuse The main characteristic of abuse is that it is based on some kind of relationship that is used by one of the parties to fulfill the need of the more powerful person, such as a family member, a teacher or a friend. Abuse can be of a physical, emotional and/or sexual nature. Abuse may include: ● Inflicting physical injury to a child by means that are not accidental, causing skin bruises, burns, disfigurements, deterioration of physical or emotional health, loss or inability of biological functions, death, and/or, ● Creating a significant risk of physical harm to a child's biological functioning, and/or, ● Performing acts that are cruel or inhuman, even if there are no visible injuries. These acts may include, but are not limited to, instances of extreme discipline, demonstrating contempt for the child's mental pain and/or suffering, and/or, ● Attacking or criminally mistreating a child, as defined by the criminal code or school policy, and/or, ● Participating in actions or omissions that result in injury or that constitute a significant risk to a child's physical or mental development, and/or, ● Not taking reasonable steps to prevent the occurrence of any of the above.

POSSIBLE INDICATORS OF PHYSICAL ABUSE ● ● ● ● ● ● ● ● ● ●

Unexplained bruises and welts on any part of the body Bruises of different ages (various colors) Injuries reflecting shape of article used (electric cord, belt, buckle, ping pong paddle, hand) Injuries that regularly appear after absence or vacation Unexplained burns, especially to soles, palms, back, or buttocks Burns with a pattern from an electric burner, iron, or cigarette Rope burns on arms, legs, neck, or torso Injuries inconsistent with information offered by the child Immersion burns with a distinct boundary line Unexplained laceration, abrasions, or fractures

5. Sexual abuse Sexual Abuse is committing or allowing any sexual offense against a child, as defined by the Chilean Criminal Code or school policy, or intentionally touching either directly or through a child's clothing, genitals, anus, or breasts for reasons other than the purpose of hygiene or care. This abuse includes sexual contact that is carried out by force or threat of force, regardless of the age of the participants, and any sexual contact between an adult and a child, regardless of whether there is deception or whether the child understands the sexual nature of the activity. Sexual contact between an older and younger child can also be abusive if there is a significant difference in age, development or size, resulting in a child being unable to give informed consent. Sexually abusive acts may include sexual penetration, sexual contact, or non-contact sexual acts such as exposure or voyeurism. Sexual abuse has characteristics that are different from child abuse and that require special attention. While physical abuse is usually the result of immediate stress, and is not normally planned, sexual abuse typically requires planning with results that are more malicious. Planning, known as grooming, often results in victims accepting guilt, responsibility, and shame for the offender's sexual behavior. Sexual abuse requires much more discretion than other forms of child abuse, so it is harder to report. Many victims, through the process of "grooming", are taught that sex is a form of love, so children can be seen happy and well adapted, without presenting negative symptoms as perceived by their loved ones.

POSSIBLE INDICATORS OF SEXUAL ABUSE ● ● ● ● ● ● ● ● ● ●

Sexual knowledge, behavior, or use of language not appropriate to age level Unusual interpersonal relationship patterns Venereal disease in a child of any age Evidence of physical trauma or bleeding to the oral, genital, or anal areas Difficulty in walking or sitting Refusing to change into PE clothes, fear of bathrooms Child running away from home and not giving any specific complaint Not wanting to be alone with an individual Pregnancy, especially at a young age Extremely protective parenting

6. Negligence Negligence is the failure to provide basic needs to a child within their own environment. Negligence may be: ● Physical: For example, failure to provide the necessary food or accommodation, or lack of adequate supervision. This includes the lack of appropriate care by an adult, such as leaving children unsupervised at home for an extended period of time. If parents/guardians are going to leave the country for any reason, then it is the responsibility of the parents/guardians to provide the school with contact information. Appropriate forms to inform a change of parents/guardians are available at school. These are expected to be filled before the parents/guardians leave the country. ● Medical: For example, failure to provide medical care or mental health treatment. ● Emotional: For example, patterns of behavior such as lack of attention to a child's emotional needs, failure to provide psychological care, or allowing the child to use alcohol or drugs. Specific examples may include verbal humiliation, not recognizing the child's presence, invasion of their privacy without specific reasons, violent threats, etc. ● Education: Violation of rights in this area is understood as non-compliance by the responsible adult for sending a child continuously to school. It manifests itself through repeated and permanent absences from the establishment without the corresponding justification. It may also include lack of hygiene, non-attendance of parents/guardians to meetings and/or appointments with teachers or administrators. In some cases, the child may even risk dropping out of school.

