Faculty & Staff Handbook • 2024-2025

ALL DIVISIONS

SCHOOL HOURS: 8:00 AM - 3:10 PM

FACULTY AND STAFF ARRIVAL TIME: 7:30 AM

FACULTY AND STAFF DISMISSAL TIME: 4:00 PM (4:45 PM IF THERE IS A SCHEDULED FACULTY MEETING)

Escuela Americana El Salvador

MESSAGE FROM OUR GENERAL DIRECTOR

Dear EA Faculty Members,

I am delighted to be part of the EA community and welcome you to the 2024-2025 school year! Please find attached the Instructional Staff Handbook and the Parent Student Handbook. They contain important information to help you fulfill your responsibilities. Although they cover a lot, they may not address every situation you encounter as a professional. However, I hope these handbooks will answer most of your questions and serve as useful and informative tools.

As a member of the Faculty at Escuela Americana, you have a unique responsibility. You are entrusted with overseeing, guiding, and directing the education and minds of children. Whether they are as young as three years old or 18, they all look to you for guidance and direction. Even during challenging times, the students and their parents look up to and respect you, as you are the teacher, the professional, and the decisionmaker.

We all need to have a common foundation, and this publication provides that. Read, learn, ask questions, and enjoy. I wish you a great school year, one that is rewarding to you personally and professionally.

This handbook is a condensed version of all school policies. Please refer to the following link for the complete set of formal policies: https://drive.google.com/drive/ folders/1DO6lJu8UONysxVpiY3n_sDyXY4I4fxZA

With best wishes for the upcoming school year,

Ms. Nelyda Miguel General Director

J ABOUT OUR SCHOOL

ESCUELA AMERICANA MISSION AND VISION

For a Whole Life: Connect • Create • Explore

WHOLE CHILD DEFINITION

The ideal EA whole child is an individual who, guided by our core values and a clear sense of self and well-being, seeks to become a responsible member of society and an active global citizen. The EA whole child will continually strive to improve, be reflective and inquisitive, be accepting and respectful of others, and be genuinely inclined to serve their community. The EA whole child is equipped with communication, collaboration, critical thinking, problem-solving, informational literacy, adaptability skills, and a high level of self-efficacy; the whole child is committed to achieving his or her full potential.

CODE OF CONDUCT

Escuela Americana’s Code of Conduct is the basis upon which we construct our lives in this learning community. The Code informs our actions and our policies in fulfilling our educational mission. The Code of Conduct is not, however, a disciplinary system. It is a set of expectations and values that frames our lives together.

We proudly commit ourselves to: Uphold honesty, responsibility, and respect, Reject meanness; ease other’s pain, Listen to others; work together, avoid offensive behavior, Use appropriate language, tell the truth; be genuine. Overcome the temptation to steal or cheat; Act honorably, decide when to follow and when to lead; Be a positive influence on others, Be patient, consider the consequences, and Care for our school and community.

It is and shall remain a privilege, not a right, to be an Escuela Americana community member. Therefore, I accept, understand, and agree to live within the spirit of the Code of Conduct. If my behavior puts my well-being or the well-being of others at risk, or has a negative consequence for our Escuela Americana, the school has a right to intervene.

HONOR CODE

Embedded in the Code of Conduct and an important part of Escuela Americana’s history is the Honor Code. The EA Honor Code is a clear statement of fundamental expectations that forms the foundation of academic and personal integrity. Compliance with the EA Honor Code is a fundamental expectation for all EA community members, and failure to comply with it will result in disciplinary sanctions.

The EA Honor Code states:

I will not lie, cheat, or steal, nor will I tolerate those who do.

J ACCREDITATIONS

Escuela Americana is accredited by the New England Association of Schools and Colleges (NEASC) and the Salvadoran Ministry of Education.

It is vital for private schools to be accredited by organizations that support the learning, growth, and development of institutions around the world. Accreditation demonstrates that Escuela Americana is an outstanding institution and we all should be very proud of our school.

NEASC is an independent, voluntary, nonprofit membership organization that connects and serves over 1500 public, independent, and international schools in the US and worldwide. Founded in 1885, the New England Association of Schools and Colleges (NEASC) has been working to establish and maintain high standards for all levels of education longer than any other accreditation agency in the United States. NEASC is made up of three Commissions that work in close partnership to ensure quality education for all students.

J BELONGING AND ACCEPTANCE

At EA we are committed to building and supporting an open welcoming community dedicated to the principles of respect, empathy, dignity, and parity.

Living by this philosophy ensures that our students develop the knowledge, skills, and attitudes to be productive and responsible global citizens so they can excel and make an impact in an increasingly complex world. Acceptance and belonging go beyond tolerance. At EA we strive for acceptance, which takes place when we respect the individual traits of others, recognize the value of each person’s uniqueness, and genuinely welcome people different from ourselves into our community.

At Escuela Americana we recognize that all children and adolescents are equal before the law. Therefore, we welcome belonging and strive to build a community of dignity. We recognize the paramount importance that all students have the right to feel safe, secure, and respected when they come to school. As a community, our definition of belonging and acceptance includes but is not limited to characteristics such as; race, culture, gender, age, color, ethnicity, religion, preference, nationality, family situation, and chronic medical conditions. Acts of discrimination by any member of our community – including bullying, taunting, violence, disrespect, or intimidation, are obstacles to both learning and teaching. Article 57 of Ley Crecer Juntos states that students must receive an “education based on tolerance, mutual understanding, respect, and solidarity”.

These behaviors violate EA’s community values: Responsibility, Integrity, Courage, and Kindness. To that end, we condemn and strictly prohibit all forms of discrimination and harassment. Escuela Americana reserves the right, at its sole discretion, to discipline or dismiss any student or family whose actions violate this policy and will adhere to the Escuela Americana Discipline System.

This policy is in accordance with article 57 of Ley Crecer Juntos.

CHILD PROTECTION POLICY

J INTRODUCTION

This policy aims to provide all paid staff members, children and young people, and their families with a clear and secure framework for ensuring that all children in our school are protected from harm, both while at school and when off the school’s premises.

Practitioners who work with children in Escuela Americana will read this policy within the framework of LEY CRECER JUNTOS, MINED stipulations, the Board Policy Manual, the Faculty Handbook, and the Parent-Student Handbook.

Every employee is required by the MINED to take an 8-module course on “Ley Crecer Juntos”. New staff members will be required to take the course when requested to, either by the administration or by the Ministry of Education or other government office.

J PURPOSE

Following this protection policy will help to protect children from abuse and inappropriate behavior from adults. It will also help staff and volunteers to maintain the standard of behavior expected of them and will reduce the possibility of unfounded allegations of abuse being made against them.

Escuela Americana believes in supporting all aspects of children and young people’s development and learning, and keeping children safe. We understand that emotional and social aspects of learning create a foundation for all academic learning. If a child has not been supported to understand, express and resolve their feelings, they may not have the ability to share with other children, resolve the small conflicts that arise in day-to-day classroom life, or concentrate on learning. Their frustrations may cause a range of antisocial, disruptive, overly compliant or withdrawn behaviors.

All staff will work to ensure that:

Children and young people feel listened to, valued, and respected

They are aware of indicators of abuse and know how to share their concerns appropriately

The educational staff plays a crucial role in helping to identify welfare concerns, and indicators of possible abuse or neglect, at an early stage. Escuela Americana is committed to referring those concerns via the Division Directors.

In order to ensure children are adequately protected, we will ensure that

• All staff are regularly trained in basic Child Protection awareness.

• All staff have read and understand the school’s Child Protection Policy and are aware of the indicators of child abuse and how to respond to concerns or disclosures of abuse by children.

• All children, young people, and their families have access to the Child Protection Policy via the school’s website.

• The child protection policy is reviewed on an annual basis by the Division Directors, General Director, and the Governing Body

- All paid staff are subject to rigorous recruitment procedures

- All paid staff are given appropriate support and training

J DEFINITIONS

EA has developed and adopted an appropriate definition of child abuse, including physical, emotional or sexual abuse, sexual exploitation, neglect and commercial exploitation, and inappropriate behavior of children toward other children.

PHYSICAL ABUSE

EMOTIONAL ABUSE

SEXUAL ABUSE NEGLECT

The use of physical force that causes actual or likely physical injury or suffering (e.g., hitting, shaking, burning, torture.)

Any humiliating or degrading treatment such as bad name calling, constant criticism, belittling, persistent shaming, solitary confinement, or isolation.

All forms of sexual violence, including incest, early and forced marriage, rape, involvement in pornography and sexual slavery. Child sexual abuse may also include indecent touching or exposure, using sexually explicit language towards a child and showing children pornographic material.

Persistent failure to meet a child’s basic physical and/or psychological needs. Examples include failing to provide adequate food, clothing and/or shelter; failing to prevent harm; failing to ensure adequate supervision; or failing to ensure access to appropriate medical care or treatment.

SEXUAL EXPLOITATION COMMERCIAL EXPLOITATION

Any actual or attempted abuse of a position of vulnerability, differential power, or trust, for sexual purposes, including, but not limited to, profiting monetarily, socially, or politically from the sexual exploitation of a child.

Any form of exploitation of children for the purpose of financial gain by an individual.

Examples include:

(i) Exploitation through child labor and in accordance with international law

(ii) The sale and trafficking of children and adolescents

(iii) The removal of human organs or tissues, as well as their marketing

(iv) The contemporary forms of slavery and practices similar to debt bondage, the condition of a servant with forced labor without payment

(v) The work whose nature or the circumstances are likely to harm the health, safety, or morals of children and adolescents

(vi) The recruitment of children for use in armed conflicts or military activities

(vii) The use of children and adolescents for illicit activities such as the production and trafficking of drugs and other narcotics.

BULLYING

Bullying is a specific type of aggression (physical, verbal, or social) which includes behavior that is intended to harm, disturb, intimidate, or humiliate and is characterized by an imbalance of power between individuals or groups.

These incidents differ from normal, common conflicts that take place between students. Students sometimes joke around with each other or tease each other, this is being mean, not bullying. The difference lies in the relationship of the bully and victim, and in the intent of the interaction. In a bullying situation, there is a power difference between the bully and the victim. For instance, the bully is able to intimidate others or has the social power to exclude others from their social group.

If a teacher does not stop racist rhetoric “N” word in English immediately and report the incident to the Director of Division and the Dean of Students at GD. Failure to do so will result in a suspension without pay for up to two days. This response is in accordance with our child protection policies and our responsibility to ensure a safe and inclusive environment for all students.

J LEGAL PROVISIONS AND POLICIES

EA is cognizant of cultural expectations and complies with legal and ethical expectations and requirements regarding child abuse within the country in which it operates.

Escuela American complies with all applicable laws and legal requirements regarding child abuse. In In addition to complying with all penal laws, we also comply with Ley Crecer Juntos, and MINEDUCYT’s stipulations on child safety, and we also rely on the Parent-Student Handbook, the Faculty Handbook, and the Board Policy Manual.

LEY CRECER JUNTOS

• Article 9

• Article 57

• Chapter IV - Education and Culture

MINEDUCYT

General Education Act

Chapter II Teachers

• Artículo 90.c, d, i, j

• Artículo 91

BOARD POLICY MANUAL

The articles that specifically pertain to Student Policies are found in the 500 series of the document:

• 509: Student Conduct/Discipline

• 509.1: Student Conduct

• 509.4: Student Rights and Responsibilities

• 509.5: Student Complaints and Grievances

• 509.5.1: Physical and Verbal Abuse of Students

• 509.5.2: Sexual Harassment

The articles that specifically pertain to Personnel Policies are found in the 400 series of the document:

• 401.4: Complaints and Grievances

• 401.4.1: Physical and Verbal Abuse of Staff

• 401.4.2, 401.4.3, and 401.4.4: Sexual Harassment

BACKGROUND CHECKS

Escuela Americana will conduct criminal background checks for every new faculty or staff hire and will conduct random background checks for current faculty and staff members. All faculty and staff must provide any information and comply with any request that Escuela America may require for this purpose. Escuela Americana may require the faculty or staff member to obtain criminal background checks from El Salvador, the United States (including but not limited to FBI Background Check, National Criminal Database Search, National Sex Offender Registry Search, and/or local state criminal report), or from any other countries where they have resided.

Any faculty or staff member that is arrested or indicted for any crime, must report it to Human Resources directly at most 48 hours after such arrest or indictment. Failure to comply with any provision of this paragraph will result in the immediate termination of the Employment Contract.

EA has specific child protection policies, practices, and faculty and staff training programs to ensure the safety and welfare of all students within boarding facilities, homestays, and residential arrangements and on excursions, trips, and student exchanges.

J UPHOLDING THIS CODE OF BEHAVIOR

All members of staff and volunteers are expected to report any breaches of this code to the Division Director under child protection procedures. Staff and volunteers who violate this code of behavior may be subject to Escuela Americana’s discipline procedures. Any breach of the code involving a volunteer or staff member from another agency may result in them being asked to leave Escuela Americana. Serious breaches may also result in a referral being made to a statutory agency such as the police, the local authority children’s social care department, and/or the Independent Safeguarding Authority.

J ROLE OF STAFF AND VOLUNTEERS

When working with children and young people for Escuela Americana all staff and volunteers are acting in a position of trust. It is important that staff and volunteers are aware that they are seen as role models by children and young people, and must act in an appropriate manner at all times.

WHEN WORKING WITH CHILDREN AND YOUNG PEOPLE, IT IS IMPORTANT TO:

• Respect and comply with local Salvadoran Law (Ley Crecer Juntos) and Escuela Americana policies set forth in the handbooks

• Operate within Escuela Americana’s principles, guidance, and specific procedures

• Follow the Escuela Americana’s child protection policy, acceptable use of technology policy (AUP), and procedures at all times

• Avoid favoritism

• Treat children and young people fairly and without prejudice or discrimination

• Value and take children’s contributions seriously, actively involving children and young people in planning activities whenever possible

• Ensure any contact with children and young people is appropriate and in relation to the work nature of the project

• Always ensure language is appropriate and not offensive or discriminatory

• Always ensure equipment is used safely and for its intended purpose

• Provide examples of good conduct you wish children and young people to follow

• Report all allegations/suspicions of abuse

• Ensure that, whenever possible, there is more than one adult present during activities with children and young people or if not possible, that you are within sight or hearing of other adults

• If a child specifically asks for or needs to meet with you privately, ensure other staff know where you and the children are

• Respect a young person’s right to personal privacy

• Encourage young people and adults to feel comfortable and caring enough to point out attitudes or behavior they do not like

• Recognize that special caution is required when you are discussing sensitive issues with children or young people.

YOU MUST NOT:

• Treat children and young people as if they are silly

• Allow allegations to go unreported

• Develop inappropriate relationships such as contact with children and young people that is not a part of the work of Escuela Americana or agreed with the manager or leader

• Conduct a sexual relationship with a child or young person or indulge in any form of sexual contact with a child or young person. Any such behavior between an adult member of staff or volunteer and a child or young person using the services of Escuela Americana represents a serious breach of trust on the part of the staff member or volunteer and is not acceptable under any circumstances

• Let children and young people have your personal contact details (mobile number, social media site, or address)

• Make sarcastic, insensitive, derogatory, or sexually suggestive comments or gestures to or in front of children and young people;

• Act in a way that can be perceived as threatening or intrusive;

• Make inappropriate promises to children and young people, particularly in relation to confidentiality;

• Jump to conclusions about others without checking facts;

• Exaggerate or trivialize child abuse issues;

• Rely on your reputation or that of the organization to protect you.

Act in any way that undermine the respectful and nurturing environment that is essential for fostering positive learning experiences and emotional well-being.

Such behaviors are strictly prohibited and will be addressed with appropriate disciplinary measures, in line with the school’s code of conduct and relevant policies. We are committed to creating a safe and inclusive educational environment where all students feel respected, valued, and protected from any form of inappropriate behavior.

J ROLE OF PARENTS AND GUARDIANS

Escuela Americana welcomes and encourages parental involvement. Parents and guardians are regarded as valuable partners in promoting positive behavior and will be involved as appropriate. At Escuela Americana it is our obligation to prevent harm within our community and as mandated reporters, we will act on all forms of abuse and harm. In the event of their child becoming the subject of behavior sanctions, parents/guardians will be informed and involved. In certain cases, the school may make requests to protect student welfare such as mandatory psychological evaluation, mandatory therapy, and/or mandatory parent training. Continued enrollment at the school will be dependent on the following- up of the recommendations.

