The International School Nido de Aguilas Internal Regulations (English) 2025-2026 by International School Nido de Aguilas

International School Nido de Águilas

2025-2026 School’s Internal Regulations

(Reglamento Interno del Establecimiento Educational - RIEE)

Duration: Academic Year 2025-2026

Revision Date: April 2025

Updated on: June 2025

5.8

1. INTRODUCTION

Information about the Institution

Nido de Aguilas was founded in 1934 as a private, co-educational, non-sectarian, non-proﬁt day school rooted in the best traditions of Chilean and North American education. Today, Nido serves over 1500 students from more than 50 countries and oﬀers a comprehensive liberal arts, college preparatory, educational program from Early Years (age three) through Grade 12.

In line with its mission to provide the best in U S and Chilean thought and tradition, Nido oﬀers three programs: the Nido Diploma (North American), the Chilean National Plan Diploma and the International Baccalaureate Diploma (for 11th and 12th grades). Nido students can graduate with one, two or all three of these diplomas.

At Nido de Aguilas excellence in academics is complemented by programs that look to provide students with an all-round education There are a range of arts and athletics options, social/emotional programs that meet international standards, service learning and community outreach opportunities, and outdoor education. Our world-class faculty has a richness of experience and education from within Chile and around the world. They are characterized by their dynamic teaching styles, collaborative spirit and their student-centered approach Our teachers feel proud to be part of the Nido community

Nido is divided into four divisions: the Early Years School (PK-K1), the Elementary School (K2-G5), the Middle School (G6-8), and the High School (G9-12). In all divisions, teachers encourage students to adopt a growth mentality, to learn from their mistakes and to understand that talent and ability improve with persistence, dedication and self-belief

Nido oﬀers a wide range of elective courses in the arts, design and technology, social sciences, foreign languages, and health, wellbeing and ﬁtness. All students participate in outdoor education and service learning, with a focus on leadership skills and citizenship through meaningful and impactful experiences

Nido evaluates student and curricular performance through many diﬀerent means of assessment, including standardized testing. Nido regularly uses the MAP, OLSAT, SIMCE, and SSAT to assess student progress, depending on grade level. Nido also assists with the PSAT, SAT, ACT, PAES, IB External Assessment, and AP Content Area Exams

All classes are taught in English except for Spanish language classes, which are required at all grade levels from Kinder 2 to Grade 12. Nido offers English-language acquisition support for non-native English speakers with limited proficiency. The School offers a tiered system of learning support for children with learning difficulties.

Nido’s goal is that every graduating student is not only prepared for success in top universities around the world, but also equipped to pursue their passions, make a positive diﬀerence, and lead a fulﬁlling life grounded in strong values

2. GENERAL PROVISIONS

The International School Nido de Águilas has established these Internal Regulations to support the organization of the school and school life in order to systematize a series of basic rules through which its educational project is expressed and to comply with the requirements of the Chilean educational regulations,among which the following stand out as the most important:

1 Political Constitution of the Republic of Chile

2. Law 20370 General Education Law

3. Law 20850 on School Inclusion

4. Convention of the rights of the child

5. Circular No. 482 of 2018 from the Superintendence of Education, providing guidelines on Internal Regulations for Elementary and High Schools

6. Circular No. 860 of 2018 from the Superintendence of Education, providing guidelines on Internal Regulations for Preschools

7. Best Interest of the Child, which according to the Convention of the Rights of the Child is a triple concept, encompassing the following dimensions:

a Substantive right: The child has the right for their best interests to be a priority in the evaluation and decision-making processes that aﬀect them

b. Legal interpretative principle: In cases of multiple interpretations of a legal provision, the one that best protects the child’s best interests must be chosen.

c. Procedural Rule: Any decision aﬀecting the child must include an assessment of its consequences and ensure a fair process The justiﬁcation for the decision must explicitly demonstrate that the child’s best interests were considered.

This document reﬂects international best practices and the standards required by the Chilean Ministry of Education. It also expresses Nido’s fundamental values, promoting respectful coexistence enriched by the cultural diversity that characterizes our school.

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

The School Handbook is addressed to all members of the educational community as it seeks to "encourage learning in respectful ways to coexist among people with diﬀerent ways of being and thinking" It includes the Legal Considerations (Fuentes Normativas) for educational establishments, based on both Chilean legal frameworks and international treaties.

As an international school, it also has the Convention of the Rights of the Child, universal principles that are collected by the Chilean Ministry of Education through the Child

Rights-Based Approach. The following principles are particularly relevant through the Child Rights-Based Approach

● Dignity of human beings

● Best interests of the child and teenager

● Progressive autonomy

● Non-arbitrary discrimination

● Participation

● Autonomy and diversity

● Responsibility

● Legality

● Fair and rational procedure

● Proportionality

● Transparency

These Regulations express the eﬀective compliance with the rights and responsibilities of all members of the educational community, which are students, parents/guardians, professionals, administrators and management members

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

In addition, the Internal Regulations include action protocols designed to protect the rights of community members in situations of risk or vulnerability.These protocols are an essential element of the internal regulations and must be followed by all members of the educational community

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

ANNEX I PROTOCOL FOR DEALING WITH SITUATIONS OF MISTREATMENT, HARASSMENT, OR VIOLENCE AT SCHOOL

ANNEX II PROTOCOL FOR DEALING WITH SEXUAL AGGRESSIONS, ACTS OF SEXUAL CONNOTATION AND SEXUAL HARASSMENT AGAINST THE INTEGRITY OF STUDENTS

ANNEX III PROTOCOL FOR DEALING WITH SITUATIONS OF VIOLATION OF THE RIGHTS OF CHILDREN AND ADOLESCENTS

ANNEX IV PROTOCOL FOR DEALING WITH DRUGS AND ALCOHOL-RELATED SITUATIONS AT SCHOOL

ANNEX V SUICIDE RISK, SUICIDE ATTEMPT OR SUICIDE PROTOCOL

ANNEX VI PROTOCOL FOR FIELD TRIPS AND STUDY TOURS

ANNEX VII SCHOOL ACCIDENT PROTOCOL

ANNEX VIII SCHOOL RETENTION PROTOCOL FOR PREGNANT STUDENTS, TEENAGE MOTHERS AND TEENAGE FATHERS

ANNEX IX PROTOCOL FOR THE RECOGNITION OF THE GENDER IDENTITY OF TRANS CHILDREN AND ADOLESCENTS

ANNEX X PROTOCOL FROM DE-REGULATION PROTOCOL EMOTIONAL AND BEHAVIORAL DEREGULATION PROTOCOL IN EDUCATIONAL ESTABLISHMENTS.

ANNEX XI SPECIFIC PROVISIONS FOR KINDERGARTEN EDUCATION LEVELS

ANNEX XII EVALUATION, GRADING AND PROMOTION REGULATION 20252026

ANNEX XIII COMPREHENSIVE SCHOOL SAFETY PLAN

ANNEX XIV ASSESSMENT POLICY

Situations not foreseen in these regulations will be resolved by the divisional Principals of the school, together with the Head of School, who may consult with the leadership team always ensuring the best interests of the child, compliance with educational regulations, and protection of the school’s Educational Project.