Possible indicators of negligence: ● The child is not clean or is hungry. ● Parents/guardians are not interested in the child's academic outcomes. ● Parents/guardians do not respond to repeated communications from the school. ● The child does not want to go home. ● Parents/guardians cannot be contacted in case of an emergency. Conduct indicators do not in themselves constitute evidence of abuse or neglect, nor does an accusation or supposition of abuse mean guilt, but along with other indicators such as family dynamics, may be sufficient to require referral to a specialist.

9. BEHAVIOR EXPECTATIONS AND CODE OF CONDUCT IN OUR COMMUNITY 9.1 Purpose The purpose of the Nido Code of Conduct is to support its students in the development of their socio-emotional learning, as well as to ensure a school environment free of interruptions and focused on learning. We believe that making good decisions regarding behavior, reflecting on one's actions, and taking responsibility for the consequences of one’s actions promotes the physical, mental, emotional and social wellbeing of the entire community. Nido’s beliefs and values are the starting point of the development of socio-emotional learning and are expressed in the classroom through clear and consistent rules, as well as routines and procedures. Nido has a Socio-Emotional Program for character development, which includes class meetings in Elementary and EYS and Advisory Program in Middle School and High School as well as strategies taught in the classroom that promote positive student behavior and conflict resolution (among other aspects that are part of the socio-emotional curriculum). All school staff promote the Code of Conduct to ensure good behavior in all common areas such as hallways, cafeteria and courtyards. The SCL Handbook is a guiding instrument that establishes an order, protects community life among students and among the entire educational community, promotes values, and ensures an adequate climate for education divisions to develop their role and achieve their goals. Work takes place in a tolerant environment of mutual respect, without attacking the physical, psychological, or moral integrity of members of the educational community (internal and external). We respect diversity with no discrimination of creed, race, physical/mental impairment, etc., and have respectful and reciprocal treatment among peers, based on the values project that is part of our Education Program.

9.2 Discipline as an Educational Tool School discipline aims at educating responsibility, personal limits, self-regulation, respect for others, and common good, through compliance with established standards and organization of time and common space. Acquiring a sense of discipline, empathy and responsibility requires preparing children to face situations in which they have the opportunity to learn the meaning of adhering to a standard and the group, and about individual responsibility, which are fundamental conditions for effective student learning. Therefore, school discipline is an educational instrument, and as such, considers the personal circumstances of each student, promoting reflection, self-knowledge, personal and social responsibility, in which dialogue must be the instrument to channel the agreed criteria and procedures, when approaching conflicts 49

and problems in school community life. Nido promotes in each student the development of self-discipline, ensuring that he/she takes responsibility for his/her actions, under the supervision of school authorities. Also, Nido will protect the student from individuals whose behavior or actions interrupt their effective learning. Students and their parents/guardians are primarily responsible for developing proper behavior. Parents have an obligation to work collaboratively with the school in the promotion and acquisition of social and moral standards of conduct, both on and off campus. Fundamentally, students must take responsibility for their own behavior. They are expected to obey all the rules and regulations established in Nido Student Rights and Responsibilities.

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

9.4 Guiding Principles Nido's standards of behavior are based on respect, responsibility, honesty, and kindness. When students make decisions that do not match these expectations, and negatively impact their learning or learning from others, teachers and administrators will work with the student to improve these behaviors. The goals are to preserve a safe and orderly learning environment for all students, as well as to help the students learn from their mistakes. The rules that promote good discipline and a positive social climate are guidelines for integral development. These are: a) Explicit, clear, and known to all. b) Recognized and reinforced when they are followed. c) In agreement with the evolutionary development of students. d) Valued by students and teachers as an essential condition for learning.

9.5. Preschool Level: Social-Emotional Education & Restrictions on the Application of Disciplinary Measures In preschool, the alteration of healthy community life between children, as well as between a preschool child and a member of the educational community, requires an analysis of the developmental stage of those involved in order to implement educational strategies.