Escuela Americana El Salvador

J ROLE OF COUNSELING DEPARTMENT

EA shall have in place formal learning programs throughout the school experience related to child protection that covers areas such as bullying, personal safety, physical abuse, manipulation, grooming, online safety, healthy sexual behavior, neglect and negligent behavior, self-harm, staying safe away from home, commercial exploitation, and disclosing abuse. These programs are delivered by members of faculty or external providers who are trained in these areas.

The EA Counseling Department is an integral part of the total educational program and it seeks to help every student acquires the skills, knowledge, and attitudes that promote academic achievement and meet personal development needs in the areas of academic, career, personal/social, and global perspective development.

The Counseling Department offers comprehensive services and offers a full range of activities and services for students at EA such as individual and group counseling, classroom lessons, referrals, and one-on-one counseling support. Although immediate individual needs and crises are to be met by the counseling staff, the major purpose and focus is to provide all students with experiences to help them grow and develop. The Counseling Department supports students in four domains: academics, socialemotional, college, and career.

The Counseling Department offers student-centered services and provides developmentally appropriate support at each grade level as well as individual and group counseling opportunities for all students. Counseling works closely with the school’s Head of Social and Emotional Learning (SEL) who manages the implementation of SEL programs such as RULER from Yale University, to provide students and the EA community SEL skills and tools to promote the social and emotional development of every child.

Escuela Americana’s Counseling Department operates on the assumption that all school staff members are involved in activities with students on a day-to-day basis that foster their social and emotional wellbeing. School counselors are central to supporting the mental health and well-being of students in school by providing direct services to students and working in consultative and collaborative relations with other members of the counseling team, members of school staff, parents, and members of the school community.

YEAR-ROUND SOCIAL-EMOTIONAL INTERVENTIONS INCLUDE:

1. Talks for students and teachers on different topics related to well-being, such as healthy relationships, managing emotions, safe technology usage, and communication skills.

2. Family Education Program- yearly scheduled parent education presentations by local and international experts and consultants on different topics related to children and adolescents to align the school and community to its values and teachings.

3. Social and Emotional Learning during Morning Meeting time and Community Time blocks are

integrated into the curriculum, where students learn about and practice social-emotional skills and work on community building in a positive environment that cultivates growth and understanding.

4. Personal safety and appropriate limits with regards to one’s body and personal space addressed with students.

5. Social/emotional and self-care skills training in an age-appropriate manner addressed individually and/or in group activities.

6. Duty to warn notification for parents, including self-harm, suicidal ideation and attempts, serious medical and psychological conditions and/or threatening behavior toward self or others.

7. Training staff on social-emotional concerns (red flags).

8. Senior transition to college talks for students.

9. Campus-wide ban on cigarette smoking, alcohol, and other drugs and their related paraphernalia (students and personnel).

10. Referral for psychological or psychoeducational evaluations when need be.

Escuela Americana El Salvador

J REFERRAL PROCESS

EA has developed structured procedures for reporting suspected or disclosed maltreatment or abuse, including disclosure of abuse that may have taken place in the past. The School has adopted a formal policy identifying actions to be taken, including informing appropriate authorities.

If a member of staff becomes aware of suspected or disclosed maltreatment or abuse, he/she should consult his/her Division Director, Assistant Director, or Counselor as soon as possible, even if it may be necessary to interrupt a lesson to do this. Early referral gives more time to offer help to the student and family before the situation becomes severe or serious. When the matter is already severe or serious, early referral gives more time for others to protect the student.

MAKE WRITTEN NOTES:

• At the earliest opportunity make a written record of your concerns. Record facts accurately and be clear when you are expressing an opinion and the basis for this. These notes will help to ensure accuracy in recalling events later

• Notes should be emailed to Division Director, Assistant Director, and Counselor as soon as possible. Counselor immediately notifies the Child Protection Supervisor who will prepare an incident report.

• Do not take photographs of any physical injuries; record them on a body map. Also, do not use audio to record disclosures.

Once a report has been made, the Child Protection Supervisor shares it with the General Director. The Division Director, Counselor, and Child Protection Supervisor will follow all further reporting procedures. The General Director may consult local authorities when necessary. The General Director should consult with the lawyers when the matter may involve legal repercussions to the student, the parents or the school. The counselor is responsible for monitoring the students who have received Child Protection Incident reports and to alert the Division Director and Child Protection Supervisor in case additional concerns arise.

CONCERN ABOUT SOMETHING THE CHILD SAYS

LISTEN

Do not ask questions or interrogate. Consider interpreting services if English is a second language.

REMAIN CALM

If you are shocked, upset or angry the pupil/ student will sense this and this could stop them from saying more.

REASSURE

The student that s/he has done nothing wrong - tell them it is alright to talk.

DO NOT PROMISE TO KEEP IT SECRET

The student that s/he has done nothing wrongTell the student you cannot keep the matter secret and will need to take advice from someone who can help.

Remember

• If in doubt, consult

• Do not ignore concerns, even if these are vague

• Your first responsibility is to the student

• If you need help or support to manage your own feelings, this can usually be provided

J EXTERNAL ORGANIZATIONS

EA is a welcoming community and works with professionals and external organizations to provide and enhance the services for faculty, students, and their families.

Some partners include:

• Local and internationally-based private professionals: psychologists, psychiatrists, occupational therapists, pediatricians, neurologists, and speech therapists

• External organizations: Forja, Arboretum, Asociación Estima, FUNPRES, and the US Embassy.

• Social Workers from the Salvadoran Family Court System

• School lawyer

• Local and internationally-based schools

J INTEGRATION OF PROCEDURES

Child protection measures are integrated with all procedures and systems (strategic planning, budgeting, recruitment, program management, performance management, procurement, partner agreements, risk management, and management systems.)

The School has procedures in place to ensure that people coming into our campus have been screened and should abide by certain expectations. Part of the recruitment process entails police and criminal records verification, pre-employment polygraph tests, as well as domiciliary visits. Budget is made available to pay for these pre-employment requirements. International teachers must present an FBI check.

Service providers and contractors must follow specific guidelines for entering our campus. Construction workers must also abide by specific behavior expectations. (Please refer to the following documents: Employment Contract, Security Procedures, Normas de comportamiento de Ingreso)

Due regard is given to building and facility design, layout, designation, and use to ensure child safety and protection, within the context of the host country.

All buildings at Escuela Americana are built according to code. All our buildings meet seismic code requirements and care is taken to design them so that they do not pose threats to students. All sharp edges are eliminated, the height of bathrooms and the placement of specific equipment is according to the age and height of the users. Playground equipment is designed for the specific ages of the users

and all of them have surfaces to protect children when they fall. Careful consideration is given to the placement of ramps, as well as the height of the stairs in the different buildings. The buildings are designed so that there are no hidden areas that cannot be easily supervised. The School has over 200 cameras in place throughout the campus that help our security personnel keep track of events. Many of these cameras are directed towards areas where students circulate and are used by Division Directors to follow up on certain issues. Other cameras are located in areas where there is no direct visibility in order to monitor events in those areas.

J REPORTS AND ARCHIVES

All reports of suspected or disclosed abuse and any actions taken by the institution are securely archived, regardless of the conclusions reached.

• All records relating to child welfare concerns are kept in a secure location with a chronology of concerns and actions taken.

• The school will keep written records of any concerns about students, even where there is no need to refer the matter immediately.

• Information from records will only be accessed by staff on a “need to know” basis, with the pertinent Division Director’s approval.

• Key staff will need to know when a student is subject to a Child Protection Plan so they can monitor the student’s welfare.

• Records relating to the student’s welfare will remain on the student’s file as long as the student is at the school.

• All records relating to faculty or staff who have been directly or indirectly involved in any allegation relating to child abuse will be kept in a special file referenced by a notice in the employee’s file. A detailed report of the incident, evidence, and how it was dealt with should be kept, signed by the person in charge of the investigation, and included in the special file.

J MEDICAL PROTOCOL FOR SUSPECTED SEXUAL ABUSE / ASSAULT / TEEN DATING VIOLENCE

SYSTEMATIC ASSESSMENT

Every nursing encounter begins with a systematic assessment. The four components of a comprehensive systematic assessments are listed below. Suggested actions should be performed if indicated and in according with applicable protocols and available resources. Provide any necessary interventions before progressing to the next step of the assessment. These assessment components will be used for essentially every nursing encounter, and it is important to become completely familiar with each component. It will be useful to keep this information in an easily accessible location for continual reference.

SCENE SAFETY ASSESSMENT

Call for assistance as indicated before proceeding.

Any student who shows up with pain in the genital area:

1. Report the case to the doctor on campus.

2. If necessary, report to the counseling office.

3. The doctor will inform the parents/ guardian and will request consent to examine the student.

4. Any medical/ nurse staff will not examine the patient alone or without parental consent.

5. If parents/ guardians cannot be reached at both phone numbers, the doctor will make the decision in the best interest of the student.

ACROSS-THE-ROOM ASSESSMENT

Use the Pediatric Assessment Triangle (PAT)

• Appearance: TICLS - Tone, Interactiveness, Consolability, Look, and Speech

• Breathing: Work of breathing (nasal flaring and retractions); abnormal airway sounds

• Circulation: Visible skin color

PRIMARY (C-ABCDE) ASSESSMENT/IMMEDIATE INTERVENTIONS

• Standard precautions

• Restrict motion of the cervical spine

• Control obvious hemorrhage

• CPR as applicable

• Airway, positioning

• Breathing, O2, mouth-to-mask

• Circulation, control bleeding

• CPR/AED

• Disability, AVPU, pupil check

• Exposure, brief inspection

SECONDARY (FGHI) ASSESSMENT

• Full set of vital signs, temperature, weight, and blood glucose

• Give comfort measures/pain assessment / PQRST pain assessment / Numerical pain scale / FACES visual pain scale

• History and Head-to-toe/focused physical examination / SAMPLE history: Symptoms, Allergies, Medications, Past health history, Last food/drink, Events / Complete or limited physical examination: Inspect, Auscultate, Percuss, Palpate

• Isolate, Injuries, and Additional Interventions / Isolate for communicable diseases; perform additional interventions based on the findings

Escuela Americana El Salvador

EMERGENT

Activate EMS

URGENT

Determine need for EMS

KEY ASSESSMENT POINTS FOR SEXUAL ABUSE OR ASSAULT

NON-URGENT

Return to class or send home

Before taking any decision, notify the Doctor on campus and call the Division Director.

• Psychosocial history

• Menstrual status/possibility of pregnancy

• Long-term sexual abuse must be reported to appropriate authorities at school.

• Focused physical examination for acute injuries (parental consent required)

• Limit physical contact if assault just occurred to preserve forensic evidence

• Encourage students to bring all clothing worn during the assault to the ER

Immediate Interventions.

Even before you determine the triage category, perform the following actions as indicated:

• Treat any injuries as indicated

• Provide a safe, non-threatening environment

• Ask open-ended questions

• Support student

Note: Any case of suspected sexual assault requires ED treatment and local law enforcement notification. The student should disclose the full account of the assault ONLY to a Sexual Assault Nurse Examiner RN or physician performing the forensic exam. Only specially trained professionals should interview victims of sexual assault.

J DETERMINE TRIAGE CATEGORY AND ADDITIONAL INTERVENTIONS

• Thoughts of death or suicide

• Severe/life-threatening injuries (Trauma protocol)

• Suspected sexual assault

• Ecchymoses/injuries, not lifethreatening

• Alcohol/drug use

• Current, previous, or potential pregnancy

INTERVENTIONS

• Support C-ABCDE

• Directly/continuously monitor student

• Refer to the school counselor as appropriate

• Contact parent/guardian as per policy

• Preserve evidence and send it to ED with the student

• Notify the school administrator

• •Follow-up

INTERVENTIONS

• Support C-ABCDE

• Determine the need for EMS

• Observe students closely

• Provide support

• Refer to school counselor

• Contact parent/guardian to transport student to medical care or home as per policy

• Follow-up

J CHILD PROTECTION POLICY FOR FIELD TRIPS

• History of truancy

• Sudden change in dress or makeup

• Difficulty making decisions

• Abrupt changes in mood or personality

• Combative, possessive, or jealous behavior

• Withdrawal/self-isolation

INTERVENTIONS

• Refer to the school counselor

• Observe student’s behavior with others

• Document findings

• Provide support

• Contact parent/guardian as per policy

• Return student to class or send home as indicated

• Follow-up as needed or per policy

School field trips, participation in extracurricular activities (sports or others), and exchanges are undertaken to further students’ learning and social skills development outside their normal school environment. They aim to further promote the development of the EA Whole Child.

DEFINITIONS

• CHAPERONS: Member of staff employed by the school and authorized by the Division Director to be in charge of a field trip or excursion.

• FIELD TRIP: Any OFF CAMPUS student-learning activity conducted, at which the student is enrolled, that is organized or managed by a STAFF member of the division with previous approval of the Division Director.

• CO-CURRICULAR ACTIVITY: any activity that does not fall within the scope of the school’s regular academic curriculum, but is officially approved and connected with the school. EMERGENT

• EXCHANGES: Any INTERNATIONAL student-learning activity that is organized, hosted, and conducted by a school in another country; in which a student enrolled at our school can participate. This activity is managed by a STAFF member of one of Escuela Americana’s divisions and with the previous approval of the Division Director.

POLICY RULES

1. Only field trips and exchanges that have a clear educational purpose will be approved.

2. The division director must previously approve field trips and exchanges, before any information is shared with students and families.

3. Field trips and exchanges involving high-risk activities or locations will not be approved. When there are doubts about a site’s safety, appropriate entities that have access to security reports will be contacted to determine if the area is safe.

4. All approved field trips and exchanges will be planned, organized, and conducted in accordance with the school’s Field Trip and Exchanges Procedures.

FIELD TRIPS AND EXCHANGE PROCEDURES

Approval process

1. Teachers propose field trips that align with their curriculum and learning objectives.

2. Teachers submit a detailed proposal to the Division office outlining the following:

a. Trip details: Destination, duration, date, estimated cost, transportation type, and chaperones required.

b. Educational value: Explanation of how the trip furthers students’ learning and curriculum goals.

c. Risk assessment: identification of potential risks and proposed mitigation strategies.

d. Parental permission.

3. The Student Life Coordinator reviews the proposal for scheduling and logistics purposes.

4. The Division Director reviews the approved proposal by the Student Life Coordinator and authorizes the field trip or exchange, including international student experiences.

5. The General Director (when applied) approves or rejects the proposal based on the Division Director’s recommendation.

Planning Process

1. Once approved, teacher develop a detailed itinerary, secure transportation, obtain necessary permits.

2. Coordinate and communicate with parents and students through informational meetings.

3. Prepare all necessary materials and equipment.

During the trip/exchange

1. Ensure adherence to planned itinerary and established student behavior expectations.

2. Maintain accurate headcounts and supervise students throughout the trip/exchange.

3. Manage logistics and address any unforeseen challenges.

4. Be prepared to handle emergencies according to established procedures.

5. Maintain clear communication with school administration and designated contacts.

6. Ensure effective communication channels between students, chaperones, and parents/guardians.

After the trip/exchange

1. Conduct a debriefing session with students and chaperones to discuss experiences, address concerns, and reinforce learning outcomes.

2. Collect feedback from participants through surveys or discussions.

3. Evaluate the effectiveness of the trip/exchange based on learning objectives, student engagement, and overall experience.

4. Document key findings and recommendations for future trips/exchanges.

RESPONSIBILITY FOR IMPLEMENTATION AND COMPLIANCE

1. Division Directors are responsible for implementation of the school policy.

2. Directors and/or assistant directors are responsible for coordinating and/or delegating aspects related to the trip (including, but not limited to, transportation, lodging, security needs, and verification that required forms have been completed).

3. The Office Manager in each division is responsible for verifying, completing memos, and organizing all necessary forms and documents that chaperones or teachers will need to ensure safeguarding student travel and well-being.

4. Teachers (Elementary) and Grade Level Leaders (Secondary) are responsible for monitoring and verifying that all forms with appropriate and required information have been completed and submitted to the office by the teacher(s) in charge of the particular field trip.

5. Teachers/chaperones are responsible for verifying and understanding all legal documents, medical forms, insurance policies, and all necessary documents required for the trip.

SAFEGUARDING AND WELFARE OF STUDENTS

Refers to policies and practices to safeguard the physical, emotional, social, and healthcare needs of students participating in field trips and exchanges. This section will also include legal requirements for travel.