3. STRUCTURE AND OPERATION

3.1 Organizational Chart

The school’s organizational chart is presented in the image below:

3.2 General Rules

1. The highest authority and ﬁrst level of decision-making of the International School Nido de Águilas is the Head of School, who is appointed by the Board of Directors of the Nido de Águilas Educational Foundation.

2 All members of the school community have the right to participate according to their speciﬁc role, in alignment with these internal regulations on school organization and coexistence, as well as occupational health and safety regulations.

3 Relations with parents/guardians are regulated by the contract for the provision of educational services which is agreed upon annually with families who entrust the education of their children to the school.

4. Relations with personnel are governed by the provisions of their employment contracts and the school’s internal regulations

5. Relations with students are regulated by these regulations and by the instructions of the Administration

6. The Head of School will appoint a person in charge of School Community Life (Encargado de Convivencia Escolar), who will ensure the eﬀective implementation of these regulations and will lead and coordinate the work of the SCL Committee and Council.

7. At Nido de Águilas there are acceptable rules of behavior for the common good of the whole school. Students are reminded that their primary role in this community is that of students. One of the interests of the school is to have rules that promote good behavior, self-discipline, and responsible attitude. Responsibility for student conduct rests with each student individually Teachers at the school will resolve student behaviors and deal with minor infractions Divisional Principals or Assistant Principals will deal with more serious violations and multiple minor oﬀenses.

8 Nido de Águilas protects the right of each individual student to receive an education in a positive school environment, free from major interruptions in learning.

3.3 Redistribution of students

During the course of the year or at the end of it, the school may redistribute students among the existing courses, based on the following criteria:

1 Diversity as an educational resource: To promote enriching interactions among students with diverse characteristics, abilities, and learning styles fostering inclusion, respect, and collaboration. These interactions help strengthen a healthy school environment.

2 Improvement of the school environment: To foster balanced group dynamics that promote a participative, harmonious, and respectful atmosphere, improving coexistence and avoiding stagnation in social interactions that may hinder personal and academic growth.

3 Equity in the distribution of resources: To ensure homogeneous conditions in terms of student numbers, speciﬁc needs, and teaching support in each class, thereby strengthening school coexistence and the overall quality of the educational experience.

3.4 Accreditation

Nido de Águilas is recognized and accredited by the Chilean Ministry of Education and the New England Association of Schools and Colleges (NEASC) in the United States

NEASC accredits public and private schools in the northeastern United States and international schools worldwide that meet its rigorous standards

Nido is also fully authorized to offer the International Baccalaureate (IB) Diploma and is a member of the Association of American Schools of South America (AMISA), affiliated with the U S State Department’s Office of Overseas Schools in Washington, D C

3.5 Communication

These regulations are informed to the educational community through the following means:

1 Link to webpage with School’s Internal Regulations at the time of enrollment, with electronic signature of receipt

2. Publication on the School’s website.

3 Availability of printed copies in each Divisional Oﬃce for consultation by students, parents and guardians and the educational community in general

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

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

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

4. RIGHTS AND RESPONSIBILITIES OF MEMBERS OF OUR COMMUNITY

Guided by our School Values of Kindness, Respect, Responsibility, Integrity, Belonging and Positivity, we aim to create a learning community that collaborates toward the common purpose of fostering students who thrive academically, socially, and physically. The learning community is made up of students, parents and guardians, education professionals, education assistants, teaching, management and administrative teams, and the educational foundation

This shared responsibility is expressed in the adherence to the Educational Project of the school and its interactions established in the Internal Regulations. These regulations must allow the eﬀective exercise of the rights and duties established by law Without prejudice to the rights and duties established by law and regulations, the members of the educational community shall enjoy the following rights and shall be subject to the following duties.

4.1 Leadership Team

The Administrative Leadership Team has the right and responsibility to oversee the realization of the Mission and Vision of the School (Educational Project)

Their duties are as follows:

1. Lead divisions and departments toward the goal of high-quality learning for all students

2. Stay current with educational research and policy, and invest in personal professional development about learning and leadership

3 Promote and support ongoing growth for all educators and the parent community

4. Comply with and enforce rules and regulations determined by the educational project

5 Supervise educators to maximize learning in all classrooms

4.2 Rights and Responsibilities of the Fundación Nido de Águilas

Rights are:

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

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

Responsibilities are:

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

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

3 Report to parents and guardians the information required by law

4. Render a public account of academic results.

5 Promote the quality of education and the continuous improvement of the educational project

4.3 Parents and Guardians

The parents are legal guardians, regardless of their marital status or living arrangements (who are jointly responsible for the personal care of their children), and, as such, they acquire the duties and rights that correspond to that condition.

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

The school requires that at least one parent/guardian resides with their child as long as the child is enrolled in the International School Nido de Águilas. If both parents/guardians are temporarily absent, it is imperative that they inform the Administration of the corresponding Division in advance, indicating who will be responsible for the student and who the school should contact in the event of an emergency. Any change of address or telephone number, as well as any signiﬁcant changes in the student's health, must be informed by the parents on Powerschool.

Responsibilities of the parents/guardians

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

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

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

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

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

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

6 Ensure that their child(ren) attend school in the best conditions to learn, considering their appearance (respecting the divisional dress code), hygiene, food, appropriate rest, and physical and mental health,

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

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

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

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

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

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

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

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

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

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

17. To actively participate in the educational, training, cultural and sporting activities organized by the school or the Parent Association, with the aim of contributing to the integral development of their children and the fulﬁlment of the Institutional Educational Project

18. To fulﬁl the commitments made to the school at the time of enrolment, respecting the Institutional Educational Project, the internal regulations and any other regulations in force.

19 Comply with the school's procedures and protocols, especially those related to school coexistence, complaints and safeguarding the integrity of the members of the educational community. This includes following the instructions and disciplinary measures that are adopted, even in situations where restrictions or protective measures are applied in cases of violence.

20. Refrain from any behaviour that interferes with or hinders the proper development of institutional procedures, respecting the decisions and actions that the school must take in situations of conﬂict or indiscipline, always seeking the well-being of all those involved.

21. In order to promote student independence and maintain a focused, learner centered environment, after-school activities and athletics at Nido are to be led solely by assigned staﬀ, with parent observation limited to designated areas during events and not permitted during regular indoor sessions, unless invited

Rights of Parents

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

1 The preferential right to educate their children

2. To know the Educational Project. The parents/guardians must respect and contribute to the development of the Educational Project and may demand that the school will comply with it.

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

of conscience respected; and their right to respect for their traditions and customs in accordance with the institutional educational project

4. To demand a safe educational environment and - if necessary - to be informed about the location of their children during class hours and/or during after-school activities.

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

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

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

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

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

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

11. To demand that political tendencies are not promoted within the institution.

12. To be informed of the “plan de gestión de convivencia escolar” and be notiﬁed every time it is modiﬁed.

13. To have a personal interview with the homeroom teacher at least twice a year.

14. To receive the academic results of their children.

Parents/guardians have the responsibility and right to actively participate in Nido’s educational community according to the teacher's needs For example, this may include:

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

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

o Participate in the Nido Parent Association (NPA)

o Run for member of the Board of Directors

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

Violation of rights

Any violation of the rights of children or adolescents established in national or international legislation is considered a violation of rights. Situations of violation of rights are related to carelessness, negligent treatment, neglect or lack of attention to the physical and emotional needs of children and adolescents, when the responsible adults have the knowledge and means to satisfy them Regarding situations of violation of rights, the school has a speciﬁc action protocol which will be activated whenever necessary (Reference Chapter 8) .