Therefore, it’s essential that parents support the protective, preventative, and formative strategies implemented by Nido de Águilas on occasions where what can be perceived as problematic behavior is actually addressed as an opportunity in favor of education and development of life skills of all our students. At this stage, students who exhibit problematic behavior are learning social-emotional skills and social tools that mediate their relationship with others. Disciplinary interventions are aimed at promoting the learning of peaceful conflict resolution, which involves learning to share, play and relate with the social and cultural environment. In the case of students who exhibit aggressive behaviors that affect the safety and well-being of others, the situation is addressed in an integrated and collaborative manner between parents/guardian, teachers, administration, and external professionals, in search of strategies that favor the student's development as well as healthy school community life. Formative Procedures for preschool minor offenses A. For the first minor fault, a conversation will be held with the child and agreements and commitments will be established. B. If no changes are seen in the behavior of the child, the parents/guardians will be informed so they can talk with the child and participate in order to change the behavior. C. The situation will be approached in an integrated and collaborative manner between parents/guardians, teachers, administration, and external professionals, looking for strategies that favor the development of the student as well as healthy school coexistence. D. Record the behavior, situation, follow-up, and accompaniment in the child’s record or Powerschool. Formative Measures for preschool major offenses: A. At the first serious misconduct, the parents/guardians will be summoned to inform them of the child's behavior. B. In the case of physical and material damage, the existence of intentionality will be analyzed, in order for the pertinent replacement or repair to be made by the parent/guardian. C. In the case of aggression, the teacher will initiate a thoughtful dialogue with the child and if the behavior persists, they will follow the following strategies: ● Calling attention verbally or in writing. ● Dialogue with the child, the situation is explained in an educational manner, with serenity and good terms on the part of the teacher. ● Parents/guardians are called for a meeting to inform them of the situation and to establish commitments and possible support strategies for the child. 51

Self-regulation and respect are worked on, simultaneously working with the family in a Student Intervention Plan (SIP). ● If necessary, the parent/guardian will be referred to an external specialist that might be necessary for counselling in order to guide and modify the child's conduct. D. The application of disciplinary consequences will be determined, especially in cases when the problematic behavior reoccurs. For example, a repeated act of aggression which places the student or other students at risk. ●

Intolerable Offenses does not apply to Preschool.

Disciplinary Strategies At preschool level, Letters of Agreement and Behavior Contracts arethe disciplinary strategies that are applied directly to parents/guardians, in compliance with the mandate established by the Intendance of Preschool Education in the Circular that provides instructions on Preschool Education Internal Regulations. Letter of Agreement: The SCL Committee or Administrative Division may decide to present the parents/guardians with a Letter of Agreement regarding behavior, attitude, and academic aspects and/or demands to comply with requested treatments. This letter is valid for one semester and its non-compliance results in a Behavior Contract. Behavior Contract: The SCL Committee or Administrative Division may, at any time of the year, in case of non-compliance with the commitments set out in the Letter of Agreement, or the reiteration of offenses affecting the safety of the child or his/her peers and adults in charge, may decide to present the parents/guardians a Behavior Contract which records the reasons for which it is being applied and the specific actions that the parents/guardians must perform for it to be lifted. The Behavior Contract is valid for two semesters and may be extended exceptionally to a third semester.

9.6 Behaviors that Negatively Affect the School Environment The behaviors described below are unacceptable to the Nido de Águilas School community because they do not agree with the behavioral expectations and negatively affect the educational environment. These behaviors are classified as minor offenses, major offenses, and intolerable offenses, and are applicable to community members at all times within the campus, at all events sponsored by the school, when traveling to and from school events as a supervised group, and also in online behavior. The consequences of any offense will always imply formative measures given students opportunities for growth and behavioral improvement, and often includes opportunities

to amend. When the behavior does not meet expectations, the consequences may also result in the disciplinary action. These consequences are of a progressive nature, but the administration may adjust the consequences as may be necessary, depending on the severity of the incident, the age of the child, and the classification of the offence as minor, major or intolerable.

A. Minor Offenses 1. 2. 3. 4. 5. 6. 7. 8. 9.

behaving inappropriately and/or distracting others in or out of the classroom, refusing to follow instructions in an educational context or in situations that compromise safety, refusing to complete assigned tasks, Arguing and/or insulting, not wearing the uniform properly, including physical education uniform, accumulating excessive tardies in the morning (more than 3 per quarter), accumulating excessive tardies when changing classrooms (more than 3 per quarter), using a mobile phone or interrupting class with it or other electronic devices, and/or using technology inappropriately (more than 3 times per quarter), and causing minor damage to the property or belongings of the school or others.