Please refer to Sections for “Expectations for International Trips, Athletic Competitions, and Field Trips” and “Behavioral Expectations for School Transportation” of the Parent/Student Handbook.

Please refer to the “Acceptable Use Policy” (AUP) regarding appropriate use of electronic communications in the Parent-Student Handbook.

J RECRUITMENT POLICIES

Escuela Americana has recruitment policies and executes rigorous recruitment procedures that ensure all employees and volunteers are of sound moral character and are suitable people to work with children and young adults.

The recruitment procedures in place ensure that all employees that are hired go through a screening process that entails the following:

1. All references are checked and calls are made to verify the written references. A record of the reference check call is kept by Human Resources.

2. Local academic and administrative staff have to provide police and criminal record clearances before they can be offered the contract.

3. International academic and administrative staff needs to present an FBI background check before coming to El Salvador.

4. Maintenance, custodial and security personnel need to provide a police and criminal record clearance as well as undergo a pre-employment polygraph test and a domiciliary study.

J LEADERSHIP RESPONSIBILITIES

EA has clearly defined leadership responsibilities for child safety and duty of care.

The Division Directors along with the help of the Assistant Directors and Counselors take the lead responsibility for child protection which includes support for staff, information sharing with appropriate outside agencies, developing policies, and staff development. At Escuela America, there are two Division Directors who report directly to the school’s General Director.

The Division Directors are members of the leadership staff endowed with the authority and seniority to carry out the necessary functions of this most important role.

The school has a designated Child Protection Supervisor responsible for preparing and coordinating staff training, overseeing reporting efforts, and maintaining proper documentation.

DIVISION DIRECTOR AND CHILD PROTECTION SUPERVISOR RESPONSIBILITIES

• Together with the counseling team, make sure suspected abuse and neglect are referred to the proper authorities.

• Develop and update the school’s child protection and other safeguarding policies so that staff as well as children/families/parents are informed.

• Make sure support and advice are being provided to all members of staff regarding child protection requirements.

• Keep the General Director informed about any issues related to child endangerment.

• Ensure that all staff receive appropriate Child Protection and Safeguarding Training, as well as maintain training records.

• Cooperate with any requests for information from the local authorities.

J POLICY REVIEW

Escuela Americana’s safeguarding and child protection policies and procedures are subject to annual, scheduled review and revision.

These policies will be reviewed at the end of each school year during annual handbook revisions by the Division Directors and General Directors are approved by the Board of Directors.

Escuela Americana El Salvador

STAFF TEACHING PROVISIONS

J PROFESSIONAL EXPECTATIONS

/ CONSIDERATIONS FOR FACULTY 2024-2025 SCHOOL YEAR

1. Must agree to follow all School protocols for the health and safety of the entire community.

2. Abide by Ley Crecer Juntos, General Education Act, and the policies of the School.

3. Maintain confidentiality of the privileged information of the School, this includes, but is not limited to, information of students and parents, employees, work plans, strategic plans, and other information related to the Employment Contract.

4. Commit to using the following modalities: Daily Lesson planning, Design Thinking methodologies, differentiated teaching and assessment, UBD, and project-based learning.

5. All teachers must use Google Classroom, even if classes are on campus. It will be an expectation that assessments and communication are through Google Classroom, and all class materials are up to date on this platform.

6. Update Atlas mapping on a quarterly basis.

7. Faculty are all expected to be on campus on August 7th, 2024. Please consider travel/quarantine restrictions. All teachers must impart classes from El Salvador, even if classes are virtual.

8. Teachers should anticipate teaching part of the school year online (depending on virus and other infectious diseases). This would include the expectation of having most of the classes synchronous. You must agree to teach live classes for direct learning of students daily if we are online.

9. Teachers’ schedule will be from 7:30 am to 4 pm from Monday to Friday, having half an hour to eat their meals. Teachers’ schedules may shift based on new schedules as necessary (7 am duty).

10. Working hours on campus may be altered, always complying with local labor legislation.

11. Class size may be smaller or larger based on student needs.

12. The academic calendar may change throughout the year.

13. Teachers must consider the extraordinary and/or transitory legal provisions that are issued due to infectious diseases or any other emergency situation, which may generate changes in working conditions.

School reserves the right to assign staff into a different role based on the need of the students and the teacher’s qualifications. Based on student enrollment and available staff, teachers may be moved to a different grade level or teach in multiple areas.

J SECONDARY REQUIREMENTS FOR TEACHING FACULTY

• All courses must have a minimum of 7 scored assignments per quarter, at least 4 formatives and 3 summatives.

• Assignments must be graded and returned in a timely manner with grades posted 2-4 days for Math and no more than one rotation for all other courses.

• All assignments must have meaningful feedback (not “good job”) including where they did not meet standards and actionable feedback to improve, based on the rubric.

• No surprises policy - if a student is struggling to meet standards, teachers must communicate with parents (cc assigned administrator) including the current performance observation and actionable recommendations for improvement.

• All core courses must have students participate in a mid-year assessment and end-of-year assessment.

• Students cannot be assigned a grade of 0 for work that has not been submitted. Instead, a placeholder of IE for MS and 20% for HS should be assigned in the grade book for pending work not turned after the due date.

• Once a unit of study is complete, late work will no longer be accepted.

• Extensions must be requested in advance in writing, following the late work policy.

• SDL could be used as a time for High School students to make-up or redo work.

• For cases of plagiarism, teachers should follow the handbook.

Escuela Americana El Salvador

6TH - 12TH GRADE

1ST OFFENSE

Required rewrite. Grade will be assigned for rewrite, and it will be reflected on LB rubric. Minor infraction recorded in disciplinary file.

2ND OFFENSE

Major infraction, rewrite for learning purposes, it will be reflected on LB rubric. Parent conference with Dean of Students. Possible additional administrative action.

• At the end of the course all teachers are required to report the official grades for the MINED grades prior to the end of the year

• Attendance and tardies do matter- please record them each day (requirement)-have bell work for your students while you take attendance- when done they are late

• Atlas mapping (curriculum design) must be completed for each unit with student exemplars

• Lesson Plans are required

• Ensure that your room is ready to continue use by the Extension Program at the end of the day.

EXAMPLES OF SUMMATIVE AND FORMATIVE WORK

Examples of Summative assessments:

• Traditional exams

• End of unit tests

• Research Paper/Projects done in class

Formative assessments:

• Process Essays

• Quizzes

• Discussions

• Group Projects

TEACHER JOURNEY REQUIREMENTS

• Teacher Journey should be completed with your Assistant Director no later than September 20th

• Growth plans should be updated and discussed 3 times per year with your Assistant Director.

• Exemplars will be shared for all Assistant Directors to follow - with clear expectations.

2023 - 2024 ADMINISTRATOR COACHING GUIDELINES

INDIVIDUAL COACHING

Should take place through a combination of face-to-face meetings, formal coaching observation cycles, and informal visits and walkthroughs.

September Goal setting conference for:

1. UbD

2. SBR & assessment

3. Differentiation

Starting in August

Walkthrough

Oct - Nov First formal coaching cycle observation

Teachers will set 2-3 goals related to our school wide initiative workshops at the beginning of the year. Goals will be set within the coaching workshops and finalized at a conference with the Assistant Director assigned to you. Goals should be recorded on the Teacher Journey document.

The Assistant Director assigned to you will make brief visits to all their assigned departmental classrooms at least once a month. Visits should be logged through comments on the Teacher Journey document.

The cycle includes a pre-observation conference, scheduled observation, and post-observation debrief by the Assistant Director assigned to you. Observations are recorded by teacher Journey.

30 min. Conferences

5-8 min. Walkthrough

Pre: 20-30 min

Obs: 45=60 min

Post: 20-30 min.

Nov-Nov Coaching cycle follow-up visits

Dec-Jan First semester Conference

Feb-March Second formal coaching cycle observation for teachers identified as needing additional support (up to 50% of faculty)

April-May Second-semester conference with the Assistant Director assigned to you

As needed, a brief scheduled visit by the Assistant Director assigned to you for evidence of improvement from the first coaching cycle. Updates recorded to teacher journey

Meeting with the Assistant Director assigned to you to review progress on personal goals, adherence to essential commitments, and to review ATLAS curriculum maps from semester one. Goals can be revised as needed. Feedback recorded on teacher’s journey

The cycle includes a pre-observation conference, scheduled observation, and post-observation debrief by the Assistant Director assigned to you. Observations are recorded by teacherJourney.

10-15 min Observation

min. conference

Meeting with the Assistant Director assigned to you to review progress on personal goals and to review ATLAS curriculum maps from semester one. In advance of the meeting, teachers are invited to write notes and reflect on their teacher journey document. The essential commitments section is reviewed and discussed in preparation for contract issuance.

Pre: 20-30 min

Obs: 45-60 min

Post: 20-30 min.

30 min.

PLANNING TEAM COACHING

Includes oversight of teacher planning teams. Teachers should keep a log of their meetings, which the administrator should review regularly along with ATLAS lesson plans.

In addition, administrators should drop in (unplanned) visit planning team meetings to check-in. Once at the very start of the first term and again halfway through. Thereafter, administrators should visit planning teams at least twice in the second term and at least once in the third term.

DEPARTMENTAL COACHING

Includes planning and running department meetings. This should be teacher-centered PLC-style work as decided in administrative team meetings or with the corresponding Director. These meeting times will be used to further the implementation of UbD, differentiation, and SBR implementation/ assessment practices, by each department. This includes using tuning and feedback protocols to refine rubrics and proficiency scales, lesson plans, assignment sheets, performance assessments, and other assessments, etc. Protocols should also be used to look at student work to build a common understanding of mastery as measured by rubrics proficiency scales.

At the beginning of the year, transfer goals and scope & sequences should be reviewed and revised. Departments may also engage in discipline-specific professional growth.

J SCHOOL ACADEMIC CALENDAR

A school calendar is used to coordinate the numerous activities and events taking place for all divisions on the EA campus. Before planning an activity, it is required that the teacher, class, or organization go through the Division Director or appointed designee regarding available dates. Events must be scheduled at least three weeks prior to the date of the event. ALL events and activities are important and must be communicated to the Scheduling Committee at scheduling@amschool.edu.sv or during the regular meeting. The Scheduling Committee (consisting of the chair, appointed by the General Director, a designee from each division, the Athletic Director, and a school operations representative) will then review and place it on the official school calendar. A special events form must be completed including all the details of the event and the name of the person responsible for the event.

The Division Director or appointed designee will then be in contact with the teacher, class, or organization with final approval. Only under exceptional circumstances will any changes be made to the published calendar and only with the specific approval of the General Director.

J DISCIPLINE

Teachers are the authority within each classroom; therefore, faculty members are expected to consistently enforce school rules and expectations. Please review each division section for the appropriate policies and guidelines.

Discipline procedures should be carried out fairly and consistently. Students should be treated with dignity, even when they have misbehaved. Under no circumstances will corporal punishment (physical punishment, contact, or force) be tolerated. Any violation of this rule on the part of any member of the faculty or staff will be grounds for dismissal.

See the Parent/Student Handbook for each division.

J SOCIAL EMOTIONAL LEARNING

Social Emotional Learning is “The process through which people acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions, achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.” - CASEL

Social Emotional Learning (SEL) skills include Self-Awareness, Self-Management, Social Awareness, Relationship Skills, Goal-Directed Behavior, Personal Responsibility, Decision Making and Emotional Intelligence. The Social Emotional Learning Program will include the schools’ Community Values (Responsibility, Integrity, Courage, and Kindness/RICK) that guide our community, Yale’s RULER Approach, Cultures of Dignity, and Community and Culture (CC).

The RULER approach is a school-wide (PK-12) approach developed at the Center for Emotional Intelligence, Yale University. RULER aims to increase emotional literacy and create a space where emotions become central to learning and teaching. RULER’s services help leaders lead, teachers teach, students learn, and families support students. RULER promotes the development of five key emotion skills: recognizing, understanding, labeling, expressing, and regulating. Teachers and counselors provide age-appropriate social-emotional learning opportunities throughout the year in their classrooms, in SEL time, and during Community Time. SEL skills and practices will be continuously reviewed with the support of the Head of Social Emotional Programming, RULER coach, and teachers, Counselors, and Administrators.

J RULER PROGRAM

RULER is an acronym for the five skills of emotional intelligence: recognizing, understanding, labeling, expressing, and regulating. Social and Emotional Learning (SEL) are strategies and skills needed to meet our behavioral expectations. Teachers provide learning opportunities at the beginning of the year. These skills and practices will be age-appropriate and continuously reviewed with the support of the SEL Specialist, Counselors, and Administrator via the new program, RULER.

RULER is a systemic approach to SEL developed at the Center for Emotional Intelligence, Yale University. RULER aims to infuse the principles of emotional intelligence into the immune system of PK to 12 schools, informing how leaders lead, teachers teach, students learn, and families support students.

The development of these five RULER skills relies on four core tools: the Charter, Mood Meter, Meta-Moment, and Blueprint. These skills and tools are introduced to all stakeholders in the school community—school leaders, teachers, staff, students, and families.

J COMMUNITY AND CULTURE PROGRAM

Community and Culture (CC) is a contemporary, research-based program designed in Escuela Americana to develop greater human connection and promote social-emotional well-being. CC guides the whole community to embrace a culture of empathy, compassion, effective communication skills, a growth mindset, and greater self-awareness, by providing individuals with tools for their well-being and growth. CC teaches crucial life skills, including the ability to connect to the self and others, manage mindset and self-talk, develop a positive self-image, take responsibility for his/her actions, and build

J TENETS OF PROFESSIONAL EXPECTATIONS

ESCUELA AMERICANA FACULTY AND STAFF EXCELLENCE:

1. Exemplify and promote strong ethical principles in the school community. Demonstrating high moral standards, honorable behavior, and personal integrity. As staff of excellence, they serve as role models for inspiring and helping students to follow our agreed-upon community values: Responsibility, Integrity, Courage, and Kindness.

2. Enrich the campus with a positive attitude on and off our campus. Creating positive attitudes within the community of Escuela Americana.

3. Meeting all requirements of Escuela Americana. Connection with one another and creating a positive and productive school campus full of members who embrace the need to change in order to meet the needs of our students’ world.

4. Are active learners. Following our mission of connecting, creating, and exploring ongoing professional development and growth throughout the career journeys.

5. Continually seek improvement. Practitioners of self-reflection for their profession and comportment daily.

6. Establish high professional standards. Striving to exceed expectations of Escuela Americana and demonstrate professional presence each day on campus with students and colleagues.

7. Fulfill professional responsibilities in a timely and thoughtful manner. Meeting all requirements of the divisions in a timely manner for the good of the entire institution and willing to go above and beyond with students and colleagues.

8. Show a genuine concern for our students. Authentic care of students daily through patience, empathy and kindness.

9. Successfully partner with colleagues, parents, and volunteers. Can communicate effectively coordinate with all other faculty and staff at EA to meet the combined goals of the School.

10. Honor the confidentiality of the school, student, family, and the entire community. On and offcampus confidentiality is respected by everyone.

11. Respect professionalism within social media usage on and off campus with regards to our community values. Representing the EA community at all times in person and via social media as a professional employee and steward of the Escuela Americana mission.

J TUTORING FOR PAY

Instructional personnel are not allowed to receive any remuneration other than paid by the school as salary for instructing their own pupils before, during, or after the regular period of classroom teaching.

Teachers who wish to tutor students after school that they do not teach are required to register and receive approval in their respective Division Director’s office. Each case will be reviewed to determine if the proposed tutoring arrangement aligns with our professional code of conduct. Counselors who wish to see students in private practice are not allowed to see students in their grades or to provide them with services at school or during school hours and must also register and receive approval from their Division Director. Disciplinary actions will apply for non-compliance with the aforementioned requirement.

International teachers are allowed to tutor in the school libraries with previous authorization of the Division Director. Teachers are not allowed to tutor for pay on campus. No tutoring on the complejo.

J FACULTY MEETINGS

Faculty meetings will be held on the dates indicated in the faculty meeting schedule distributed by each Division Director. No other activities or appointments should be scheduled when these meetings are planned. All faculty and staff are required to attend.

J PROFESSIONAL RESPONSIBILITIES AND DUTIES

Faculty members at EA are community leaders and are expected to conduct themselves as such at all times. Such conduct includes appropriate deportment and intervention when rules are being violated, but it also includes attending school functions both required and voluntary.