Misconduct of parents/guardians and sanctions

The following will be considered faults:

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

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

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

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

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

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

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

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

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

Sanctioning Procedure

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

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

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

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

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

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

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

Possible Sanctions:

1 Written warning

2. Inability to hold the position of guardian representation

3. Restriction of participating in school activities

4. Temporary prohibition to enter the school

5 Permanent prohibition to enter the school

6 Change of guardian for school matters

Protocol Activation

If the failure to comply with their duties and obligations as guardian aﬀect school community life, and are related to the violation of the rights of education assistants

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

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

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

Tuition and School Fees

It is a duty of the parent/guardian to keep tuition and all payments up to date. The value of tuition may be changed at any time of the school year, as determined by the Board. The oﬃcial exchange rate will be used for currency conversion (observed dollar and UF valid at invoice due date).

The school oﬀers diﬀerent payment options for the annual tuition:

● An annual payment at the beginning of the school year, due August 9

● Semester payments (two), at the beginning of each semester (due August 9 and March 9).

● Monthly payments in 10 installments, August, September, October, November, December, January, February, March, April and May Payments will be made no later than the ninth day of the corresponding month. In the case that the 9th of the month falls on a public holiday or weekend, the payment will be due on the next business day.

A monthly late payment fee will be charged. In the case of past due accounts, students may be denied re-enrollment to the next school year, and tuition payment will not be accepted until the debt has been fully paid, or unless the Board’s Finance Committee authorizes otherwise.

The school reserves the right to initiate extrajudicial or judicial actions within the first fifteen days after each unpaid financial obligation. The parent/guardian authorizes the Foundation to carry out such action directly or through third parties, assuming the collection expenses authorized by law.

4.4 Students

When students become part of the International School Nido de Águilas, they adhere to the mission, vision, and values of our school and acquire rights and responsibilities as members of the Nido de Águilas community These responsibilities are further detailed in the Behavior Expectations and Code of Conduct (Section 9) and divisional handbooks

Rights and Responsibilities

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

● It is the right of students to have access to information about the Nido community, its internal regulations, assessment system, discipline and school activities as described in the School Handbook and Divisional Guidelines, which are updated annually. Students are responsible for being informed about their rights and responsibilities

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

● Students have the responsibility to promote a culture of respect and belonging, as outlined in Chapter 9 of Nido’s Code of Conduct. Students who do not fulﬁll these responsibilities may be subject to disciplinary consequences appropriate to their age

● Students have the right to receive an education that is consistent with Nido’s Mission, Vision, and Values, in an environment that promotes learning and inclusion. Students are responsible for upholding the values of Nido both on and oﬀ campus when participating in clubs, sports and other activities For oﬀ-campus school activities there are also Behavior Expectations and Code of Conduct (Section 9).

● It is the right of students to be able to spend their day at Nido in a clean, safe and environmentally friendly campus. Students have the following responsibilities:

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

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

○ Avoid bringing valuables or large sums of money to school and keep personal items that can be lost, stolen, or broken, in a safe place,

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

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

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

○ Following emergency system protocols (earthquake, lockdown, and ﬁre).

● Students have the right to use the resources and equipment that the school provides for educational purposes. The following are their responsibilities:

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

o Avoiding using and meddling in the property of others without their permission,

o Repair and/or ﬁnancially compensate the school for property damage.

● Students have the right to resolve conﬂicts in a reasonable, fair, and rational manner. Students are responsible for:

o Allowing all members involved in a conﬂict to present their cases and be heard,

o Receiving help from a teacher, counselor, or administrator, if they feel a conﬂict cannot be resolved in a friendly way, or if they feel that someone's social or emotional well-being is aﬀected, and

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

● Students must comply with guidelines provided by each division in the event that the campus is closed and distance learning is implemented

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

● Any action by a student that may damage the reputation, integrity, or character of Nido or its employees, regardless of where it occurs, may be grounds for disciplinary action, as outlined in section 9 of this School Handbook.

4.5 Teachers and Personnel

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

Compliance Handbook, among other documents available in the School Handbooks section of the Intranet

Rights and responsibilities

● Faculty and staﬀ are responsible for embodying the Mission, Vision, and Values of the school, including the right to work in a positive, respectful, and welcoming environment in which their physical, psychological, and moral integrity is respected. This implies that they are responsible for complying with the guidelines set in the School Handbooks, especially safeguarding the protection of children, and including the following:

o Promoting a positive environment in the school community, assuming good intentions, and developing respectful relationships with all members, including students, parents/guardians and staﬀ,

o Meeting school and professional expectations regarding punctuality, good manners, commitment to service, and personal appearance,

o Promoting a collaborative work environment that seeks continuous improvement,

o Safeguarding conﬁdentiality, as well as protecting the reputation of all members of the Nido community.

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

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

● Faculty and staﬀ are responsible for communicating with other community members through oﬃcial school channels

● It is the right of all faculty and staﬀ to receive feedback on their job performance, as well as to receive support from the technical and management team. It is the responsibility of each staﬀ member to ask for feedback on their job performance when necessary, and to implement the recommendations and strategies suggested by their supervisors

● Faculty and staﬀ have the responsibility of updating their knowledge through training that promotes professional development in their areas. All Nido staﬀ are entitled to professional development opportunities according to their duties. Professional development should promote professional growth in alignment with the

Mission, Vision, Values and school objectives. It is the responsibility of staﬀ members to implement the knowledge and strategies learned and promote them among other members of the school community

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

● Faculty and staﬀ are responsible for maintaining appropriate conduct on social media, speciﬁcally refraining from engaging with or responding to the media regarding Nido, unless approved by the Communication Department.

● Teachers have a duty to comply with guidelines provided by each division in the event that our campus must be closed and distance learning is implemented

4.6 Educational Support Staﬀ

Educational support staﬀ are those individuals who, without performing teaching duties, contribute to the functioning of the school through administrative, technical, support, or auxiliary tasks. They are an essential part of the educational community, actively contributing to the development and well-being of students, and promoting positive coexistence and respectful relationships

Educational support staﬀ have the following rights:

1 To work in an environment of tolerance and mutual respect, where their physical and moral integrity is respected, and to not be subjected to humiliating or degrading treatment.

2. To be treated with respect by all other members of the educational community.

3. To participate in the collegiate bodies of the educational community.

4 Propose initiatives that they deem useful for the progress of the establishment, in accordance with the internal regulations

Educational support staﬀ have the following duties:

1. To carry out their duties appropriately and responsibly.

2. To respect both the rules of the institution in which they work and the rights of students.

3. To treat students and other members of the educational community with respect and without arbitrary discrimination

4.7 Inclusion and Belonging

At the International School Nido de Águilas, we recognize that our common humanity

and spirit are at the heart of Diversity, Equity, Inclusion, and Belonging. Diversity includes diﬀerences, and we value it as one of our greatest strengths We are committed to creating a diverse, safe, and supportive environment that fosters belonging, growth, and positive relationships, where all members can see themselves and hear their stories reﬂected within the Nido community.