Formative Actions for Minor Offenses may include: ●

●

Mentoring - The purpose of disciplinary procedures is not to punish, but rather to modify behavior and teach children appropriate coping skills for given situations. Mentoring is used to promote the goals of good behavior and self-discipline. Meeting with the student – Meeting with the student, administration, and parent/guardian, after having been notified by the teacher or administrator (with additional disciplinary actions if the administrator deems it appropriate). Reflexive/reparatory after-school activity – An assignment that must be carried out in the classroom, office, or other place. Meeting with parents/guardians – Meeting with parents/guardians, administration, students, counselors, or teachers, if necessary. Parents/guardians

Disciplinary consequences for minor offenses may include: ●

Warning Letter

●

are expected to cooperate with the school to improve the behavior of their children. Letter of Agreement – The Division Administration may decide to present the parents/guardians with a Letter of Agreement for behavior, attitude, academic aspects and/or demands to comply with requested treatments. This letter is valid for one semester and its non-compliance results in a Behavior Contract. Behavior Contract - That the administration may apply at any time when offenses occur and/or if the Letter of Agreement commitments are not fulfilled.

B. Major Offenses 1. carrying out or inciting aggressive behavior, 2. communicating using discriminatory, abusive, obscene or inappropriate language, gestures or images, (including social media), 3. making inappropriate or unwanted physical contact, 4. skipping class or leaving the classroom without permission, as well as accumulating excessive tardies, 5. engaging in dishonest behavior (lying, purposefully omitting information, or presenting unsubstantiated complaints or accusations), 6. breaking the code of honor (cheating, plagiarizing, forging school documents, etc.), 7. possessing others property without the owner's permission, 8. causing serious damage to the property or belongings of the school or others, including vandalism and destruction of property, 9. using or possessing tobacco, alcohol and/or drugs of any kind, including vaping, and 10. damaging the school's reputation. Student Intervention Plan for Major Offenses (SIP) When a major offense occurs a Student Intervention Plan may be required. The Student Intervention Plan is presented by the administration and will determine the formative actions and disciplinary consequences appropriate for the case. The SIP refers to the level of support required which should always be explained as proportional to the offense. The Administration implements a plan to support the students so that they can function successfully in school. SIP aim is to educate by formative actions in order to help the student understand, learn and practice how to behave appropriately and a disciplinary consequence if appropriate.

Formative Actions for Major Offenses may include: ●

●

Meeting with parents/guardians Meeting with parents/guardians, administration, students, counselors, or teachers, if necessary. Parents/guardians are expected to fulfill their role in cooperation with the school to improve the behavior of their children. Behavior Contract - That the administration may implement at any time when offenses occur and/or if the Letter of Agreement commitments are not followed.

Disciplinary consequences for Major offenses may include: ●

●

In-school suspension - For an appropriate time, depending on the violation and determined by the administration. Students will be supervised at all times by support staff, teachers, or school administrators. Students will have books and learning materials at their disposal during suspension at school and will be able to eat their snacks and lunches at appropriate times. Out-of-school suspension - For an appropriate time, depending on the violation and determined by the administration. Parents will have to pick the student up from school or coordinate for the student to be taken home. See the following Suspension Policy for information regarding academic consequences. Probation Period – Probation period implies that the student's behavior threatens school values, and if there are no significant improvements in behavior, it may eventually result in cancellation of enrollment. It considers a Student Intervention Plan (SIP), which includes the school, parents/guardians, and student. The school will follow up on this plan and will require the support of the parents/guardians through regular meetings and the implementation of the school's recommendations. Non-renewal of enrollment Non-renewal of enrollment should be recommended by the school administration to the Headmaster and Board. This disciplinary action is exceptional and will be effective at the end of the probation period of the current school year, as it involves the 55

completion of the student's enrollment for the next school year. The school may opt for the non-renewal of students who are in a pre-probation or probation situation, and who do not comply with the commitments and/or the student intervention plan agreed with the school. Similarly, the school may decide not to renew the enrollment of students who behave in a way that severely affects school community life.

C. Intolerable Offenses To protect the safety and well-being of members of our community, there are certain behaviors that Nido considers intolerable, depending on the stage of development in the case of children in their early years of school, and can lead to expulsion. The determination of whether the behavior is intolerable or not is solely at the discretion of the school’s Administration. These behaviors may include: 1. 2.

6. 7. 8. 9.