Faculty members should attend student and community functions in support of the EA community and to model community membership.

All instructional and support personnel, when appropriate, will be held accountable for carrying out the following procedures in a conscientious and responsible manner. These expectations are taken into consideration as a part of one’s job performance evaluation.

• Signing In: All teachers must check in and out using digital fingerprint devices. Teachers should arrive on campus no later than 7:30 am (Or 7:00 am when duty is required). This is required of all faculty members whether they have a first-period class or not. This is done to ensure faculty safety and classroom coverage.

• Signing Out: All teachers must sign out at the end of the day using the digital fingerprint devices. Faculty members who leave campus other than at the end of the work day must check out with the division office after obtaining permission to leave. This includes visits to the Complejo.

• School Day: Classes are in session from 8:00 am to 3:10 pm. The workday is 7:30 am to 4:00 pm unless otherwise directed by Division Directors or in the event of scheduled meetings or parent Conferences.

• Teachers are expected to begin classes promptly and should not dismiss classes early.

• All faculty is expected to refrain from using their cell phones during instructional hours, or any situation where they are with students in and outside the classroom, fostering attentive and meaningful interactions that maximize learning opportunities.

• During class changes, teachers should be in their doorways to monitor student activity in the hallway outside the classroom.

• Teachers are expected to dismiss students in an orderly fashion and should not allow students to crowd around the door waiting for the dismissal bell. Teachers, not the bell, are in charge of the dismissal of students at the end of a period.

• While class is in progress, classroom doors should not be locked.

• It is the responsibility of each teacher to accompany his or her class to and from assemblies, ceremonies, class meetings, and other events and activities and to supervise students throughout these activities.

• Teachers must attend all required meetings and Open Houses and assist with student supervision whenever needed.

• It is the teacher’s responsibility to follow the curriculum provided by the Division Director.

• It is the teacher’s responsibility to attend all grade level, department, or faculty meetings required of him or her.

Escuela Americana El Salvador

J AI ACCEPTABLE USE POLICY

At EA, we recognize the growing significance of artificial intelligence (AI) and the pivotal role it plays in shaping modern education. In our commitment to upholding our core values of Responsibility, Integrity, Courage, and Kindness (RICK) we are pleased to present our preliminary guidelines for responsible and ethical AI use by students, faculty, and staff.

A Generative, or Large Language Model, AI harnesses the potential of machine learning models to create original content, spanning text, images, and music. Large language model AI includes websites such as, but not limited to: ChatGPT, GPT-4, LaMDA, Apple – Ajax, and others. These preliminary guidelines are carefully crafted to strike a balance between embracing the opportunities that AI offers and safeguarding against potential pitfalls. By adopting AI, we uphold our values of courage in embracing new technologies, kindness in using them for the greater good, responsibility in adhering to ethical standards, and integrity in ensuring academic rigor.

At EA we value and foster a student’s ability to create original work. The purpose of classwork and homework is to build the skills and knowledge necessary for academic success. If AI is used to complete this work so these skills are not practiced and honored, the student is being put at a disadvantage for future success. Furthermore, it becomes difficult for a teacher to assess a student’s learning progression to provide just-in-time learning to move the student to the next level. In addition, it is our purpose as an academic institution to promote independent learners capable of tackling increasingly complex tasks on their own, without relying on classroom teachers, tutors, parents, or technological tools like AI to do the work for them.

Therefore, it is up to the teacher to explicitly state when and how AI should be used for any work assigned. Teachers will look for opportunities for students to build their proficiency with AI tools within the classroom and share examples of ethical use to help students learn about digital literacy. Teaching digital literacy skills with students allows them to understand the pros and cons of technology in a learning environment. However, it is not appropriate for AI to be used with every assignment, and teachers should be explicit about how and when AI may or may not be used by students for educational purposes. Furthermore, by explaining their rationale to students, it provides the opportunity for teachers to underscore the learning objectives and educational goals.

It is the expectation that students will adhere to these guidelines and refrain from using generative AI when not explicitly authorized to do so.

Remember each student is responsible for the work they produce, regardless of the tools employed. When using generative AI, it is essential to scrutinize the content for errors and biases thoroughly. AIgenerated material can sometimes be misleading, outdated, or even false. Caution is warranted as AI generated material is entitled to copyright protection* and can be considered a violation of academic integrity if not presented and/or cited as an AI generated product. We promote a flexible approach where teachers have the autonomy to decide whether to allow, prohibit, or encourage the use of generative AI in their courses. For specific guidelines, please consult your teacher and their course syllabus.

By adhering to this policy, EA can confidently embrace the transformative potential of AI while staying true to our core values. If you have any questions or concerns, please do not hesitate to reach out to your specific teacher or division director. Together, we can harness the power of AI responsibly and ethically, contributing to a brighter future for our EA community and the world beyond.

J ONLINE LEARNING

• All classes are recorded for our records only.

• No recordings can be sent to a student, parent, or family for any reason.

• No recordings can be used if a student misses a class or is sick- --it is the teachers’ responsibility to find a time to meet with those students to catch them up you can not send any class videos.

• You can send your personal pre-recorded videos of yourself teaching - but nothing live with students in the class.

• Zoom - keeps them 30 days - that is enough - no need to keep them or transfer them any longer. The purpose is to have them if there is a problem only.

If you have any questions check with me or your Division Directors! The most important thing is not to send the recordings to anyone for any purpose. We must follow the rules of confidentiality and Child Protection for everyone at all times.

J ESCUELA AMERICANA GOOGLE CLASSROOM DESIGN & PROFESSIONAL EXPECTATIONS 2024-2025

INSTRUCTIONAL GUIDELINES

The intent of this policy is to identify parameters regarding materials and/or topics of instruction within the educational program of Escuela Americana. Teachers and administrators should become familiar with these guidelines and establish supportive, cooperative approaches to implement them effectively.

The teacher is responsible for covering the core curriculum as described in the grade-level expectations and course outlines. The teacher is invited to enrich the curriculum by adding topics and/or units upon prior consultation and approval of the Division Head.

International teachers should be mindful of the culture and conservative nature of the community when preparing materials.

IMPLEMENTATION PROCEDURES

Classroom teachers and Administrators are to reflect professional judgment in complying with the following principles:

• Ensuring that instructional materials and discussions do not negatively reflect upon students or patrons of Escuela Americana because of race, color, creed, national origin, economic status, or political affiliation.

• Ensuring there are no distributions or presentations that represent limited sectarian, partisan, or denominational issues, which might be interpreted as intent to indoctrinate students or advocate specific beliefs. CRT is not taught at EA.

• Ensuring that bulletins, flyers, or other publications do not foster membership or solicit funds for any organization not sponsored or authorized by Escuela Americana.

• Ensuring that the Division Director previously authorized guest speakers.

• As supervisors, it is the responsibility of Administrators to discuss and clarify delicate instructional issues and/or approaches.

In instances where there is doubt concerning content or methods regarding a particular area of study, teacher and administrative personnel will collaborate to make an educationally sound decision and professionally responsible.

CURRICULUM PLAN

All teachers will prepare a curriculum plan in compliance with the guidelines presented by their Division Director and/or Department Head. This course storyboard should be presented to students at the beginning of the school year, together with a statement of expectations and the grading procedures to be employed.

ATLAS RUBICON

Atlas Rubicon is a curriculum mapping and management tool where EA maintains the curriculum for each course in order to demonstrate what was taught that school year.

Faculty are required to accurately complete their curriculum maps for each course they teach yearly. This map should be reflective of what happened in their classrooms during the school year. Curriculum maps in Atlas should include:

ASSESSMENTS

STUDENT EXEMPLARS

RESOURCES LESSON PLANS

DIFFERENTIATION

(CONTENT, PROCESS, PRODUCT)

ESSENTIAL QUESTIONS

ENDURING UNDERSTANDINGS

DESIGN THINKING

REFLECTION

COURSE CONTENT / KNOWLEDGE AND SKILLS

Curriculum mapping is necessary to demonstrate “what we do” for accreditation purposes and is a valuable tool for teachers year to year.

Maps need to be updated and accurate each quarter and reflect what was actually taught in the course.

Expectations for completing course maps:

1. Course description/Course Storyboard, revised and updated, posted by the beginning of Quarter.

2. Unit Calendar, including projected units of study for the course, by the end of Quarter 1.

3. Design and/or revise units using the Unit Planner in Atlas.

4. Design and/or revise GAG lesson plan and upload it in corresponding unit planner(s).

5. Complete all sections of the Unit Planner for each unit taught.

At the end of the school year, the curriculum maps for all courses must be completed in full and represent the year that you covered.

APPENDIX F

Unit Planner template and a brief explanation of each section.

Escuela Americana El Salvador

J STUDENT SUCCESS PROGRAM OVERVIEW

The Student Success Program (SSP) is an inclusive approach to education that provides students who have mild learning differences with the necessary support and interventions to be empowered and reach their academic potential. Support Services are provided in the 2nd through 10th grades through strategic support within the classroom.

The Student Success Program offers students the opportunity to fully participate, contribute and excel. We realize the importance of addressing each student’s needs in the classroom, and we meet these individual needs through teacher support, differentiated instruction, and co-teaching within the core classes. In the Student Success Program, we understand that “Fair is not always equal.” Rick Lavoie, who is an internationally known expert on children with learning disabilities once said, “Fair does not mean giving every child the same thing, it means giving every child what they need.”

At Escuela Americana (EA), students are challenged to achieve and succeed to the best of their ability. Teachers and learning support staff draw from a wealth of knowledge and expertise in various fields to assess, encourage, and instruct our students in the classroom. Below is the Collaborative Framework for Classroom Teachers and Learning Support Teachers who work with students who receive support.

COLLABORATIVE FRAMEWORK

CLASSROOM TEACHER

• Selects the content aims of teaching and learning units

• Assesses and reports on student’s grasp of concepts

• Accepts responsibility for the learning of all students in the class

• Communicate with parents about student learning and progress

• Uses selected interventions/ accommodations with fidelity

• Design lesson plans with the role of Learning Support teachers in mind

LEARNING SUPPORT TEACHER

• Provides background information on learning support students

• Collaborates with faculty, parents, and clinicians to assist students

• Assists faculty in understanding the diverse needs of students and provides appropriate intervention, accommodation and/or, differentiation strategies

• Supports students in and out of class

• Co-teaches and assists with lesson delivery as decided in the co-planning meetings

• Provides regular feedback to content-area teachers about student performance

LEARNING SUPPORT AND CLASSROOM TEACHERS

• Coordinate schedules for learning support Identify and implement accommodations

• Assess learning needs

• Ensure effective communication with parents

• Are present at Parent/Teacher conferences, and associated meetings as deemed necessary

• Clearly identify academic goals for students

• Hold regular common planning times

• Differentiate the instruction of lessons when necessary and/or possible

• Ensure learning support students have relevant and appropriate materials

• Discuss, develop, implement, and modify learning support goals

• Create clearly defined roles for Learning Support co-teacher in daily lesson plan activities.

• Monitor the progress of students with learning disabilities

J RELIGIOUS INSTRUCTION

Escuela Americana recognizes freedom of creed; therefore, parents who wish for their students to receive religious instruction may do so in compliance with the following policy:

Students will not be released from scheduled classes to receive religious instruction. If space is available and the schedule permits, the school premises may be made available outside of regularly established school hours for religious instruction of students enrolled at Escuela Americana who have written parental approval for participation.

School media and communications services may not be used for communication of religious activities other than for participation notice during the registration at the start of the school year.

J PLANNING AND ORGANIZATION OF LESSONS

Each teacher is expected to follow organized daily lesson plans. Each Division Director has a specific requirements concerning the sharing of lesson plans among department personnel.

J PREPARATION / PLANNING PERIOD

The time during which teachers are not assigned a class or supervision duty is to be used either for planning or preparation for their classes, parent conferences, marking papers, or for rest and recuperation. The Faculty Lounge is available to teachers and teacher assistants for their use.

Teachers are expected to be on campus during their preparation/planning periods. They may request through the division office permission to leave for emergencies.

J TEXTBOOK AND “INSTRUCTIONAL MATERIAL” SELECTION

Textbooks and instructional materials shall be selected to best accomplish the curricular objectives of the U.S. and Salvadoran programs. The General Director may request further study and reserve the right to approve all changes in textbooks.

The Division Director, other administrators, and department members will review all suggested textbooks and instructional materials, and upon conference, will recommend to the General Director the chosen book(s) to be adopted.

J PROCEDURES FOR HANDLING A CHALLENGED BOOK OR AUDIO-VISUAL SELECTION

• Criticism must be presented in writing to the General Director, with signature and address. It must include specific page references or a statement of theme.

• Objectives raised will be communicated to the following people for review: The librarian, faculty member in field of subject matter, the General Director, and the Division Director.

• Final Disposition: The reviewing group may decide that the book or audio-visual selection

a) Is suitable for regular circulation.

b) Should be placed in limited or supervised circulation areas.

c) Should be placed in a very limited-use area of the curriculum center.

d) Should be withdrawn completely from school use.

J TEXTBOOKS

IF THE TEXTBOOK IS ASSIGNED

It is the teacher’s responsibility to maintain an accurate inventory of departmental materials and textbooks that are still in use and assigned to him or her. Books should be numbered and the numbers carefully recorded in your grade book when books are passed out to students. The number and condition of a book should be noted so that if a textbook is severely damaged, the teacher must inform the division office so that the student is charged for the damaged book. To help preserve textbooks, students are required to cover all textbooks/notebooks checked out to them for the year. Teachers should make sure that students’ names are written in their textbooks as soon as they are issued. The teacher should frequently check book lists and should call for a rapid accounting by students in the event of lost materials.

As soon as a student loses a textbook, the teacher should notify the parents. If the book is not found, the teacher should send home a Lost Textbook Form (available in the office) with the student. As soon as the student has paid for the book (at the Cashier or “Caja” in the Business Office), he/she can be issued another one. Students who have not returned or paid for lost books will not receive their report cards.

J ACADEMIC ACHIEVEMENTS

The assessment of student achievement is regarded as a major component of the school’s overall educational goals, curriculum, and staff development, as well as a documented process of reporting student progress to parents. The assessment of academic achievement shall enhance instructional improvement efforts and shall serve to measure individual and general levels of student progress.

GUIDELINES

• The assessment of student achievement is essential to the improvement of teaching and learning.

• All assessments should be directed toward meeting the school’s educational goals.

• An assessment plan should provide for improvement through encouragement and self-evaluation.

• The evaluation of an individual student’s achievement should not be based solely on assessment.

• Individual student achievement should not be publicly reported.

• The methods and content of varied assessment devices should be compatible with the methods and content of instruction and are not limited to pencil and paper tests. Oral, practical, project, performance, and alternative assessments should be used.

• Prior to the implementation of an assessment program, concerned persons and students should be informed about the reasons for assessment, what is to be measured, how the assessment is to be administered, and scored, and what reporting and feedback procedures will be followed.

• Assessment results are to be interpreted and reported in a manner most suitable to the purpose for which they are intended.

• School and external assessments should be coordinated to avoid over-testing.

J EVALUATION OF STUDENTS / REPORTING OF STUDENT PROGRESS TO PARENTS

Evaluation of students should be considered a continuous process. Standardized tests, as well as teacher-made tests, should be used as assessment instruments in determining growth in learning.

Teachers will keep detailed and systematic records of the achievements of each student and report periodically on the progress of each student to parents according to the reporting form for the grade level in which the student is enrolled. Interim progress reports will be issued to students in the middle of each grading period.

Report cards will be issued four times per year at the end of each eight-week period. Specific dates for the distribution of progress reports and report cards are published in the school calendar.

Students who have overdue library books, lost books, or other school debts will not be issued a report card until all financial obligations are met. Parents will be notified of any outstanding school debts.

J STANDARDS-BASED GRADING

Standards-based grading is an intentional way for teachers to track their student’s progress and achievements while focusing on helping students learn and reach their highest potential. It is based on students showing signs of mastery or understanding of various lessons and skills. Standards-based grading is a way to view student progress based on proficiency levels for identified standards rather than relying on a holistic representation as the sole measure of achievement used in traditional grading methods.

FAQS ABOUT STANDARDS-BASED GRADING

1. What is standard-based reporting? The standards-based report card communicates a student’s progress toward mastery of learning targets or standards.

2. What is a learning standard?

A standard is a written description of what students should know and be able to do in a particular subject area.