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

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

The school is committed to implementing measures to reduce barriers that may obstruct access, continuity of enrollment, earning, and participation for all students on equal terms. These measures will align with two crucial elements.

● The collective nature of the school’s educational design, which implies that the measures to be applied will generally be adaptations of previously designed group activities and not necessarily individual attention for students

● The availability of school resources, meaning that all measures will be based on available resources, without applying those that would impose a disproportionate burden.

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

Refer to Section on Student Support Services for further information.

4.8 Considerations for students with ASD

The school will apply the rules and procedures outlined in the regulation, taking into account the speciﬁc characteristics involved in the care of students with autism spectrum disorder (ASD). This means that adjustments to the norms may be made when they prevent students with ASD from developing appropriately in school.

However, It is important to note that the norms and regulations are aligned with the school's educational project Therefore, only those rules that may obstruct access, continuity of enrollment, learning and participation of students with ASD on equal terms will be adjusted.

The school will provide awareness, training and support regarding neurodiversity, including ASD, in order to encourage the participation of its students in society, ensuring that all students have the right to participate in school activities

The school will not prevent students with Autism Spectrum Disorder (ASD) from participating in any student organizations, provided this is feasible in accordance with their developing autonomy and always considering the best interests of the child.

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

4.9 On measures for the prevention, protection and reparation of gender-based violence.

Gender equality, the elimination of all forms of violence against women, and the promotion of non-sexist education are a fundamental focus of this regulation

Non-sexist education is deﬁned as education that treats all individuals equally, irrespective of gender. This means that no gender is favored over the other, nor are roles or activities assigned based on gender stereotypes. The objective is for everyone to have the same opportunities, to be respected equally, and for each person to be valued for their abilities and treated with dignity, without making distinctions based on their gender

This is not about imposing political, religious, or philosophical views, but of guaranteeing that respect, equality and justice for all are promoted in the school, without a person's sex determining how they should be treated or what opportunities they should have.

The school is committed to eliminating distinctions based on sex-related diﬀerences and will ensure the participation of all students, irrespective of gender, in all curricular and extracurricular activities.

Distinctions made in the diﬀerent areas or activities of the establishment, associated with the gender or sex of the students, will be minimal and must be duly justiﬁed. Examples of these exceptions include the administration of vaccines that are only given to women or the separation of bathrooms This principle will be applied with a respectful approach to the values and principles of the institutional educational project, which guide our training.

5. TECHNICAL & ADMINISTRATIVE DAILY PROCEDURES

All members of the educational community have the right to express their opinions or points of view within a framework of respect and positive coexistence.

The members of the educational community are free to create groups and organizations to freely represent the diversity of interests in the educational ﬁeld

The school will promote civic education in order to encourage the participation of its students in society, guaranteeing that all children and students have the right to participate in the cultural, sporting and recreational life of the establishment, as well as to associate with each other.

In this sense, the school may not prevent the participation of pupils with Autism Spectrum Disorder (ASD) in any school organization, when this is possible according to their progressive autonomy and always with the best interests of the child in mind.

Likewise, in order to contribute to the teaching and learning process, the school will promote the participation of all members of the educational community, without distinction, especially through its student councils, parent associations, and school councils.

5.1 Communication Protocols

Nido de Águilas recognizes the responsibility of maintaining clear and effective communication with the various members of the school community (staff, students, and parents/guardians). All communications are in English, with the corresponding translation into Spanish when deemed appropriate. Parents, faculty, and staff are expected to keep themselves informed by reading communications from the School

The Head of School or their appointed representative will serve as the school's spokesperson in all matters related to the school and will ensure that appropriate measures are taken to maintain regular communication with the school community. Communication may consist of newsletters, the website, parent/guardian meetings, surveys, forums, or other available communication tools

5.2 Channels of Communication

Nido uses several communication channels, including emails, the weekly Nido News, parent workshops and information meetings, social media, and our Nido Connects app.

Direct email is our primary channel of communication We will send all major School announcements to you via email, as well as our weekly newsletter, Principals’ weekly updates, and messages from teachers. For that reason, it’s very important to keep your contact information updated, which may be done directly in PowerSchool.

In the case of sensitive exchanges of information, the school will contact parents directly via email or telephone. However, it may not be possible to reach parents by telephone in the event of a natural disaster, such as an earthquake. For these situations, whenever it’s technically feasible, our Communications Oﬃce will communicate with parents via email, NPA grade-level chats, and/or post a notice on the website

Nido.cl

Parent Portal (password protected)

Faculty Portal and Nido Intranet (password protected)

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

Uniforms, Transportation, Health Services, Cafeteria, Community beneﬁts, Divisional Guidelines, Faculty and Staﬀ Contact, Quicklinks, etc.

Link to intranet, Faculty & Staﬀ Handbook, Internal Guideline for Order, Hygiene and Safety, Internal Communication Guidelines, Community Fundraising Policy, Events Guide, Technology Acceptable Use Policy, etc

Nido News

Email with school News, Principal’s weekly updates, upcoming events, and more

Social media Facebook, Instagram, Linkedin, Vimeo

Direct emails - schoolwide

School messages, updates and important news Parents must register an email address where they can be contacted by the school and are responsible for reporting any changes to this information.

Nido Connects App

Teachers & Staﬀ’ Emails

Class & Grade whatsapp chats (optative)

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

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

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

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

*Alumni newsletters

5.3 Contact Protocol

Parents/guardians who have questions or concerns about speciﬁc classroom activities, curriculum, teaching, student behavior, the overall functioning of the division, or their child's learning progress, should contact their child’s teachers directly through the oﬃcial channels

Academics

The first contact should be directly with the teacher about classroom-related matters Parents/guardians should communicate with teachers and staff via school email, and not through private emails or personal phone numbers. Parents should only use faculty and staff personal phone numbers for school-related matters outside of school hours in case of an emergency.

If concerns are not resolved, the next contact should be with the Assistant Principal and/or the Principal of the division, depending on the situation.

Social Emotional

For special issues related to Guidance, Socio-Emotional Support and/or Special Programs, parents/guardians are expected to contact the school counselor or those responsible for the respective programs.

For issues related to School Community or Child Protection, community members should contact their teacher, counselor, Assistant Principal, Principal or the School Community Life Chair (SCL Chair).

National Plan

For questions related to the National Plan or the requirements of the Ministry of Education, contact the National Plan Principal.

Others

Parents who have questions or concerns regarding specific non-academic areas such as Security, Transportation, Cafeteria, and more will contact the appropriate representative of that area as defined on Nido’s website You can find a list of School contacts on our website

Head of School

The Head of School is available to discuss questions related to the overall teaching and learning process as well as general operational aspects and school funding, security issues, infrastructure, and school policy issues, once the parent/guardian has ﬁrst spoken to the Principal or Assistant Principal.