Incite or participate in harassment, initiation rites, or intimidation of another student or staff member. Physically, psychologically, or verbally assault any authority, teacher, employee, student, parent/guardian or external staff serving the school, both on and off-campus. Threatening with gestures, words, or in writing, authorities, teachers, officials, students, parents/guardians or external staff serving the school, in person or using mass media such as Internet, social media, mobile phones, banners, walls or others. Misuse of social networks, such as visits to pornographic sites during educational or Bringing to campus or possessing weapons or anything that may be considered a weapon (firecrackers, knives, pistols, etc.) or incendiary artifacts. campus activities, taking photographs without consent and/or publishing photographs or material of themselves, staff, students or parents/guardians, denigrating them, or result in defamation or insults of any kind against a member of the school community. Plagiarize, impersonate, alter, forge, steal, destroy, damage, hide, or replace official school documents. Use of official school stamps or symbols, without authorization. Exhibiting inappropriate conduct of sexual connotation inside or outside the school, but associated with the school. Acts that deliberately compromise the school's essential infrastructure.

10. Consume, carry, sell, buy, distribute alcoholic beverages, drugs, or illicit substances or be under their effects, whether in school or in activities organized, coordinated, sponsored, or supervised by the school.

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

Formative Actions for Intolerable Offenses may include:

Disciplinary consequences for Intolerable offenses may include:

1. Meeting with parents/guardians - 1. Suspension Meeting with parents/guardians, 2. Probation period, with an intervention administration, students, plan including the school, counselors, or teachers, if parents/guardians, and student. necessary. Parents/guardians are 3. Expulsion, consisting in the cancellation expected to fulfill their role in of a student's enrollment during the cooperation with the school to current school year. The application of improve the behavior of their this sanction is exceptional and must be children. approved by the Board on the 2. Student Intervention Plan recommendation of the Headmaster, although any Principal can propose it.

9.7 Disciplinary Offenses Mitigating and Aggravating Circumstances. Faults to the rules of school community life will be punished gradually, according to their severity–based on the classifications above, the student’s age, and the mitigating and aggravating circumstances of each particular case.

Mitigating circumstances Depending on the context in which a particular situation of transgression or disciplinary misconduct occurs, and for the purposes of determining the sanction to be imposed, the following circumstances will be considered as mitigating: 1. Age, socio-emotional development, and personal circumstances (including family or student social circumstances). 2. Student’s spontaneous recognition of the fault and acceptance of the responsibility in the consequences of his/her behavior or offense. 3. Having had previous provocation or threat proportional to the student’s misconduct. 4. Having the best intentions and effort to repair the harm caused, or to prevent further consequences. 5. Having been induced to commit the offense by a person with more age, power, and/or psycho-affective maturity. 6. Having had good previous behavior.

Aggravating circumstances In turn, the following criteria and circumstances will be considered to establish whether a particular transgression is more serious: 1. Reiteration of negative behavior. 2. Previous misbehavior registered on the student's record, even if it is not related to the recurrence of a specific behavior or transgression. 3. To have acted with premeditation. 4. To have taken advantage of the trust placed on the student. 5. Having lied, deceived, or taken any action intended to conceal the transgression. 6. Having taken advantage of conditions of weakness of others.

Suspension of academic activities as a precautionary or preventive measure during the investigation process. As a preventive or precautionary measure and for the duration of the investigation process, the school may suspend students or members of the school community who have engaged in a serious or intolerable offense that might result in non-renewal of enrollment, expulsion, or seriously affect school community life. This is an exceptional measure and applies when the situation is a real risk to members of the educational community. The decision of the school of taking the preventive suspension measure will be notified as soon as possible to the student and his/her parents/guardians. The reconsideration of the resolution adopted by the school may be requested, which must be submitted to the Headmaster in writing, within 5 school days. After the correct presentation of the reconsideration, the Headmaster will summon the Executive SCL Committee, which, as a collegiate body, will study and resolve the case. 58

The resolution will be notified to the student and his/her parents/guardians in the most expeditious manner. No appeal can be made against the resolution adopted by the Committee in this regard. Having decreed the suspension preventive measure for the duration of the investigative procedure, the decision of the case must be made within a period of no more than 10 school days, unless this obstructs the exercise of the rights of the accused, or if school community life is being seriously affected, and there is a verified or imminent risk to the physical or psychic integrity of members of the school community, which must be proved on a case-by-case basis. If in exceptional cases the investigation lasts more than 10 business days, the student may request a new appeal.

Procedure for conducting an investigation To apply the consequences detailed above, the following rules will be considered when an investigation is required: 1.