3. Where does EA get its standards?

Our learning standards come from three different curricula: AERO Standards, Creative Curriculum, and NGSS Science Standards.

4. What is the purpose of standards-based reporting?

The purpose is to clearly communicate student learning compared to learning targets. Standardsbased reporting aligns with what we know about how students learn.

We want to be transparent with families about why we assess student work and how we will share this information. Our Report Card Purpose Statement is:

The primary purpose of the Escuela Americana report card is to capture the whole child and communicate, bringing home and school together. The report card documents learning habits separate from academic achievement. Grades reflect what the student understands and is able to do at that point in time, in addition to fostering a growth mindset.

5. How do traditional letter grades differ from standards-based reporting?

Traditional grading averages all of the work that a student has done over a semester into one single grade or percentage. Traditional grading often includes other subjective factors like attendance, effort, and attitude, which might influence the academic grade positively or negatively, but have little to do with a child’s academic understanding.

Standards-based reporting removes extraneous factors and focuses on knowledge, skills, and abilities relevant to the subject. Standards-based grading tells us what students have actually learned. Students will now have more measures of excellence. For example, instead of having just one percentage grade for Reading Language Arts, they will have four indicators to show how they are Reading, Writing, Speaking and Listening, and Using Language- rather than just an overall English language grade.

6. How is “meeting expectations” defined?

Standards-based assessment and reporting seek to provide more consistency in grading practices. Feedback and grades are tied to learning targets. Teaching teams create common “performance level” rubrics and discuss what “meeting standards” means. We grade and report on how and what your child learns.

EA ELEMENTARY STANDARDS-BASED GRADING SCALE

MASTERY

The solution to the problem is complete and clear. Any error is trivial. The problem is correct and all reasoning is provided. The argument is easy to follow and no corrections are needed.

PROFICIENT

The solution displays an understanding of the relevant topics. Some small errors may be found and need to be corrected, but no additional instruction is required for Understanding.

MEETS WITH ASSISTANCE

Partial understanding is evident, but significant gaps in understanding remain without teacher assistance. One-on-one instruction and follow-up is required.

NOT YET

Fragmentary or no response provided. The insubstantial attempt was made on the assignment. There were too many errors to assess.

Not Applicable, standard not taught this quarter

Traditional grades are often influenced by behavioral or non-academic factors such as attendance, participation, effort, and late work. When these factors are included it can influence an academic grade and provide a distorted and inaccurate communication of student learning. If the purpose of grades is to communicate academic achievement, then behavior should not be included in the grade. The layout of our elementary Standards Based Report Card clearly identifies the different academic and non-academic standards assessed each quarter.

Escuela Americana El Salvador

J HOMEWORK

ELEMENTARY SCHOOL

Homework assignments are designed to be meaningful, consistent, and of a reasonably age-appropriate length. Students should have a quiet, well-lighted place to study at home.

All Elementary School students should plan to read each night with a parent or independently.

GENERAL GUIDELINES FOR HOMEWORK TIMES

GRADE LEVEL

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

SECONDARY SCHOOL

PURPOSE OF HOMEWORK

Homework is a tool to help students remediate understanding, practice applying their knowledge, and prepare for the next class period. Teachers should be reviewing homework with students.

“WHY WE DO HOMEWORK”

Homework can be a beneficial tool for student learning if implemented efficiently. We want to help teachers be more cognizant of the demands placed on students and design homework to be more efficient and beneficial for student learning. Homework is to help students practice what was learned in class and get a “sneak peek” of what is coming the next day.

• Regular homework should be assessed for understanding, it may or may not be graded.

• Projects, essays, etc. will require some out-of-class work time and still demonstrate student understanding and should be graded.

• All homework needs an explicitly defined objective as defined in the current Parent-Student Handbook. Homework, if assigned, needs to be aligned with learning goals.

• Homework should not be assigned just because that’s what has been done before or to fulfill an imposed requirement/ or complete classwork.

• All teachers should review any homework that has been assigned.

• Students should have no more than 10 minutes per grade level of homework on any given night starting with first grade (i.e. 30 minutes for 3rd grade and 90 minutes, including all subjects, for 9th grade).

• Out-of-class tasks should be meaningful tasks in which they apply their knowledge to real life situations.

• Teachers are to follow the 10-minute rule and be mindful of the scheduled “no homework” weekends. This means no work can be assigned or due the Monday after the “no homework” weekend. This rule does not apply to Advanced Placement courses in Secondary School

J GRADEBOOKS

Teachers are required to maintain a grade book listing every student in their classes, grades received, and daily attendance. Accordingly, grade books must be designed to provide a self-explanatory determination of grades. In emergencies, the Division Director should be able to determine a students grade at any given time.

During the 2024-2025 School Year, all grades in Elementary and Middle School will be within the Google Classroom. At the end of each quarter the teacher will export their grades to PowerSchool where the main school records will be housed. For High School grades, all grades will be entered and regularly updated in PowerSchool.

Note: As it is sometimes necessary to withhold grades for various reasons, teachers are not to give students quarter, exam, or semester grades prior to clearance from the Division Director.

J TEACHER EVALUATION

EA follows a professional growth journey for every faculty member through ongoing support, collaboration, and personalized development opportunities. EA empowers every faculty member to embark on a continuous professional growth journey.

Teachers who are performing below expectations will be placed on a Performance Improvement Plan. Such plans will include the area(s) in need of growth diagnosis of the deficiency, a plan of action for remediation, timelines for compliance with a plan of action, and date of ultimate determination.

For just cause, a contract may be terminated for any employee of the school at any time under the conditions and provisions of Salvadoran Labor Law.

J DEPORTMENT

Faculty members work with the responsibilities of en loco parentis meaning that we carry the burden of caring for our students “as parents” in performing our jobs. The implications for this responsibility are important. Faculty members are expected to understand and make decisions to serve the best interest of children in both the short-term and long-term. Faculty members are expected to establish a professional, caring, and respectful relationship with students as a framework for affirming, counseling, and correcting students. Faculty members should be friendly with students, not be their friends, and be conscious at all times of professional propriety.

Sexually suggestive comments or actions toward any student are grounds for immediate termination. Such actions toward another adult community member constitute grounds for sexual harassment claims. If faculty members become aware of questionable behavior by an adult in the community, it is their professional obligation to inform their Division Director or the General Director of their concerns. Faculty members cannot escape their responsibility to the school, whether off or on campus. For this reason, any actions on their part, that bring disrepute to the school, may result in actions regarding their contract.

J SUBSTITUTES

In the event a substitute teacher is needed, it is the responsibility of the teacher to contact the appropriate division personnel. Please see each division section for the appropriate directions.

SUBSTITUTE FOLDER (REQUIRED)

Teachers are required to prepare a folder to be used in case a substitute is needed. This folder should contain instructions for the substitute, seating charts (if not used, this should be stated), a copy of the teacher’s schedule, and the information that would assist any substitute to function effectively. Absent teachers should assume that substitutes might not be qualified to do anything beyond giving instructions and collecting work. Under no circumstances should short-term substitutes be expected to evaluate student work.

Escuela Americana El Salvador

PROFESSIONAL DEVELOPMENT

J REQUIRED WEDNESDAY PROFESSIONAL DEVELOPMENT

All Faculty members must attend all of them. No scheduling of appointments off campus. All teachers must be on campus Wednesday afternoons.

The Board of Directors of Escuela Americana recognizes the importance of developing, improving, and extending professional skills and, therefore, encourages its staff to pursue training activities that will help them better meet the responsibilities of their positions.

Professional growth is encouraged through planned in-service (professional learning) programs and workshops within the school, as well as attendance to conferences and professional meetings at regional and international locations. In addition, self-directed professional growth activities initiated by individual staff members are recognized and encouraged.

International teachers who are in the last year of their contract and have not confirmed that they are staying at EA, will not be approved for international conferences.

Escuela Americana staff members, upon the recommendation of the General Director, are authorized to attend conferences provided that:

AAbsence of the staff member can be adequately covered without undue hardship to the students and the school.

BSuch conferences are of genuine relevance to the needs of the school and the individual.

For faculty and staff who are getting a course, workshop, program of study, conference program, degree program, higher degree, etc. via the PD from Escuela Americana:

• The degree should be in your content area

• To apply for a PD training, course, workshop, program of study, conference program, degree program, etc. you need to fill out a PD form.

• The final approval of this form is made by the General Director.

• To qualify for these benefits, the employee must have been in the School for at least one year. If the employee presents his resignation, he will not be able to opt for this benefit, even if it has been previously approved.

• The minimum grade to enjoy this benefit is: 7.0 or “C” (for American programs)

• The School will pay 25%- 75% (percentage determined by the General Director) of the approved

courses for higher education that are included in the budget for local employees, with a maximum of $5,000.00 per academic degree.

• The School provides financial assistance only for one academic degree per employee, be it a Bachelor’s degree, a Higher Education Technician, or a Master’s degree.

• The financial support provided by Escuela Americana does not include the cost of books, registration, or graduation costs. It is only the cost of the monthly fee, which will be reimbursed upon receipt of the diploma, or certificate or upon completion of each semester depending on the General Directors’ approval.

• The employee must successfully complete the certification/degree and present the results of each semester to the General Director’s office.

COMMITMENT TABLE

THE EMPLOYEES WORK COMMITMENT POST-CERTIFICATION WITH ESCUELA AMERICANA IS

Less than $100.00

Between $100.01 and $500.00

Between $500.01 and $1,500.00

More than $1,500.01

• If the employee does not complete or approve the certification, or do not comply with the work commitment time established in the previous table, the employee must reimburse the amount that Escuela Americana supported with.

* If you receive funding towards international travel for PD of/and towards your degree, you will be required to work 2 more years at EA or reimburse the school’s portion of training costs.

See APPENDIX A

RIGHTS AND OBLIGATIONS

J CONFIDENTIALITY OF STUDENT RECORDS

Please be aware that with PowerSchool, Escuela Americana’s new Student Information System - you may have access to your students’ grades in other classes. As a professional employee at EA, it is expected that you are not to share information or print grades that are not from the class that you teach. The student has the right to confidentiality and as professionals, we agree that we are not to share this information verbally, in writing, or to print for anyone. Violation of this student confidentiality agreement may result in disciplinary actions up to possible loss of employment.

J CELL PHONE AND COMPUTER USAGE

All faculty should have access to a computer at home. There may be times when the school closes and all work will be expected to be completed from home.

All faculty and staff are given the use of a school e-mail account. This is a major form of communication for messages, appointments, deadlines, and general information. The school’s e-mail account is not to be used as a method of sending or receiving personal information to or from colleagues or others – it is for Escuela Americana communications only. Therefore, solicitations or the selling of items over e-mail is not Allowed.

It is also the responsibility of each faculty and staff member to perform regular upkeep on their e-mail account. This means reviewing e-mails in the inbox, empty the deleted folder, reviewing the sent messages folder, and clean, sort, or empty as necessary.

There is a limited amount of space allotted to each staff member on the e-mail server and it is very important to be sure to keep the space available for all incoming messages.

It is our expectation that EA employees will respond to all email correspondence within 24 hours of receipt. If more extensive research is needed to answer the question, an immediate reply to the sender noting that delay is appropriate.

Staff members must log out of their computers before leaving their classrooms.

Teachers should not make or receive phone calls or messages on cell phones or other electronic devices in classrooms when students are present for instruction or supervision.

The same holds true for the use of classroom computers for personal business or activities, including e-mail. Such activities detract from a teacher’s attention to the students.

Computer usage should take place only for class activities and users must abide by the Acceptable Use Policy. Personal phone calls and personal computer usage should be done during non-class time.

J FACULTY AND STAFF SOCIAL MEDIA POLICY

Social media is any form of online publication/application that allows interactive communication including but not limited to social networks, apps, blogs, photo-sharing platforms, websites, forums, etc. Examples of these varieties of social media include but are not limited to Facebook, Twitter, Snapchat, Instagram, YouTube, Flickr, etc. Interactive communications/electronic messages include the creation, storage, exchange, validation by “liking” and management of text, images, video, voice, email, fax, etc. over a communication network facilitated by the internet or other broadcast mechanisms.

While social media/electronic messaging can provide innovative educational opportunities that allow us to communicate and share information in meaningful and exciting ways, these tools can also provide a forum for unkind words or images that can quickly circulate and inflict undo harm on innocent victims. Evidence of this potential negative impact upon any community has been regularly documented through media accounts and educational research.

All members of our community should be mindful that infractions outlined in the Escuela Americana Student-Parent Handbook prohibiting certain types of communication and actions also apply to faculty and staff in terms of social media and messaging. Any postings or messages that negatively impact the school community or its members may affect continued employment. It is a professional expectation that all employees represent the school in a positive manner on and off-campus and via social media of all forms.

Faculty and Staff are not allowed to “friend” current students on Facebook, Instagram, or any other social media unless they are a parent of the student. Faculty and staff are expected to refrain from any WhatsApp/text/email conversations that generate or contribute to negative information or gossip that pertains to EA at all times. Faculty and staff are expected to be professional online and offline at all times with anything that pertains to the school, students, and fellow co-workers.

Note: See Appendix C for ESCUELA AMERICANA - iPad and Chromebook Use Agreement (Updating)

J EMPLOYEE ABSENCES

Leaves of varying sorts (specified below) are available under very specific conditions as part of Escuela Americana employment. It should be understood that such leaves are offered within a professional context and with the expectation that employees will use them in a professional manner for the purpose intended. Any employee found to be using or attempting to use leaves in a manner inconsistent with the rules outlined and the intentions of the rules will find themselves subject to financial penalties and disciplinary actions up to and including termination.

There are three basic rules covering leaves:

1. Notification and Discussion: It is imperative that employees communicate with their direct supervisor concerning any absences and so in a timely manner. Clear communication can prevent misunderstandings and inadvertent violations of the policies.

2. Use the allotted absences for the intended purpose: Sick leave days are not intended to be used for holiday purposes, and they should not be used as such.

3. No personal leave will be granted for days either directly before or after holidays or other school breaks, including in-service days.

Regular and punctual attendance of all employees is indispensable to effective school operations. Leaves and absences will be granted in accordance with the laws of El Salvador. Sick and personal days are not transferable to other faculty members.

J SICK AND MENTAL HEALTH LEAVE

The total number of days of absence due to illness for which no deduction is made cannot exceed 10 days during any school year. All employees are affiliated with the ISSS (Instituto Salvadoreño de Seguro Social). On the fourth day of an illness, a staff member is eligible for coverage by the ISSS. Keep in mind that taking care of your mental and emotional well-being is as important as your physical well- being. If you need to take a sick day to take care of your mental health you may. Ideally, this day would be scheduled far enough in advance so that you can arrange your workload or enlist help. The day immediately preceding or following a vacation or holiday cannot be taken as a mental health day.

Tardies: Faculty who are late to work will receive after 4 tardies = 1 absence/sick day.

At the end of the school year, the school pays all full-time teachers and instructional assistants completing the school year an amount per day, established by the Board of Directors, for any unused portion of the ten sick days allowable. Part-time teachers and instructional assistants completing the school year are paid a proportional part.

J PERSONAL LEAVE

An employee may be granted up to two days of personal leave during any one school year for “personal need”. “Personal need” is defined as an unforeseen, crucial circumstance that requires prompt attention/ action. However, whenever possible, personal leave should be requested in advance. All such leaves must be approved by the Division Director.

The day immediately preceding or following a vacation or holiday will not be granted for personal leave. At the end of the school year, the school pays all full-time teachers and instructional assistants for unused personal days.

J SPECIAL LEAVE OR LEAVE WITHOUT PAY

In the case of absence for private reasons, there will be a deduction for each day of the absence equal to the basic daily wage. Such unpaid leave will not be granted beyond a total of three (3) days per school year and prior approval must be secured from the employee’s supervisor. Only the General Director may approve exceptions to this policy.

J BEREAVEMENT LEAVE

For death or illness of a close relative (for instance: father, mother, spouse, and children), a two (2) day leave will be granted without deduction in pay. Where travel to a foreign country is involved, three (3) additional days will be allowed with no deduction, at the discretion of the General Director. If more days are needed please speak to your Director.

J MATERNITY LEAVE

Maternity leave is given to staff members according to the provisions of the Labor Code of El Salvador, which provides a sixteen (16) week leave (112 days).