5.4 School Calendar and Attendance

Calendar

The school year is composed of 38 teaching weeks, as required by the Ministry of Education of Chile. The school year is divided into two (2) semesters, starting in mid-July and ending in mid-June

The current and next year's calendar with information on the speciﬁc start and end dates, professional development days, and holidays can be found on the website.

In the event of any modiﬁcation or change, parents/guardians will be informed by email by the Head of School or Principal of the corresponding division

Attendance

Every student must attend all scheduled classes Attendance is recorded daily, and sometimes multiple times, depending on the division. All parents/guardians will receive an automatic email notiﬁcation when their child is absent or late. Parents/guardians should inform the division oﬃce of any excused or planned absence through PowerSchool's 'Attendance Monitor'

Students must attend at least 85% of the required school days, regardless of the reason or type of absence A student may fail a class or the entire school year if they do not meet the 85% attendance requirement

Nido de Águilas recognizes three types of absences: excused, planned, and unexcused. In general, all students are expected to recover lost work, regardless of the type of absence. The teacher and divisional administration will determine deadlines for completing missed work and the maximum allowable absences to pass the class

Excused Absences

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

Planned Absences

Planned absences will be granted if the student must be absent for several consecutive days. These absences will be excused as long as they ﬁt the criteria for an excused absence. The school must be notiﬁed at least one week prior to the absence. The parent/guardian must sign a planned absence form prior to the absence. The purpose of this document is to inform teachers of the student's absence and acknowledge their academic responsibilities during the absence. For extended absences, the parent/guardian or student must ask their teachers in advance about how they can catch up on the required subject matter and/or tasks.

Unexcused Absences

Unexcused absences occur when a student misses school without prior notice, without the approval of the school, and/or when the parents/guardians have not communicated directly with the school, providing details of the absence Students are expected to recover lost work

Note: All absences immediately preceding or after a holiday period are considered unexcused. Any exception to this requires prior approval by the Principal. Consideration for approval must be obtained from the Principal one week before the holiday

Campus Hours

Campus hours refers to the timeframe during which the School is open and operational and when athletic and recreational facilities are accessible to students and staﬀ as long as these activities are scheduled, supervised, and approved by the appropriate

area and/or supervisor and do not interfere with school programming such as ASAs or Athletics

● Monday - Friday:

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

○ Students: 7:15 am-6:30 pm*

○ Campus closes at 8:00 pm (for supervised activities only)

● Saturday:

○ Staﬀ: 7:00 am

○ Students: 8:00 am - 1:30 pm*

○ Campus closes at 3:00 pm (for supervised activities only)

● Sunday: Campus Closed to students, faculty & staﬀ

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

School Hours

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

● Early Years School: 7:40 am - 2:30 pm

● Elementary School: 7:40 am - 2:30 pm

● Middle School: 7:40 am - 3:15 pm*

● High School: 7:40/8:05 am - 3:15 pm* (and 3:10 on Fridays)

* On Wednesdays, MS & HS ends at 2:30 pm due to faculty and staﬀ Professional Development

At Nido, we value the safety and well-being of our students at all times and therefore students should be supervised while on campus. Students are expected to leave campus immediately after the school day ends if they are not involved in any school-sponsored activities

In EYS and ES, if students are not withdrawn before 2:45 pm, their teacher will take them to the respective divisional oﬃce (EYS or ES), where they will be supervised until the parent/guardian comes to pick them up.

Recess & Breaks

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

Delays

Getting to school on time contributes to a positive school day for all students and teachers. If students are late, they must report to the respective Division oﬃce before

entering their class. Excessive delays can lead to disciplinary consequences, a meeting with the parent/guardian, and/or suspension; please refer to divisional guidelines for speciﬁc procedures

Early Departure

Early departure from school is an exception A student may not leave the school before the end of the school day without prior approval from the Principal. Students will be allowed to leave only with their parents/guardians or with the person authorized by the parent/guardian.

The Principal will not approve an early departure without receiving a written request from the student's parent/guardian, indicating the reason and means of transportation in which the student will leave. The only formal way to communicate with the school is through a written communication to the Principal or to whoever represents him/her.

Student Early Pickup and Information Delivery

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

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

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

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

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

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

Absences from Physical Education or Sports

Students who miss physical education are expected to provide a medical certiﬁcate detailing how many days of physical education they will lose. If the student does not participate in Physical Education, they cannot participate in After-School Sports.

Students who miss school (full day), agree on a reduced day, or have been suspended, cannot participate in After-School Sports on the same day.

5.5 Visitor Protocol

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

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

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

Parents and/or guardians must also register their car(s) annually and use the required sticker. Car registration takes place annually and information can be updated at any time in the Security Oﬃce by the main entrance.

5.6 Uniform and Dress Code

Students in PK up to 5th grade are required to wear any Nido-approved clothing combination. Students in MS & HS are only required to wear a Nido shirt or spirit-wear during physical education. Tidiness and cleanliness are necessary at all times. It is recommended to wear hats and sunglasses outside the classroom to protect from the sun. For more details speciﬁc to division requirements, see divisional handbooks.

A meeting with parents/guardians may be called for and/or disciplinary consequences may be assigned to students who dress inappropriately on repeated occasions to school.

The Dress Code is based on considerations such as:

● Create a comfortable learning environment for teachers and students

● Follow generally accepted standards for High School and Middle School students

● Concern and respect for diﬀerent cultural expressions

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

The following serves as a guide to what is deemed appropriate.

The students must wear:

● T-shirt/shirt

● Bottom part (pants / sports pants / shorts / leggings) that allow a full range of movement (sitting, standing, reaching, and running) without the need for continuous adjustment.

● Shoes or sneakers.

● Sports attire and footwear speciﬁed by the Department of Physical Education are mandatory when participating in physical education class and activities that require their use.

● In swimming activities, the student is expected to wear a one-piece swimsuit, and use a cap, sandals, and towel.

Students can wear:

● Religious hats

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

● Hoodies

● Sports clothing

Students may not wear:

● Items of clothing that contain violent language or images, images or language depicting drugs or alcohol (or any illegal item or activity), and/or words of hate, swear words, or pornography

● Torn clothes

● Swimsuits

● Pajamas or slippers (except on Spirit Week days, costumes, and/or Pajama Day)

Uniforms are available at Scolari and can be purchased online or in their store.

If a faculty member is concerned about the way a student is dressing, the faculty member will approach the assistant principal who will determine the following steps Teachers and the administrative team will use positive body language to explain the dress code and will be sensitive when addressing any code violations. A parent/guardian meeting can be scheduled, and disciplinary consequences may be assigned to students who dress inappropriately for school on repeated occasions.

5.7 Technical Pedagogical Regulations

The International School Nido de Águilas has its own Plans and Programs This curriculum meets both the Learning Objectives of the Chilean Ministry of Education and

the United States' curriculum proposal. Our study program has been developed within the framework of a Common and Collaborative Curriculum that seeks to achieve standards of excellence and at the same time develop its own proposal aligned with our educational project.

To implement this ambitious program, Nido has a Deputy Head for Teaching and Learning who reports directly to the Head of School of the school and works closely with the Division Principals and the National Plan Principal In addition, our school has a Group of Pedagogical Technical Advisors (Learning Coaches) who support the curricular design of our courses and, through continuous improvement cycles, accompany our teachers.