2. 3.

8. 9.

A community member will share the case information with the corresponding Principal or Assistant Principal, this information will be registered in the student's record, and an Administrator will inform the student of the transgression. The Principal or Assistant Principal will listen to the students, allowing them to present their version of events and provide the relevant background information. In the event that the Principal or Assistant Principal decides it necessary to conduct an investigation, they will (i) record the circumstances in writing, (ii) include the background information reviewed and proceed in the indicated manner, (iii) determine which school administrator will be appointed to instruct the investigation and its time limit, that may not exceed 25 school days, including the appeal period in cases of cancellation of enrollment or expulsion. The decision resulting from the investigation procedure will be notified as soon as possible to the students involved and their parents/guardians, unless this hinders the success of one or more investigative proceedings, in which case notification will be deferred until proceedings are finished. Once the above-mentioned procedure begins, the person appointed for the investigation will take all the necessary steps to clarify the incidents, and in particular, will summon those offended, their witnesses, and the accused student, in order to present the background they deem relevant to the case. During the inquiry, the person appointed to carry it out may seek authorization from the students, in the presence of their parents/guardians, to access the content of personal items such as mobile phones, computers, tablets, among others. Once the accused students are summoned to appear in the investigative procedure, they will have a period of 3 school days, extendable by the same period at the request of the affected person, in order to present their defense, discharges, and provide evidence deemed relevant. In the event that intervention of third-party specialists is required, this will be done by the person requesting it. During the proceedings, the guarantees of due process as well as the principles of non-discrimination must be respected. 59

10. The student may be suspended during the investigation process, in accordance with the requirements and criteria laid down for this measure in this Handbook. 11. Once the investigation is completed, the appointed investigator will write a report with the work done, the conclusions, and the recommended measures. 12. The background information collected must be made available to the corresponding Principal or Assistant Principal, who will prepare a detailed review and analysis, and issue a Final Resolution within a period of not more than 5 school days. The Resolution must include: (i) the facts accredited on the basis of the background information collected, (ii) whether the facts accredited constitute one or more faults provided for in this Handbook, (iii) the decision to acquit or sanction, as appropriate, and (iv) the disciplinary measures taken. 13. At least two staff members must be present at the interviews, which must be formally documented and signed by all participants.

Expulsion Appeal Procedure The appeal of an expulsion must be presented in writing, within 5 school days from the date of the written notification to the parents/guardians, to the Headmaster, who within a maximum period of 5 school days, must make a decision. That decision, on behalf of the school, will be final.

10. INCIDENTS INVOLVING SCHOOL EMPLOYEES AND STUDENTS In the event that a school employee is reported as an alleged aggressor, an Extraordinary Committee (SCL Committee and a member of the Human Resources department) will be scheduled by the SCL Chairperson or Assistant Principal. The Extraordinary Committee will meet to discuss and examine the incident based on the definitions set out in this handbook. If recommended by the committee Nido de Águilas will conduct a full investigation and will follow all professional and legal steps deemed necessary to protect students. The Extraordinary Committee has the responsibility to determine following steps safeguarding the student's safety as a priority. The Committee will be responsible for the investigation and documentation of the incident. Final recommendations have to be approved by the Headmaster. Depending on the circumstances, recommendations may include referrals to internal (Counselor, Administration, others) or external entities (External support, legal authorities , others).

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

Language Support Language support is provided by the English as an Additional Language (EAL) department. Nido’s EAL team offers various programs in each division. In the EYS, the EAL team offers consultation and ongoing professional development for the classroom teachers. In all other divisions, the EAL team may offer consultation, in class support, pull out support and Accelerated English Academy (AEA). In class support is provided for students in G1-12 in collaboration with the classroom teacher and is based on student need. In class support may include co-teaching, small group instruction and individual support. Pull out support is offered to students in G1-12. In MS/HS pull out support is designed as an English for Academic Purposes (EAP) program, which focuses on the development of academic language and developing students' written expression to meet grade level expectations. The AEA is provided to students in G4-12 who have demonstrated that they require scaffolded literacy instruction and in class support in other subject areas. Students in the EAL programs are tested once a year with a language assessment and are monitored throughout the year through observations, student work and both formative and summative assessments. Student’s EAL programs may be adjusted at the end of each academic year and in some cases, may be adjusted at the end of the first semester based on the aforementioned data. Students progress is documented in an EAL report that is shared with parents at the end of semester 1 and semester 2, which includes program recommendations for the subsequent year.