J RETIRED PERSONNEL POLICY

An employee who reaches the legal retirement age can begin the retirement process. Once the process is completed, the employee will be entitled to receive compensation benefits in accordance with Salvadoran law. If after retirement, the employee wishes to continue working at EA, he / she must complete the Work Beyond Retirement Form, which must be signed and authorized by the Division Director and then by the General Director.

All retired employees will be hired under the following conditions:

• Will be hired as Professional Services subject only to withholding of income tax and AFP.

• The new salary will be defined based on the current salary scale.

• In case of a sick leave, the school will pay 55% of their salary.

• The period of time for which you will be paid during sick leave will be at the discretion of the School.

• The employee will be included in our current Medical and Life insurance policies. If the Insurance company does not accept the inclusion of the employee in any or both policies, the School will not have the obligation to obtain a different policy for the employee.

• A retired employee cannot opt for the Shared Savings Plan Benefit.

J UNAUTHORIZED ABSENCE

An unauthorized absence from his/her duties for two (2) days or more is considered abandonment of the employee’s post and duties, and constitutes automatic dismissal from the position.

J GIFTS AND SOLICITATION

It is the policy of the school that staff members not accept gifts or valuable objects from students or classes in exchange for favors; they may accept only token gifts or remembrances. Staff members may not solicit other staff, faculty, parent, or student donations or services except for those causes approved by the General Director.

J SEXUAL HARASSMENT

All employees have the right to work in an atmosphere free from sexual harassment. Escuela Americana will provide a work environment free from sexual harassment, and will not tolerate such conduct on the part of any employee. Explicit or implicit sexual advances, requests for sexual favors, and other verbal and physical conduct of a sexual nature constitute sexual harassment.

Employees who are sexually harassed by administrators, co-workers, students, or peers have the right to grieve using the procedures set for in Policy 401.4 (Complaints and Grievances). Nevertheless, any step in the grievance process may be waived and the employee shall have the right to proceed to the next step if the supervisor responsible for hearing that grievance is the person alleged by the employee to have sexually harassed him/her.

The General Director shall take the lead in preventing sexual harassment and is responsible for taking appropriate disciplinary action, up to and including termination of employment.

J CLASSROOM MAINTENANCE

Students will model adult behavior; therefore, classrooms should be kept as neat and orderly as possible. Windows and doors must be locked at the end of the school day as well as when the room is left unattended. The floor and board in your room will be cleaned after school each day and the trash taken out. Classroom bodegas must be kept closed and locked at all times. Classroom lights and fans must be turned off when you or your students are not there.

If any repairs are needed, these should be reported to the Division Office.

J SCHOOL ATTIRE FOR EMPLOYEES (FACULTY AND STAFF)

TEACHERS ARE PROFESSIONAL EDUCATORS

STAFF ARE PROFESSIONAL EMPLOYEES ON CAMPUS

Students view their teachers as role models; therefore, it is incumbent upon all employees to portray the best possible image to the Escuela Americana community. Professional appearance and presentation is an expectation. As professionals, teachers are expected to dress in a neat and dignified manner.

• Attire should always reflect respect for self and others. It should also be of such a nature as to elicit respect from students and generally teach respect for authority. Clothing must be cleaned and pressed.

• Blue jeans shall not be worn except on specially announced days. (Please note an exception is made for the Maintenance Department, where blue jeans are acceptable and appropriate work attire.) No shorts of any kind are allowed, except for coaches or PE teachers.

• Dresses and skirts should come to the knee or below, and appropriate for a professional workplace. No mini skirts.

• In consideration of the well-being and safety of our faculty members, the use of extremely high heels is discouraged within the workplace environment. While we respect individual preferences in attire, excessively high heels can pose health risks and increase the likelihood of accidents or discomfort during work hours. Faculty members are encouraged to prioritize footwear that promotes stability, comfort, and overall physical well-being.

• Female employees’ blouses shall not be revealing in cut, style, or material. No halter-tops or tank tops are allowed unless worn under another blouse, shirt, jacket, or jumper. Sleeveless tops are allowed as long as they are not revealing. Blouses that cling, are form-fitting, or expose the midriff or chest when sitting or standing are considered inappropriate as well. If in doubt, please check with the Division Director.

• Slacks are acceptable provided they are clean, wrinkle-free, and not revealing. Cotton and knit pants are permitted as long as they are not tight-fitting. Inappropriate items include spandex/ stretch pants, stirrup pants, warm-ups, jogging pants, windsuits, or any other form-fitting pants, except for coaches or PE teachers.

• Male employees are required to wear slacks and shirts. A tie is encouraged but not required except for specially announced occasions. Special occasions will require the wearing of sports coats or Suits.

• Large visible tattoos are not allowed. Tattoos of any size with inappropriate messages or images should not be visible.

• Visible body piercing beyond conservative earrings is not permitted.

• Employees are expected to wear neat and conservative hairstyles with natural colors only.

J SMOKING AND VAPING

EA is a non-smoking campus. Faculty members and staff may not smoke on school grounds except for those smoking inside their residences. This includes no vaping on the campus or in view of the campus.

J LANGUAGE PROFICIENCY ENHANCEMENT POLICY

All teachers who are not fluent in English are required to participate in English language classes provided by the school, with the aim of improving their English proficiency to facilitate effective communication and instructional delivery.

Additionally, teachers who do not speak Spanish are encouraged to join Spanish language classes offered by the school. By acquiring basic Spanish language skills, teachers can foster better connections with students, parents, and colleagues, promoting inclusivity and cultural understanding within our diverse school community. The school is committed to supporting professional development and creating an inclusive educational environment where effective communication bridges language barriers.

J FUNDRAISING

All fundraising using the name or in the name of Escuela Americana must be received by the Division Director and authorized by the Institutional Advancement Director, Development Director and the General Director.

ESCUELA AMERICANA EXCELLENCE ANNUAL FUND

The primary fundraising campaign school-wide is the Escuela Americana Excellence Annual Fund which runs from July 1st to June 30th. The Annual Fund project is selected by The Advancement Committee each school year and it is approved by the Board of Directors. All donations are tax-deductible for US Citizens and Salvadoran Citizens and donors include.

FUNDRAISING BY STAFF MEMBERS

No staff member may solicit donations or contributions without prior authorization from the Division Director, the Advancement Director, and the General Director. All student fundraising efforts should go towards the organizations or community partners that have been selected (by the voting process) by the student body or towards the Excellence Annual Fund.

FUNDRAISING BY SCHOOL ORGANIZATIONS OR CLUB

Fundraising, when previously approved as appropriate, may be undertaken by student organizations within the school, but all money collected will go to a specific fund administered by the school. Each year, students will choose three organizations (by the voting process) to fundraise for and all monies will go only to those organizations or community partners.

Fundraising activities may also be destined to the Escuela Americana Excellence Annual Fund, which is the primary fundraising effort of the entire EA community.

FUNDRAISING RULES FOR THE ENTIRE SCHOOL INCLUDING ALL SCHOOL CLUBS & ORGANIZATIONS

All fundraising activities are guided by the following rules:

Each fundraising activity must have a stated goal clearly identified in the priorities approved by the Advancement Director.

Collection, reception, and disbursement of funds must be controlled by the Business Office and supervised by the Director of Finance and Operations.

Accounting of all funds must be reflected in the school’s books and must be open to internal and external audit due to legal implications for the school.

All funds collected must be deposited in the School’s accounts.

J POLICIES ON SPEAKERS AND POLITICAL CAMPAIGNS OR OFFICES

POLITICAL CAMPAIGNS AND HOLDING OFFICE

It is the stated policy of EA that we will be apolitical and non-religious in our programs, views, and actions in all affairs of the school. Therefore, regarding political campaigns and offices, EA employees should refrain from active involvement in political campaigns or in holding any political office. Should an employee decide to become involved, that employee must notify the school immediately, in writing, and must request an unpaid leave during the time of the campaign. The school will decide whether it grants such leave or not. If the employee does not request such leave, it will constitute a violation to this policy, and should it become a disruption/distraction to the school environment, the Board of Directors may rescind the contract without responsibility to the employee.

Being elected or named as an official or public employee is incompatible with the profile that an employee of this institution must have, given its apolitical nature. Therefore, if an employee of Escuela Americana should become elected or named for public office or should have any type of public employment, be it in the central government, autonomous or semi-autonomous institutions, among others, these being simply examples and should not become taxative in nature, the employee should resign. If he/she should not resign, the Board of Directors may rescind the employment contract without responsibility toward the employee.

POLICY FOR GUEST SPEAKERS AT EA

It is the policy of EA not to invite political figures or campaigners as speakers at EA. Should a request for an exception be made, only the Board of Directors, by specific approval, would be able to grant an exception to this policy.

In addition, the policy of EA regarding invitations to any and all speakers whether to classes or to special activities involving students includes:

1. No speaker is to be invited to EA without written authorization for such invitation signed by the appropriate Division Director, and/or the General Director.

2. In the case of ongoing arrangements with certain professional speakers and presenters, this authorization will be made once and is valid through the school year.

3. Once authorization is granted, the Division Director may authorize the appropriate teacher or staff member to issue the invitation.

4. Publicity people and photographers may not accompany speakers on campus except at the specific request of the General Director.

5. Speakers must understand and agree not to promote or support particular political or religious positions or to use their visit for any type of personal gain.

6. Students may suggest to the administration the names of speakers but students may not invite speakers.

7. No endorsement or recommendation of any kind may be given to the speakers, be it verbal or written, unless it has the approval of the General Director.

8. This policy applies to any and all speakers.

J PERSONAL RECORDS

Escuela Americana maintains personnel files on all employed individuals. The files are kept in the Human Resources Office; only the General Director or his/her delegate authorizes access to these files. Files contain all pertinent information for employment. Employees may receive, upon request, a copy of any school-generated file contents. Files of former employees, considered inactive, will be kept for five (5) Years.

Employees have full access to their own files under the supervision of the Human Resources Office. Such access, however, does not allow the removal of contents or the removal of said file from the Human Resources office. Such files will not be forwarded to any institution, although the General Director may authorize the release of the appropriate photocopies to be mailed at the request of the employee.

J PHYSICAL OR VERBAL ABUSE OF STAFF

Adults who work in the school should expect to work in an environment that is safe from both verbal and physical abuse by students, parents, teachers, and other employees. Any staff member who is threatened verbally or physically, or is directly abused shall report the incident, in writing, as soon as possible to the Division Director.

The Director shall conduct a thorough investigation of the matter and report, in writing, to the General Director, who will take disciplinary action.

J COMPLAINTS AND GRIEVANCES

When an employee has a complaint about any aspect of the school, the immediate supervisor must be informed. If satisfaction is not obtained, the complaint must be brought to the attention of the next administrative level up to the General Director who makes final determinations.

If the General Director’s actions do not satisfy the complaint, the employee may write directly to the President of the Board of Directors, setting forth a signed, written complaint.

It is of utmost importance that the proper channels be used and that the established hierarchy is followed when reporting and addressing complaints and grievances.

BASIC PRACTICE

1. An employee’s health situation, including mental health, is a concern insofar as it affects his or her job performance. While co-workers and friends may be concerned about a co-worker or friend, the only time Escuela Americana’s Human Resource Department will be officially involved in the case where an employee’s job performance is being adversely affected.

2. When an employee’s job performance is being adversely affected and in the judgment of the General Director or his designee if it is tied to health issues, a Health Committee will be convened to review these situations and make recommendations to the General Director.

3. The Health Committee is a group composed of the Human Resources Director, the Business Manager, the School Doctor, the Division Director, the General Director, and anyone else the General Director invites for advice or expertise. The Health Committee’s chair is the General Director, and its deliberations are privileged and confidential.

4. The Health Committee reviews the situation, assesses the evidence, and makes a recommendation on a course of action. The Health Committee may decide that no additional action is appropriate, or it may decide to take additional steps. Such additional steps may include monitoring, counseling, or intervention and require healthcare professional testing and follow-up.

J

DRUG & ALCOHOL ABUSE POLICY FOR EMPLOYEES OF ESCUELA AMERICANA

The School is committed to a safe and healthy workplace for the benefit of its employees, the Students and the School Community. This policy is designed to ensure, for all employees, a work environment free of the use and effects of drug and alcohol consumption, by providing rules, policies and procedures concerning drug and alcohol use and intoxication in the workplace. This policy applies to all employees of the School. The following substances are within the scope and coverage of this policy.

ALCOHOLIC BEVERAGES

Any beverage with an alcohol concentration exceeding three percent constitutes an “alcoholic beverage”

DRUGS

Any substance (including inhalants) other than an alcoholic beverage, capable of altering individual’s mood, perception, pain level or judgment constitutes a “drug” (including a prescription drug which has not been prescribed to the user by a licensed medical practitioner or is being used by the user in a manner inconsistent with, or in excess of, the prescribed directions);

ILLEGAL DRUGS

Any drug that, if possessed, sold, or consumed, would constitute a violation of school policy and local law constitutes an “illegal drug” (including a prescription drug that has not been prescribed to the user by a licensed medical practitioner);

PRESCRIPTION DRUGS

Any drug prescribed for individual consumption by the user by a licensed medical practitioner constitutes a “prescription drug.” (Items 1-4 above are collectively referred to as “Substance”)

The following activities are specifically prohibited by this policy:

1. Reporting to work intoxicated or under the influence of any alcoholic beverage, drug or illegal drug; (Article 50 Numeral 18 of the Labor Code, Article 25 Literal K Internal Labor Regulations)

2. The sale, transfer, or purchase of any illegal drug or other substance on School property or while performing services as an employee of the School; (Article 33 Law Regulating Activities Related to Drugs)

3. The use or possession of any alcoholic beverage, drug or illegal drug on School property or while performing services as an employee of the School; (Article 34 Law Regulating Activities Related to Drugs)

4. The use or possession of any prescription drug which could impair the employee’s work performance or attention to safety regulations, while on School property or while performing services as an employee of Escuela Americana without the consent of Escuela Americana. This policy means that all employees must report to their immediate supervisor the use or possession of any prescription drug that potentially could cause significant impairment to their perception, judgment or job performance. In addition, it shall be a violation of this policy to use a prescription drug in any manner, combination, or quantity inconsistent with a physician’s prescription. Any possession, with or without intent to sell, sale, and use of illegal substances during or within the School Campus, at any time, must and will be reported to the corresponding local authorities for the due process of law.

5. All employees are responsible for keeping prescription and non-prescription drugs secured.

The School reserves the right to discipline any employee for any violation of this policy. Disciplinary action shall be commensurate with the severity of any violation, and may include, but is not limited to, immediate termination of employment, immediate suspension with or without pay, verbal or written reprimand and/or inform the authorities of any drug-related crime committed. Please be advised, however, that the School will consider any violation of this policy severe misconduct and, in most cases, immediate termination will be appropriate.

The School may require random individual drug testing at any time or may change this policy to require all employees to be tested. If an employee refuses to complete a mandatory drug test their employment will be terminated. Escuela Americana reserves the right to require a random drug test if there are any reported concerns to Human Resources.

The School will terminate the work contract without incurring any responsibility in the cases provided for in Article 50 of the Labor Code

J TRAFFIC AND PARKING

The morning and after school, traffic situation can become very busy at times, therefore patience and politeness are requested from all drivers. Parking on campus is a privilege, not a right.

If the following procedures are followed, the traffic flow will be faster and we will all be happier

• All faculty and staff member vehicles must display the school sticker.

• The speed limit on campus is five (5) miles per hour.

• Please obey the people controlling traffic. They are there to help avoid traffic problems

• Do not park in restricted areas.

• On certain days, due to special school events, you may be asked to park in another designated area.

J HEALTH AND SAFETY PROTOCOLS

The work of this group is an integral component of Escuela Americana’s comprehensive efforts to keep students and faculty safe while also offering learning and social opportunities to keep students engaged. We know that individual responsibility and commitment to abide by health guidelines is key to the success of our institutional efforts. Institutional controls are only as effective as the willingness of individuals to carry them out. It will be imperative for everyone—faculty, staff, and students—to take responsibility for their actions and adhere to the guidelines of the Centers for Disease Control and Prevention (CDC) and the Ministry of Health of El Salvador (MINSAL).

J CONTAGIOUS AND INFECTIOUS DISEASE

The School recognizes its obligation to protect the rights of individuals with infectious diseases and to provide a safe environment for Students, Staff, and the Public.

It is the policy of the Board to address all infectious disease-related issues in the context of overall human relationships and to establish a formal Committee for case-by-case consideration of infected individuals associated with the School. This Committee will consist of the General Director, a member of the Board, a member of the teaching staff, and the medical Office.