Every beginning of each semester, Nido de Águilas spends several days training its teachers and working on planning Also, every Wednesday afternoon, our faculty has a time dedicated to their professional learning, which is complemented by the hours of preparation they have each week. Additionally, teachers have opportunities to pursue individual studies related to their school assignment or school goals.

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

Development of Pedagogical Competencies

● Design for Learning Planning Model (UBD)

● Training for Student Centered Learning

● Training in Collaboration and Team Development

● Assessment strategies

● Diﬀerentiation strategies

● The Use of AI in classrooms

Development of Socio-Emotional Competencies

● Child Safeguarding Training

● Conscious Discipline

● Suicide Prevention

● Social Thinking

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

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

Individual teachers and teaching teams are responsible for planning the classes and developing the Learning Units, based on the Learning Standards deﬁned by the school

and in the Nido planning formats. Thus, it is also expected that all developed material will be available on the electronic platforms of each division

In matters of discipline or decisions regarding discipline or retention, teachers may be called upon for consultation.

5.8 Distance Learning

At times, there may be events beyond our control that may force the closure of the campus In situations like these, each division will activate protocols to ensure the continuity of learning for students and maintain our commitment to an excellent education.

When the decision is made to close the campus for the day, an announcement will be made no later than 5:30 am in the morning of the closing day and, where possible, the night before

Distance learning days will count as school days for students; students are simply learning in a diﬀerent place. As such, distance learning days are counted in the same way as school days on campus.

Teachers and students are expected to participate in distance learning. Parents are asked to support their children in this process. If students are not feeling well or for any other reason are unable to participate in distance education, parents should report absences to the division secretary as they would with any regular absence from school.

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

6. REGULATIONS REFERRING TO SAFETY, HYGIENE, AND HEALTH

6.1 Health Unit

The Nurse’s Oﬃce is open from 7:00 am to 5:00 pm with licensed nurses available for routine medical care and ﬁrst aid After hours and on Saturdays, a CPR-trained physical therapist is present for sports activities, and PULSA paramedics support school events when needed. In emergencies, students may be referred to Clinica Alemana, where all students are covered by accident insurance.

Nurses manage care in accordance with Chilean health regulations and maintain updated health records in PowerSchool. Parents must inform the school of any medical conditions, medications, and immunizations.

Students may visit the Nurse’s Oﬃce without permission before school, during recess, and after school; during class hours, a teacher’s permission is required If a student becomes ill, the nurse will contact parents and coordinate pickup and dismissal procedures.

The Nurse’s Oﬃce also oversees lice inspections, vaccination programs, and communication regarding contagious illnesses

School Accidents / Emergency Insurance

All regular students at Nido de Águilas are covered by an accident insurance at Clínica Alemana, which oﬀers coverage for traumatic accidents, 24 hours a day, throughout the year. More details can be found on Nido's website under Health Services.

Medications

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

Medical certiﬁcate

All medical certificates should be delivered to the Nurse’s Office as soon as possible. If the certificate exempts students from physical education, this information will be emailed to the Principal, Division secretary, counselors, and teachers.

Any new student medical information that arises throughout the school year should be given to the nurse as soon as possible, to keep the information up to date in the health records at PowerSchool.

In case of allergies, parents/guardians will be responsible for notifying the school of the necessary safeguards that need to be implemented to avoid allergic reactions

Refer to the Health Unit Handbook for further information.

6.2 Measures to Ensure Hygiene

To ensure a clean and safe environment, the school follows strict hygiene and food handling procedures. All food handlers receive ongoing training in proper hygiene practices, including frequent handwashing. Mealtimes are conducted in clean, well-ventilated spaces, with attention to lighting, temperature, and safety

Children are supported in maintaining personal hygiene and are guided to eat independently at their own pace in a calm, caring setting Staﬀ ensure proper posture during meals and encourage children to help tidy up afterward, according to their developmental abilities.

6.3 Individual Responsibility for Personal Property

Nido will not be liable in any case for loss or damage of students’ personal property.

Students at Nido de Águilas are expected to respect the property of others. Theft or appropriation of property other than one’s own is considered an oﬀense as outlined in section 9 of this document Parents are responsible for not sending their children to school with large sums of money or valuable items that are not necessary for school.

Lost and Found

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

6.4 Use of Technology

Ethical and responsible use of both private and school technological devices is expected Technological devices include calculators, computers, mobile phones, video and photo cameras, iPads, and recorders. Depending on each division, students will have to follow

the rules set forth by each Principal in relation to the use of mobile phones or any other device that fulﬁlls this purpose

Use of Nido institutional mail

The school believes that technology is a tool that enables investigation, creation, communication, working collaboratively, and organizing information in multiple ways within the framework of responsible digital citizenship. Responsible digital citizens act with integrity, are respectful, and care about themselves and others at all times.

Nido requires that all students who are given a Google Workspace or other school-related account, must sign the Responsible Technology Use Agreement The purpose of this agreement is to promote citizen responsibility, ensuring that every member of our school community, both at school and at home, is respected and safe, and can fully make the best of the technology available for educational purposes. Access to google workspace and other school platforms is available to all Nido students and closed upon withdrawal or a year after graduation in the case of G12 students

Use of social media

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

6.5 Transportation & Parking

Nido de Águilas provides student transportation by bus to and from campus through external services contracted with a private transportation provider. This service can be coordinated through our Transportation Oﬃce.

All members of the community are responsible for the safety of other members Access to private vehicles and parking within the school facilities are considered privileges and may be revoked by the Head of School at any time, if it is determined that the driver and/or owner of the vehicle abuses these privileges.

Improper use of the vehicle includes inconsiderate behavior, neglect, driving too fast, parking in "do not park" areas, using parking for disabled persons or pregnant women inappropriately, and obstructing normal flow of traffic. Drivers should NOT use mobile phones while operating vehicles on campus, as all their attention should be on pedestrians and other vehicles. Parents are responsible for registering their vehicles with the security office and keeping records up to date as requested by the school.

Drivers must respect all instructions from Nido staﬀ and security guards, as well as respect good manners and education standards in parking. Our guards have the task of

supervising parking and do so with the best intentions and for the beneﬁt of our entire community The intention is to ensure that traﬃc moves quickly and avoid congestion

Student Drivers

● All students who wish to enter the school by car must accept and sign the Automobile Use Agreement available in the High School Guidelines

● The driver must be at least 18 years old and possess a Chilean driver's license.

● The vehicle must be registered in the High School office and in the Security Office in addition to wearing the official academic year sticker on the windshield

● The student parking lot is located next to the High School gym.

The school reserves the right to suspend or revoke this privilege if a student does not comply with these provisions

6.6 Emergencies and Drills

Every year, the school conducts ﬁre drills, lockdown drills, and earthquake drills to educate students about the procedures to follow if one of these events occurs during the school day. These procedures are published in each classroom.