Academic Support Academic support is provided by the Learning Support department. Nido’s Learning Support team offers various programs in each division. Each program has entry and exit criteria based on diagnostic data, teacher input and ongoing progress monitoring. Students in the Learning Support programs are assessed throughout the year and are monitored through observations, student work and both formative and summative classroom assessments. Student’s Learning Support programs may be adjusted at the 62

end of each academic year and in some cases, may be adjusted at the end of the first semester. Students progress in all divisions are documented in an Individualized Learning Plan (ILP) that is shared with parents at the end of semester 1 and semester 2. In the EYS, the Learning Support team offers consultation and ongoing professional development for classroom teachers. In ES, students who are receiving a tier 2 level of academic support may be placed on an Intervention Report. In the ES, the Learning Support team offers the following intervention supports: reading intervention, reading intervention in spanish, math intervention, learning lab and in class support. Reading and math intervention is provided for students in G1-5 outside of the classroom setting in small groups using research-based programs. Reading intervention in Spanish is a similar structure but is only provided to students in G1-3. Learning Lab is for students in G3-5 who require executive functioning support in the areas of time management, study skills, self-advocacy, organization and self regulation. In class support is provided to students in G3-5 and may include co-teaching, small group instruction and individual support. In MS and HS, the Learning Support team offers Learning Lab for students in G6-12, Math Lab for students in G9-12 and in class support for students in G6-12. The Learning Lab in MS and HS is similar in design to the ES and supports students in the areas of time management, study skills, self-advocacy, organization and self regulation. The Math Lab was designed in conjunction with the HS Math department and is for students who have not established the foundational skills for the IB Math pathway. In class support is a collaborative process with the classroom teacher and may include co-teaching, small group instruction and individual support.

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

Student Support Services programs require a supplemental fee. These programs include: Accelerated English Academy, EAP, Math Lab, Learning Lab and long term Reading Intervention lasting a year or more. Depending on the student's needs, participation in these programs may be required for as long as the school deems necessary. To provide better support, the school may request diagnostic assessments and/or additional services from external professionals. To meet the needs of students, parents/guardians must provide these services and/or use the services provided by the Nido Learning Resource Center (LRC). The LRC is located on the Nido campus but is staffed by non-Nido practitioners. Currently, the LRC provides assessment and direct services in the area of occupational therapy, speech/language therapy and also retains a psicopedagoga for psychoeducational assessments. If the family decides to perform a diagnostic 63

assessment or receive services from its own provider and not the LRC, the family must agree to provide all assessments and reports to Nido. Families are required to provide complete information on students' needs at the time of applying to school. Not accurately delivering information or omitting information may lead to non-renewal of enrollment. Students whose academic needs exceed tier 3 support capacity will follow the normal retention protocol if they cannot meet basic academic requirements. Students who are retained twice in the same cycle will not be considered to continue as Nido students. In this situation, the student’s parents/guardians will meet with the administration and receive a written notification, the case will be reviewed, and they will be notified about the actions taken by the school.

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

12. APPENDIXES 1. Nido de Aguilas Assessment Policy (Reglamento de Evaluación y Promoción)

2. Nido School Safety Plan (Español)

3. Prevention Strategies And Protocol Of Action In Cases Of Sexual Aggressions And Acts Of Sexual Connotation That Threaten The Integrity Of The Educational Community

4. Prevention Strategies And Actions Protocol In Case Of Detection Of Situations Of Vulneration Of Rights

5. Prevention Strategies And Protocol For Action In Situations Of Physical And/Or Psychological Violence From An Adult To A Minor

6. Prevention Strategies And Protocol Of Action For Situations Of Physical And/Or Psychological Violence Of A Minor Towards An Adult

7. Prevention Strategies And Protocol Of Action For Situations Of Physical And/Or Psychological Violence Among Adults Of The Educational Community

8. Prevention Strategies And Protocol Of Action In Situations Of Physical And/Or Psychological Violence Among Peers

9. Protocol Against Drugs And Alcohol

10. Disciplinary Measures Applicable To Parents/Guardians

11. Retention And Support Protocol For Students, Fathers, Mothers, And Pregnant Students

12. Changing Clothes And Hand Washing Protocol

13. Field Trips Protocol

14. Child Rights Based Approach

15. Transportation Contract 16. Protocol on Admissions Criteria and Requirements