J PROTOCOL FOR SICK FACULTY & STAFF

Any employee who shows signs of a transmissible infectious disease. The main goal is to avoid the spread of contagion.

• EA Medical Office will follow MINSAL guidelines and if necessary will send the person home.

• EA will clean and disinfect areas that the ill employee occupied. Ventilate the area, wait as long as possible before cleaning to let possible virus particles settle (at least several hours), and use personal protective equipment (including any protection needed for the cleaning and disinfection products) to reduce any risk of infection.

• The Medical Office will determine when the person returns to work.

J POSITIVE TO COVID-19

Faculty and staff who test positive for COVID-19 and live off-campus should isolate at their home and follow MINSAL guidelines for isolation and go through the process with ISSS (Homologación de incapacidad), use sick days if they are available.

If classes are virtual and you are able to work from home, please let your Division Director and HR know.

J ENERGY CONSERVATION AND RECYCLING

As an educational institution, EA promotes responsible use of resources. We will continue our campaign of energy conservation. We can all contribute to conserving energy by making sure that we turn off lights, fans, and air conditioners as we leave school spaces. For those who have an air conditioning unit, make sure all windows and doors are closed when the unit is in use.

Not only will we be saving the school money that could be diverted to other educational uses, but also we will help to conserve a scarce resource. The school is increasing its efforts for recycling materials. We have bins for recycling paper, aluminum cans, and plastics.

J OTHER STAFF’S RESPONSIBILITIES

It is the responsibility of all other members of staff to ensure that all safeguarding concerns, both minor and serious, are reported to the Division Directors as soon as reasonably possible.

The Division Directors may have other information regarding a child, young person, or their family of which other staff may not be aware. Minor concerns may take on greater significance within the wider context of knowledge of a child or family that the Division Directors may have.

Formal procedures exist for determining the character of adults who interact with students. These procedures may include criminal records, background checks, or other such means as may be suitable based upon the risks posed to the students. Formal procedures exist to obtain and verify references for prospective and current faculty and staff. EA has a scheduled program of regular, systematic professional training for volunteers, contractors, faculty, and staff on student safeguarding, child abuse prevention, recognition, intervention, and reporting.

J RECRUITING POLICY FOR LOCAL HIRES

All local applications for employment will be directed to the Human Resources office, which has evaluation procedures and will involve Division Directors and Coordinators. The Director and/or his designated representatives will make every effort to personally interview the applicants before issuing a final recommendation.

Proof of the candidate’s credentials, qualifications, training, and experience as well as personality traits must be taken into consideration to determine the best candidate to meet the school’s hiring requirements and educational philosophy.

Requirements:

• Solvencia de la PNC (Police report)

• Criminal record letter

• Specific references from employers for the last five years; these references are contacted by HR through telephone or email and remain confidential.

• We keep records of all staff information.

J RECRUITING POLICY FOR INTERNATIONAL HIRES

All candidates must be certified elementary or secondary educators. Division Directors attend job fairs and interview potential candidates in order to determine their feasibility as a faculty member.

Requirements:

• FBI Background check (issued within the last 6 months)

• Specific references from employers for the last five years; these references are contacted by HR through telephone or email and remain confidential.

• Valid teaching certification.

EA has developed and adopted a code of conduct and written guidelines for appropriate and inappropriate behavior of adults toward children and children towards other children. All faculty, staff, volunteers, and contractors acknowledge that they have read the code of conduct and agree to abide by it.

J USE OF SCHOOL NAME AND LOGO

The General Director of Escuela Americana must approve any use of the school’s name, symbol, or logo. Unauthorized usage of the name, symbol, or logo of EA is subject to sanctions provided by the laws of El Salvador concerning copyright infringement.

APPENDIXES

APPENDIX A

J PROFESSIONAL DEVELOPMENT

The purpose of professional growth at Escuela Americana is to promote teacher practices that will improve student learning. The school hires qualified teachers and expects them to continue their professional development throughout their EA tenure.

REQUIRED WEDNESDAY PROFESSIONAL DEVELOPMENT

Must attend all of them. No scheduling of appointments off campus. All teachers must be on campus Wednesday afternoons.

PROFESSIONAL GROWTH GOALS

• To provide individualized support and guidance to improve student learning.

• To stimulate professional growth, through reflection and analysis.

• To align curriculum programs and teaching strategies with EA’s Vision.

PROFESSIONAL GROWTH OPPORTUNITIES

• Hiring consultants to provide professional growth activities on campus

• Support for study groups and individual projects

• Mentor new teachers

• Sharing best practices with colleagues during faculty meetings, department meetings, and/or grade level meetings

• Writing educational articles for publication

• Purchase of professional resources for use by teachers

• Membership in professional organizations

• Local and International Conferences/Workshops/Seminars

• Online learning opportunities

• Certificate programs/Master’s program (to be pre-approved by the Division Director)

• English/Spanish classes

In accordance with EA’s Faculty Guiding Principles, faculty “will demonstrate a commitment to ongoing professional development and continuous improvement.”

In addition, all faculty members are to have the equivalent of six (6) semester hours in each five (5) year period to meet NEASC Accreditation criteria.

GENERAL GUIDELINES

• Faculty may be funded for no more than one major off-site staff development activity per year.

• Exceptions may be made when the school/division will derive a direct benefit from the individual’s participation in the staff development activity.

• Priority will be given to requests that are aligned with the school or division goals, program review, and program changes.

• Priority will be given to individuals who did not receive money (professional development funds) the previous year.

• Faculty indicate in writing, Professional Development Request form, the connection between the division/school goals and the content of the course/workshop/conference.

• Faculty agree to provide some form of follow-up at EA, e.g. in-service hours or conference workshop, program review team contribution, class demonstration, sharing with colleagues of team/ department.

• At the conclusion of the conference, teachers will share plans for follow-up with the Division Director and the Curriculum Coordinator.

• All approved professional development that requires missing school days will not be counted as absences.

• Escuela Americana will provide funding for one university degree only.

EXPECTATIONS

• Teachers will participate in division/grade or department/school-wide team meetings and Wednesday Professional Learning days.

• Teachers are required to discuss plans with the Department Director where applicable and with their Division Director.

• Teachers are required to indicate in writing the connection between the Division/School goals and the content of the course/workshop/conference.

• Teachers are required to present a workshop on the course/workshop/conference and to respond to requests for information or assistance from those who were unable to attend the conference.

• Teachers are required to stay two years at EA following the year of attending an international conference and/or receiving PD funds towards higher degree.

SUMMER STUDY/TRAINING

• Summer staff development activities will be funded for overseas teachers primarily for conference/ training fees and lodging. Air travel expenses are coordinated with summer home leave benefit.

• Local hire teachers will be funded to cover conference/training fees, lodging, and airfare, if funding is available.

• Individuals who are leaving EA may not receive monies for summer staff development activities.

• Individuals who are starting at EA in August will not receive monies for summer staff development activities, unless the General Director approves it as in the best interest of the school.

• If credit is available for participating in a course or workshop, teachers will be responsible for payment of this fee.

• When considering funding for summer study/training, faculty members who have not received stipends for Certificate/Masters programs during the year will have priority over those who have received these stipends.

• Online AP Summer Institutes, if the AP course will be part of the program of study for the following school year (virtual).

OTHER

• Instructional assistants and part-time faculty are eligible to apply for staff development – one degree only.

• Funding decisions will be based on the fact that the school will derive benefit from the individual’s participation in the activity.

APPENDIX B

J OCCUPATIONAL HEALTH AND SAFETY COMMITTEE (CSSO)

WHAT IS CSSO?

It’s a committee established back in 2011 as a requirement of the General Law on Risk Prevention in the workplace. Constituted of eight members (men and women) which have been elected by employees and authorities of the school, representing different divisions of Escuela Americana. Members of the committee constantly receive training related to legal matters, risk prevention in the workplace, security protocols, occupational diseases, attention to different types of crises, evacuation routes, treatment of biodegradable wastes, and some other topics.

WHAT DOES THIS COMMITTEE DO?

Collaborates with authorities of Escuela Americana in the following:

• Advise and recommend the best practices related to occupational risk prevention in the workplace.

• Coordinate along with the facilities department the installation and renovation of emergency signage throughout the campus. As well as the evaluation of evacuation routes.

• Observe and recommend areas of improvement in emergency protocols, and attention to different kinds of crisis (earthquakes, tropical storms, fires, bee attacks, etc.).

• Coordinate along with human resources the annual training about:

- Evacuation procedures

- Attention and prevention of fires

- First aid

- Cardiopulmonary resuscitation (CPR) and use of defibrillators

• Identify occupational risks and recommend actions in order to mitigate them.

• Diagnosis and training on usage of personal protective equipment (PPE)

• Receive along with the facilities department the annual inspection of the fire department.

MEMBERS OF CSSO

President: José Alberto Coto (Compliance Manager)

Secretary: Ricardo Lemuel Ramos (Technical Support Secondary School)

Vocal: Alejandra Miranda (Regent and Dr. of the Business Clinic)

Vocal: Melvin Leon (Athetics Coordinator)

Vocal: Dulce Arevalo (Human Resources Coordinator)

Vocal: Carlos Clemente (Physical Education Teacher and coach)

Vocal: Guadalupe Alvarado (Nurse of the Business Clinic)

Vocal: Erika Arteaga (Nurse of Secondary School)

CONTACT INFORMATION

You can contact the CSSO in order to make your questions, report risks, or any other situation-related with the occupational security and health of our community, please feel free to write an email to: reporteseguridad@amschool.edu.sv

APPENDIX C

J CLASSROOM TECHNOLOGY USAGE POLICY

I. Introduction

Technology plays a vital role in enhancing student learning experiences. This policy outlines the responsible use of school-issued technology resources by teachers to ensure their continued availability and functionality for everyone.

II. Access and Use

The access and use of school technology resources is a privilege granted to facilitate effective teaching. It is not a right, and misuse may result in limitations or temporal/permanent revocation of access.

III. Device Care and Supervision

Teachers are responsible for the supervision of appropriate use and care of all technology resources assigned to them or used in their classrooms, including:

Chromebooks and Tablets:

1. Food, Drinks, and Hygiene: Avoid dirty fingers and messy hands. Food and drinks should be kept away from Chromebooks and tablets to prevent spills, crumbs, and stains.

2. Keyboard Care: Ensure students treat keyboards with care, avoiding tampering with keys or using excessive force and not sticking objects underneath the keys.

3. Screens: Emphasize proper handling of screens to prevent scratches or pressure damage.

4. Carrying and Storage: Instruct students to carry devices with two hands and place them carefully on surfaces to avoid drops.

5. Account Management: Remind students to log out of their accounts before returning devices.

6. Asset Tags: Do not remove or scratch any asset tags (barcodes, QR codes, etc.) attached to devices.

7. Use Management: Maintain an accurate log of students using assigned devices to help track any issues. Ensure the exact number of devices assigned is returned to IT staff at the end of the reservation/assignment period.

IV. Classroom Technology

In addition to the above, teachers are responsible for the care and appropriate use of all technology resources within their classrooms. This includes, but is not limited to:

1. Projectors

2. Remote controls

3. Document cameras

4. Smart board systems

5. Speakers

6. USB devices

7. Clickers

Teachers are expected to:

1. Power down equipment when not in use.

2. When necessary, store equipment securely to prevent loss or damage (especially when on a long vacation).

Data Backup and Maintenance

Cloud Storage and Backups: It is crucial for all faculty and staff to regularly back up important files on the cloud. Devices may break down or require updates or maintenance that may lead to local data loss.

V. Additional Guidelines

Reporting Issues: Promptly report any device malfunction, damage, or security concerns to the IT department.

VI. Consequences of Misuse

Misuse of school technology resources, including but not limited to negligence resulting in device damage or loss, may result in disciplinary action, including but not limited to:

1. Repair or replacement charges for damaged or lost devices.

2. Limitations or temporal/permanent revocation of technology access privileges.

VII. Review and Updates

This policy will be reviewed and updated periodically to reflect evolving technologies and school needs.

By following these guidelines, teachers can ensure a positive and productive technology experience for themselves and their students. For additional information, you can refer to the Acceptable Use Policy (AUP) and/or Electronic Device Agreement.

J ELECTRONIC DEVICE USE AGREEMENT

Escuela Americana (“the School”) is configuring the electronic device, iPad, Chromebook, laptop among others, (“the device”) for connection to the school’s wireless network via wireless access points, available to current faculty and staff (“user”). Please read the terms and conditions of this user agreement carefully which governs the use of the device, which is on loan from the School. You may not take possession of the device until you have read and accepted the terms of this User Agreement and signed the check-out form. The School grants you the personal, non-exclusive right to utilize the device at school and at home during each school year in which you remain an employee of the school. This device is exclusively for school-related use. Any use of the device that interferes with its exclusive purpose is not permitted. Upon entrustment of the device, you assume the responsibility and liability of the device. Furthermore, you agree to return the device on a scheduled or arranged date of return in the same condition as which you received it, ordinary use and wear expected.

*This agreement serves as a legal document between you and the School (the owner of the device).

USE AGREEMENT

1. The electronic device, power cord and protective cover is not to be loaned to anyone.

2. Proper care is to be given to the device at all times, including, but not limited to the following:

a. Keep food and drink away from the device.

b. Do not leave the device out in extreme heat or cold.

c. Do not attempt to repair a damaged or malfunctioning device.

d. Use the appropriate adapter to charge it.

e. Secure the device in a safe place at the end of the day.

f. Avoid leaving the device in a car or in an open view.

3. I will report any problems or issues I encounter while using the device to the Technology Department as soon as possible.

4. I will only download apps that do not pose threats to the operating system of the device.

5. I understand that I am responsible to abide by all terms and conditions in the school’s Acceptable Use Policy pertaining to all electronic devices and the school’s Internet/network.

6. I understand that the technology staff may set the device back to factory settings routinely at the end of a school year, or as a course of action for repairs or modifications if it becomes unusable or unstable, and may result in the loss of data.

7. I understand that electronic devices may be requested to be returned and/or re-assigned at the end of the school year or at any other time deemed necessary by the Technology Department or Administration for inventory and/or software updates.

INSURANCE/LIABILITY AGREEMENT

1. I understand that I will report any loss, damage, or theft of the device to the Technology Department or Administration within 24 hours. I understand that I will not be held responsible for problems resulting from regular school-related use, however, I understand that I am personally responsible for any damage, theft, or loss of the device and power cord due to negligence while in my possession.

Examples of negligence are: leaving the device in a vehicle (see #2), carelessly dropping it, throwing it, or using it in another fashion outside its intended purpose.

2. If the electronic device is left in a vehicle and suffers damage or is stolen, the insurance company will not cover the incident, the employee will have to assume full financial responsibility to replace the device and case, considering the market value of the device the employee was originally assigned.

3. If it is determined that the loss, damage, or theft of the device is the result of the employee’s failure to comply with the school’s security guidelines outlined in the Electronic Device Use Agreement and Acceptable Use Policy, or because of the employee’s intentional act of negligence, the employee assumes full financial responsibility of the equipment as follows:

a. Damage to school-owned device: First Incident- Employee pays a deductible of 25% of the replacement price, considering the market value of the device the employee was originally assigned. Second Incident - Employee pays a deductible of 50% of the replacement price, considering the market value of the device the employee was originally assigned. After first two Incidents- Employee is responsible for full replacement price, considering the market value of the device the employee was originally assigned

b. Lost/Stolen school-owned device: First Incident - Employee pays a deductible of 25% of the replacement price of the electronic device and case, considering the market value of the device the employee was originally assigned. Second Incident - Employee pays a deductible of 50% of the replacement price of electronic device and case, considering the market value of the device the employee was originally assigned. After the first two Incidents - Employee is responsible for the full replacement price of the electronic device and case, considering the market value of the device the employee was originally assigned. For all theft incidents, the employee is responsible for obtaining an official police report of the theft from the nearest police station, then bringing the report to the school business office to file an insurance claim.