In the event of a major earthquake, all students will remain on campus until the school’s administration allows their departure. Parents/guardians should NOT come to school until normal dismissal time unless requested by the school administration or nurse. Locating, organizing, and delivering students to parents/guardians requires time and dedication of our staﬀ Remember that our main goal is to keep all students safe

As long as it is safe to do so, and if they are granted permission, parents/guardians can pick their children up during other emergencies. However, if access to campus or school buildings is restricted for safety reasons, parents/guardians may have to wait outside the school or school buildings until the administration determines otherwise Depending on the circumstances, parents/guardians may be asked to wait outside In these cases, students will be handed over at the entrance of the campus instead of the classroom. In order not to alarm or unnecessarily frighten children, school staﬀ will keep the environment as safe and normal as possible.

More information can be found under Emergency Procedures in the Parent Portal

6.7 Requesting/Distributing Information

School information is considered private under any circumstances unless proper permission has been given. Letters, brochures, or other information may not be distributed by students, faculty or staﬀ, or parents on school premises without the express consent of the Head of School or the person he/she appoints This includes requesting donations, advertisements, items for sale, private party notices, or negative

information on the school, its students, staﬀ, or parents/guardians. The two channels Nido has to promote services/products are the Nido Beneﬁts program or Nido Bay Information on both of these programs is available in the Parent Portal, in the "community" tab.

7. ADMISSION & ENROLLMENT

The International School Nido de Aguilas invites all interested applicants to apply to our school. At Nido, we believe in an admissions process that is transparent, fair, and inclusive, aligned with current regulations, ensuring equal opportunities and promoting diversity within our community.

The application process aims to determine the suitability between our program and the student so that each child can access a high-quality education in a welcoming environment For this reason, admissions decisions are based on the student’s performance on the admissions assessment, academic records, standardized test results, conﬁdential questionnaires, and interviews. Speciﬁc admission criteria by division are detailed below. All decisions are made by the Admissions Committee.

As a school where English is the language of instruction, we place special importance on proﬁciency in the English language, particularly in the upper grades, as it is essential for full participation in school life and to take advantage of the academic opportunities we oﬀer

If there is a waitlist, priority is given to applicants who are children of staﬀ members, U S citizens or children of U S citizens, applicants with siblings currently enrolled at Nido, or children of Nido alumni. Within each category, priority is given to applicants whose ﬁrst language is English. Belonging to one of these priority categories does not guarantee admission to Nido.

The minimum enrollment period is one semester. Final admissions decisions are made by the Admissions Committee, which is composed of the Director of Admissions, Admissions Oﬃcers, the Principal (Divisional Director), the Director of Student Support Services, and the divisional counselor.

For more information, please refer to the Admissions Criteria and Requirements

7.1 Annual Re-enrollment

Parent(s)/Guardian(s) must renew their enrollment annually for each student at Nido, completing the Educational Services Contract in which the School guarantees educational services will be provided to the child and the parents and/or guardians assume the ﬁnancial responsibility agreed to in this contract. Re-enrollment occurs annually in May.

For students who at the time of re-enrollment are on probation for academic or disciplinary reasons, the renewal of the contract will require the prior authorization of the corresponding division Principal.

Educational Services Contracts will only be extended who are current with their student accounts The School reserves the right to not renew re-enrollment, and/or require additional documentation as proof of payment, including a Notarized Promissory Note

In the case that parents and/or guardians do not submit an Educational Services Contract for the following school year, the School will withdraw and close the students’ account after informing the family.

7.2 Non-Renewal of Enrollment

Non-renewal of enrollment is the result of speciﬁc causes that lead to the student no longer being part of the school community for the following academic year

The causes are the following:

● Repetition for the second time in elementary school or middle school

● Repeating for the second time in High School.

● Failure to comply with the ﬁnancial commitments acquired.

In the case of any of the causes contemplated in the previous article, the student and their guardian will be notiﬁed in writing

7.3 Withdrawals

Temporary Withdrawal

Temporary Withdrawal is deﬁned as the planned discontinuance of enrollment of more than one month It may be granted by the administration for a period of up to two consecutive semesters Temporary withdrawal can be:

● With space reserved: The school guarantees immediate placement in the appropriate grade level for the designated student provided tuition is paid for the period of absence

● Without space reserved: The school is not obliged to guarantee a space in the appropriate grade level for the designated student. If space is available upon return, the student shall be readmitted. If space is not available upon return, the student shall be placed at the top of the waitlist for the grade and readmitted when space is available

Prior to a student’s return to school, the parent(s)/guardian(s) must provide a report of activities, attendance and grades at another school. Students are required to be in good academic and behavioral standing at their external school to return to Nido.

High School Students on temporary withdrawal must complete the necessary credits to earn the minimum graduation requirements established. Students can be awarded a maximum of 8 credits per year (or 4 credits per semester). The student’s counselor and Principal make the determination of which Nido graduation credits have been fulﬁlled. It

is recommended that students take no more than one temporary withdrawal during their four years in High School

In the event that the temporary withdrawal exceeds two consecutive semesters and becomes permanent, the student must reapply for admission and will be subject to Nido’s regular admissions procedure.

Parent(s)/guardian(s) that request a Temporary Withdrawal agree to submit re-enrollment forms and pay the Annual Registration Fee for the given academic calendar year and must pay all applicable tuition fees and incorporation fees according to schedule. The parent(s)/guardian(s) shall complete a Withdrawal Form online.

Permanent Withdrawal

Parents planning to permanently withdraw their children shall notify the School with as much time as possible by completing a Withdrawal Form online. Simply ceasing to attend school or nonpayment of tuition, does not constitute an authorized withdrawal

Families who withdraw during a semester are responsible for the full tuition fees for that semester. Families that withdraw at the end of a semester will not be subject to early withdrawal fees. Families must settle any outstanding payments with Student Accounts and return school textbooks and materials to the corresponding division/department

Academic transcripts must be requested at the corresponding division oﬃce and collected by the parents/guardians; transcripts will not be delivered to students. National Plan Academic Reports must be requested at the National Plan Oﬃce.

Students who have withdrawn permanently must submit a new application if they wish to re-enroll at Nido at a later date.

Exceptional Student Withdrawal Due to Prolonged Absence

According to guidelines from the Superintendency of Education, a student may be removed from the school’s enrollment register after at least 40 consecutive working days of unjustiﬁed absence only if the student’s parent or guardian cannot be located and the school has fully followed its internal procedures for tracking absences

Absence Monitoring Procedure:

1 After 20 working days of unjustiﬁed absence, the school must attempt to contact the parent or guardian by phone

2. Within 10 additional working days, if no contact is made, send a request for conﬁrmation of attendance via email or, if unavailable, by registered mail to the address on ﬁle

3. If there is still no response within another 10 working days, the school must make at least one home visit and request a written statement from the parent or

guardian regarding the student's enrollment status.

4 If contact is still not made, the school must produce a detailed, signed report documenting all steps taken. This report must be approved by school leadership and kept on ﬁle for at least three years.

If this exceptional process is followed and documented, the student may be oﬃcially withdrawn without the parent or guardian's consent.

If the Parent or Guardian is Reached

If contact is made but no valid justiﬁcation for the absence is provided, the school must:

● Activate the child protection protocol.