4. For all other instances of loss or damage, the employee and school will share financial responsibility as follows:

a. Damage to school-owned device: First Incident - Employee pays a deductible of 10% of the replacement price, considering the market value of the device the employee was originally assigned. Second Incident - Employee pays a deductible of 25% of the replacement price, considering the market value of the device the employee was originally assigned. After first twoIncidents - Employee is responsible for the full replacement price, considering the market value of the device the employee was originally assigned.

b. Lost/Stolen school-owned device: First Incident - Employee pays a deductible of 10% of replacement price of the device and case, considering the market value of the device the employee was originally assigned. Second Incident - Employee pays a deductible of 25% of replacement price of the device and case, considering the market value of the device the

employee was originally assigned. After the first two Incidents - Employee is responsible for full replacement price of the device and case, considering the market value of the device the employee was originally assigned. For all theft incidents, the employee is responsible for obtaining an official police report of the theft from the nearest police station, then bringing the report to the school business office to file an insurance claim.

5. All incidents of loss or damage will be reviewed and investigated on an individual basis. The employee will have to assume full financial responsibility in those cases when the insurance company rejects to replace or repair the equipment.

Please remember a Chromebook’s protective cover is not as protective as the iPad’s. This device needs better care.

J ELECTRONIC DEVICE USE AGREEMENT / CHECK-OUT FORM

Insurance/Liability Inquiries Central Contact: Martha Alvarez, 2528-8326, 7853-3314, alvarez.martha@amschool.edu.sv

By signing this form I acknowledge that I have read and will abide by the Escuela Americana Electronic Device Use Agreement, including the policies outlined in the Insurance/Liability Agreement section, and the school’s Acceptable Use Policy, previously signed by the employee. I have inspected the device and power cord and confirm that it is in proper working order, has no physical damage and contains the following equipment/accessories.

Employee Name (Print)

Employee Signature

Date (mm/dd/yyyy)

*Original, signed form submitted to Division Technology Coordinator, and a signed copy returned to employee. Technology coordinators will submit all signed forms to Martha Alvarez for insurance records and inventory.

Escuela Americana El Salvador

APPENDIX D

J PANDEMIC SUPPLEMENT

ACTION PLAN DURING DISTANCE LEARNING

When staff has a concern about a child, they should continue to follow the process outlined in the school’s Child Protection Policy; this includes making a report via established reporting pathways, which can be done remotely. Staff needs to report any concerns immediately and without delay.

It is important that all staff who interact with children, including online, continue to look out for signs that suggest that a child may be at risk. Any such concerns should be dealt with as per the Child Protection Policy.

Staff is responsible for identifying all vulnerable children and reporting them to the Counseling Department. Counselors are responsible for identifying risk factors such as conflict at home and a history of mental health illness. Staff is responsible for monitoring students’ participation in distance learning to verify assistance. Counselors are responsible for reaching out to vulnerable students and their families during distance learning, via email, hangouts chat, and phone. Counselors check in with teachers regarding students and teachers report students they are concerned about. Online teaching should follow the same principles as set out in the code of conduct.

Below are some things to consider when in distance learning, especially where webcams are involved:

A. 1:1 meetings between teachers and students must occur during school hours and meetings must be recorded. Teachers should record to the cloud in the zoom platform, which has safety policies in place. Teachers should document meetings held with students.

B. Staff and children must wear suitable clothing, as should anyone else in the household. Suitable clothing refers to clothing that staff or children could wear to school. Teachers should ask students to put on appropriate clothing in order to participate in class.

C. Any computers used should be in appropriate areas. No calls from beds should be made. Bedrooms should be avoided and backgrounds can be blurred.

D. The live class should be recorded so that if any issues were to arise, the video can be reviewed. Teachers are expected to record their classes. They may record to the cloud in the zoom platform, which has safety policies in place. Students and parents are informed that recordings are made.

E. Live classes should be kept to a reasonable length of time, or the streaming may prevent the family getting on’ with their day.

F. Language must be professional and appropriate, including any family members in the background.

G. Staff must only use school-approved platforms to communicate with students.

Training for returning staff and for new staff are conducted virtually when in distance learning.

The school is committed to protecting the confidentiality of student and employee records and other non-public information regarding our community and operations. Employees may have access to confidential information in the course of their work at the school and must ensure this information is held in confidence to protect the welfare and interests of students, employees and the school. “Confidential information,” for this purpose, includes student records, operational documents and reports, employee files, sensitive correspondence and medical information for any current or former member of the school community. Inappropriately using or disclosing confidential information will not be tolerated and may result in disciplinary action, up to and including immediate termination of employment. Confidentiality regarding students, families and faculty is a requirement in our profession.

It is one of the biggest considerations to maintaining an ethical school environment. Therefore, everyone needs to be mindful of the conversations they are having on and off campus – not only what they are about, but where they take place. See appendix E.

ILLNESS AND CALLING OUT SICK

The school acknowledges and appreciates the deep commitment of faculty and staff to their work and the mission. However, employees are required to ensure that they do not unintentionally jeopardize the health or safety of the school community by spreading contagions to students or to other employees.

For that reason, employees are asked to take necessary, reasonable steps to avoid the spread of infection on campus. These steps may include, but are not limited to, proper and frequent hand washing, optional facial coverings, remaining at least 1.8 meters from others when possible, and staying home with flu like Symptoms.

Employees are reminded that anyone who takes deliberate action which endangers the health or safety of any member of the school community, including reporting to work with a dangerous viral infection, will face disciplinary action, up to and including immediate termination of employment.

We encourage all of our employees who may have been exposed to the virus to seek guidance from their primary care physician to ensure they are tested and receive appropriate medical care if needed. The School’s Health Clinic can also be used to consult with the School’s doctor.

If quarantine is necessary, you will need to send Human Resources (HR) a medical note from the Seguro Social (ISSS) so that the sick day benefit of the Seguro Social (ISSS) can cover your salary while not working, or you may use your sick days. Failure to submit a medical note will result in unjustified absence from work and could constitute a resignation of your position. In order to return back to work, the employee must submit a letter of good health from the doctor who treated them.

Some of other health protocols EA is implementing are:

1. Cover your mouth and nose when wearing your face mask

2. Label food containers and water bottles

3. Don’t carry unnecessary things when entering the school

4. Wash your hands frequently

5. Use hand sanitizer

6. Keep a minimum of 1.8 meters distance between people.

7. Wash and disinfect fresh food.

8. Heat processed foods to 60 degrees before being consumed.

9. Do not share your personal belongings.

All employees have the right to report a failure in following these protocols. As a community we are all under the obligation to meet all the health and safety protocols established by the School and therefore, any employee who sees another member of the faculty or staff not following them, has the authority to enforce them and request that the particular faculty or staff member follow the protocols.

SPECIAL ACCOMMODATIONS

We take the health and safety of our community very seriously and are requiring employees to abide by specific protocols on campus to maintain a safe environment for our employees as well as our students. Employees with medical concerns which limit their ability to follow these protocols should request a medical accommodation which meets their needs while providing for the safety of the community. Any employees who refuse to follow the safety protocols which are in place will not be permitted to return to work and will face disciplinary action up to and including termination of employment.

The school will do its best to accommodate the medical needs of our community as we work to keep the campus open. We do require that those requesting an accommodation provide a note from their doctor addressing their specific concerns. This note should be sent to the Human Resources department so they can begin the interactive process of finding an appropriate accommodation for you.

Medical accommodations are not provided for the medical conditions of family members, but if you have a member of your household who is in a high risk category and if your family member is under quarantine, you may be eligible for emergency medical leave under the ISSS. Please talk to your direct supervisor and Human Resources if you are in this situation.

The school is allowing those who can effectively work from home to continue to do so in order to reduce the number of people on campus. However, the school has determined that some roles cannot effectively work from home. This isn’t a determination that the school made lightly. Those who were called back to campus are needed here, so we are working with medical professionals and experts in our community to mitigate the risks presented by the virus and will adjust our expectations should those risks change.

Those employees who are being asked to return to campus are needed on campus because an important element of our school is our community. Our jobs are more than the simple tasks we perform at our desks; our presence on campus provides our students with role models and allows for interpersonal and emotional growth from appropriate social interactions with our community.

TELECOMMUTING OR TELEWORK

Not all positions may be eligible to telecommute; the school considers requests for telecommuting on a case-by-case basis. Employees wishing to work from home must submit a written request to their supervisor, and if the request is granted, the supervisor will work with the employee to prepare a work Plan.

The school will not provide employees with a computer or other electronic hardware deemed essential for work, or non-essential equipment or alterations to the employee’s workspace for telecommuting; the employee will be responsible for the costs of any changes to the employee’s home related to telecommuting.

The employee is also responsible for providing for and maintaining a working telephone, electricity and internet access as well as insurance on the employee’s home office and equipment. If the equipment or workspace is damaged while work is being performed, the school is not liable. Depending on the type of work being done, special arrangements for use of specific school owned equipment may be done on a case by case basis.

Employees who are telecommuting will have the following expectations:

• Be able to work effectively at home without distractions and have the appropriate tools and materials to do so, including a safe and ergonomically appropriate workspace and a way to secure sensitive information when necessary.

• Adhere to regular work hours unless a different schedule is mutually agreed upon with your supervisor, and use paid time off when unable to work during scheduled hours. An employee who had been previously scheduled to telecommute should still plan to do so even if the school is closed due to inclement weather or an emergency. If the employee chooses not to telecommute on the day of closing, the employee will be expected to use paid time off.

• Maintain a professional work environment and follow all workplace policies as if working from Campus.

• Meet all job requirements and perform assigned tasks effectively and efficiently.

Should the supervisor determine at any time that the work arrangement is not in the best interest of the school, the school reserves the right to cancel the arrangement and require the employee to return to the office.

APPENDIX E

J CONFIDENTIALITY IN THE TEACHING PROFESSION BY THE EA COUNSELING DEPARTMENT

WHAT IS CONFIDENTIALITY?

Confidentiality means making sure that personal information is only available to those who are authorized to have access.

WHAT IS PERSONAL INFORMATION?

Personal information includes information such as name, address, and phone number. Other examples include: school photos, videos, health information, and student records, including report cards, class lists, and special support plans or recommendations by the counseling department. Personal information includes a list of personal characteristics or other information that would make it possible to identify a student. Personal information can be recorded in any format.

REASONS FOR CONFIDENTIALITY

Confidentiality is for protecting families and students. Confidentiality of student information protects embarrassing personal information from disclosure. This is particularly true where the wrongful release of information about children and families might also lead to discrimination, stigmatization, or cause prejudicial treatment. The confidential provision also protects family security (personal safety).

WHEN TO DISCLOSE

There are certain instances where a teacher is allowed to share private student information with other parties:

• Other educators or officials within the same school who have legitimate educational interests in the student (i.e., to improve the instruction or to benefit the education of the student). If the parties have legitimate educational interest in a student and are sharing information that will help them work with the child, then there is no problem with confidentiality. If the discussion involves information that is rumor, opinion, or hearsay, chances are that confidentiality will be in question, and the parties have moved from professionalism to gossip. If the parties are gossiping to pass time, carrying tales about a student or his family, or for other non-educational reasons, there is probably a problem with confidentiality.

• When disclosure of information is necessary to protect the safety and health of the student. Teachers must disclose dangerous information. This includes anything that the student says or does which alludes to behavior like abuse, suicide, drug and alcohol use, eating disorders and similar behaviors. The teacher has the responsibility to place the student’s well-being above confidence in these situations and to alert the counseling department and/or administration.

Do’s

• Safe guard electronic data (e.g., with a password, encryption, or other protective methods)

• Be sensitive to violations of confidentiality in verbal exchanges with others

• Ask yourself, why I am sharing this information?

• Discuss students with others when they have an educational need to know.

Don’t

• Share personal information from grade level meetings with the students

• Don’t use social networks to connect with students.

• Don’t throw out papers in the garbage with student and sensitive information without shredding them first.

• Don’t look at student information on the computer or paper during class and when students are in the room.

• Don’t speak about students around 3rd parties. If you have to, don’t use their names or use generic names such as John and Mary.

• Don’t discuss students with others unless they have an educational need to know.

• Don’t tell a parent about another student’s medical, health, or psychological needs. This is a matter of privacy. If someone has these issues, they usually want the option to choose who they tell about it.

Examples of confidentiality violations

• When staff discusses student in inappropriate places or situations.

• When staff gossip or repeats rumors about student and/or his family.

• Giving too much information.

• Identifying students as having special needs to third parties.

SCENARIOS

A. While shopping at the grocery store, a teacher runs into a parent who wishes to discuss the discipline of a child at school who is not her child. The teacher proceeds to tell the parent that the child in question is a child with a behavioral disability and then proceeds to also tell the parent what discipline was given. Was the teacher violating confidentiality?

Yes, the statement made by the teacher concerning the child’s disability and the discipline are both violations of student confidentiality.

B. Two teachers were sitting in the teachers’ lounge discussing a child they both taught. They called the child by name and talked about his behavior problems, his family situation, and his disability. Were the teachers violating confidentiality?

If the discussion occurs in a private place (teacher’s empty room, empty teacher’s lounge), there is no problem with confidentiality. If the teachers have a legitimate educational interest, there is no problem with confidentiality. If the discussion occurs in a public place (the halls, a busy teacher’s lounge, the supermarket, a restaurant), there is a good chance that confidentiality could be Violated.

C. Two teachers in the lounge talking about a child, another walks in, they keep talking, the third listens in and adds to the discussion. Were the teachers violating confidentiality?

Why are they discussing the child? Do they have a legitimate educational interest? Are there other teachers present in the lounge? Does the third teacher that came in have a legitimate educational interest in the child?

D. Two teachers see each other in the grocery store, start talking about a student in school (“I hear the father drinks and beats the mother. No wonder the student has so many problems.”) Were the teachers violating confidentiality?

Yes, the place is inappropriate. There may be others listening. The content is also not appropriate.

E. Two teachers in the lounge talking about a child they both taught. They called the child by name and talked about his behavior problems, his family situation, and his disability. Were the teachers violating Confidentiality?

If the teachers were discussing the child in private (no other teachers in the lounge or not within earshot of others) and they had a legitimate educational interest in the child, they were probably not violating the child’s confidentiality, but they should monitor what they say if others come in.

J ATLAS RUBICON TEMPLATE APPENDIX F

STAGE 1: DESIRED RESULTS

Standars & Benchmarks: What kinds of long-term accomplishments are desired? (T)

Add an Attachment

Identify each item as Acquisition (A), Meaning (M), and Transfer (T) goals for the unit.

Enduring Understandings: What, specifically, do you want students to understand? What inferences should they make? (M)

Students will understand that…

Knowledge: What facts and basic concepts should students know and be able to recall? (A)

Students will know…

Essential Questions: What thought-provoking questions will foster inquiry, meaning-making, and transfer? (M)

Students will continue to consider…

Skills: What discrete skills and processes should students be able to use? (A)

Students will be skilled at...

STAGE 2: EVIDENCE

Please share all documents as pdf files. Do not link to Google documents.

Assessments

1. What performances and products will reveal evidence of meaning-making and transfer? (T)

2. By what criteria will learners’ performance be assessed (and self-assessed) given the goals? (Rubric)

3. Are there sufficient opportunities for learners to reveal their achievement toward the goals? What Other Evidence will be collected? (M/A)

Student Exemplars

Exemplars are provided examples of best or worst practice in the educational environment, which are designed to assist students to increase their understanding of particular skills, content, or knowledge in any given situation and articulate established criteria and standards.

STAGE 3: LEARNING PLAN

Are all 3 types of goals (acquisition, meaning and transfer) addressed in the learning plan? Does the learning plan reflect principles of learning and best practice? Is the learning plan aligned with Stages 1 and 2? Is the plan likely to be engaging and effective for all students?

Please share all documents as pdf files. Do not link to Google documents.

Accessing Prior Knowledge: How might we provoke interest? What are our students bringing with them to this unit of study? How can we find out? How will we record/use this information later for instruction and Assessment?

Key Learning Events & Instruction: Lis the key instructional events and learning experiences here for the unit that tightly align with your goals and assessment in UbD stages 1 & 2.

Resources: Materials, both print and electronic, that we draw upon for our instruction.

DIFFERENTIATION: TAILORING THE LEARNING PLAN TO THE LEARNER

Differentiation by Content

Consider the various possibilities for differentiating input (how you will present and how learners will access content).

Differentiation by Process

Consider the various possibilities for differentiating processes (how learners will make meaning of the content).

REFLECTION

Differentiation by Product

Consider the various possibilities for students to demonstrate their learning (how will learners show their learning?).

Reflection: What worked? What didn’t? Any new understandings or misconceptions? How will we provide feedback for students? What could we let go, add, or change for next year?

Escuela Americana El Salvador