● Report the case to the family courts for necessary protective measures

7.4 Financial Aid

Nido aims to support families that share Nido's values and appreciate its pedagogical approach but are unable to cover the entire cost of the tuition, through the Regular or Emergency Financial Aid Programs. The application process includes a thorough review of academic and behavioral history, status of student account, application form, supporting documents and home visit. The budget for these Programs is approved annually by the Board. Decisions on ﬁnancial awards are made by the Financial Aid committee, and take into consideration the parents’ income, living expenses, assets and savings, as well as available budget

To be eligible for Financial Aid:

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

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

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

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

Regular Financial Aid Program

Is need-based and can cover a maximum of 50% of a student's tuition fees. Parent(s)/guardian(s) must apply annually. Awards consider the parent(s)/guardian(s) family's ﬁnancial situation and funds available Financial aid can be awarded for tuition and/or incorporation fee, if applicable

The application period opens every year in November. The deadline for current families to submit their application and supporting documents is January 15. The deadline for

families applying for admissions is March 15. Prospective families must apply for Admissions and ﬁnancial assistance simultaneously Decisions on ﬁnancial aid awards are informed at the end of April, with re-enrollment

Emergency Financial Aid

Available year-round and applicable in the case of loss of employment and/or catastrophic illness of the parent(s)/guardian(s). To be considered for emergency ﬁnancial aid, an applicant must have had children enrolled for a minimum of one academic year. Emergency assistance accounts for no more than 30% of the full tuition cost. Emergency assistance will not exceed one academic school year. If assistance is required for additional periods of time, an application must be submitted to the Regular Financial Aid program

RELEVANT CONCEPTS FOR CHAPTERS 8 AND 9: SCHOOL COMMUNITY LIFE

Deﬁnitions as described by the Ministry of Education (Chile):

1. School Community Life (Coexistence): Network of relationships and interactions among all members of the educational community, including students, parents, educators, assistants, administrators, as well as groups, teams, classes and internal organizations within the school. It also includes the relationship of the educational community with external organizations and its

broader social context, recognizing that community life in schools is part of the larger social process of building a society

2 Good school community life (good coexistence): The harmonious and respectful interaction among all members of the educational community. It is characterized by positive relationships that support the eﬀective achievement of the Educational Project and fostering the holistic development of students

3. Educational community: A group of people who, inspired by a common purpose, form part of the educational institution This includes students, parents and guardians, education professionals, education assistants, teaching teams, management teams, administrative staﬀ and auxiliary personnel.

4. Good treatment: This refers to the way in which individuals interact with one another, whether in the academic or personal context. It involves respect for the dignity, rights and needs of others, and is grounded in values such as empathy, tolerance, solidarity and justice In the case of children and adolescents, good treatment also responds to their need for care, protection, education, respect and aﬀection, recognizing them as subjects of rights. These rights must be guaranteed, promoted, and respected by the adults responsible for their care. Consequently, any violation of these rights, as well as the active promotion of them, must be addressed in a timely manner and appropriately

5. Discipline: A set of rules and expectations that must be followed to ensure harmonious and respectful coexistence. It enables students to develop attitudes and behaviors that support positive interaction into family life and society, while also helping them achieve personal goals. Discipline is essential for students to fully engage with and beneﬁt from the Educational Project oﬀered by the school and accepted by their parents or guardians

6. Disciplinary Measure: a sanction applied in response to behaviors that breach rules outlined in the school's Internal Regulations. The school may only apply disciplinary measures that are explicitly included in the regulations, for the reasons established therein and following the procedures speciﬁed

7 Measures of educational (or pedagogical) or psychosocial support: These are support measures educational or psychosocial in nature that the school provides to a student involved in a situation that aﬀects school coexistence. They may be implemented using the school’s own resources or with the support of external professionals. The purpose of these measures is to support the student’s learning and personal development, helping them respond constructively to future situations similar to those that caused the conﬂict These measures also aim to ensure that the student and their parent(s), guardian(s), or responsible adults recognize and, when possible, repair the harm caused by the behavior.

8 Conflict: Involves two or more individuals who come into opposition or disagreement due to interests that are truly or apparently incompatible Conflict is not synonymous with violence, but a conflict that is poorly addressed or not resolved in time can lead to situations of violence. Conflict must be recognized, addressed, and resolved, rather than ignored. Schools promote constructive

resolution through collaborative mechanisms such as mediation, negotiation and conciliation, which foster dialogue and mutual understanding

9 School Mistreatment: School mistreatment is a form of abuse that occurs within the educational context. It is deﬁned as any act of physical or psychological violence, whether isolated or repeated, committed by any means including technological or digital platforms by a member of the educational community against a student, child, or another community member.

10 Harrassment or bullying: Unlike school mistreatment, school bullying refers to repeated behaviour by students directed against other students and is defined by law as ‘any action or omission constituting repeated aggression or harassment, carried out inside or outside the educational establishment by students who, individually or collectively, attack another student, taking advantage of a situation of superiority or defencelessness of the affected student, which causes the latter to suffer abuse, humiliation or a well-founded fear of being exposed to a serious harm, whether by technological means or any other means, taking into account their age and condition’. This definition includes bullying behaviour carried out by technological means (cyberbullying).

11. Violence. While deﬁnitions of violence may vary depending on the perspective, they share two core elements: i The illegitimate use of power and force, whether physical or psychological; and, ii. The resulting harm to another person. Violence is not an innate or natural condition, it is a learned behavior. As such, it must be actively prevented and addressed through solidarity, dialogue and peaceful practices that promote respectful coexistence within the school community.

a Psychological violence: Behaviors that cause emotional harm, such as insults, threats, mockery, malicious rumours, exclusion, or discrimination based on identity or beliefs. It also includes school harassment or bullying.

b. Physical violence: Any physical aggression that causes harm or discomfort, such as kicking, shoving, slapping, hitting, biting, scratching, or others These actions may be isolated or repeated and can be carried out with the body or with objects.

c. Violence through technological means: This refers to the use of digital or electronic platforms to cause harm, such as spreading rumors or personal information without consent, sharing images or montages, or issuing threats or carrying out any type of aggression through emails, messages, websites, social media, or other virtual channels.

d. Gender-based violence: Gender-based violence is aggression rooted in gender stereotypes, often aﬀecting women but also impacting men It includes disparaging comments, humiliation, degrading treatment, and physical or psychological aggression based on the perceived superiority of one sex over another.It also encompasses symbolic violence the communication or dissemination of messages, texts, sounds, or images that normalize gender stereotypes, or justify relationships of subordination, inequality, or discrimination, particularly those that undermine the dignity of women.

e. Sexual violence: refers to acts that violate a person’s bodily autonomy and boundaries with a sexualized intention, regardless of gender It includes unwanted touching, sexual insinuations, inappropriate comments, sexual abuse, attempted rape, and rape, among other actions.

f. Violence at work: Refers to any behavior that undermines the dignity of workers and endangers their physical or psychological well-being in connection with their professional duties, whether the actions occur within or outside the school environment.

12. Violation of rights: refers to situations in which a child or adolescent’s basic physical or emotional needs are neglected, despite the responsible adults having the knowledge and means to meet them These are typically omissions, rather than acts of direct abuse, and may include: Lack of access to food, clothing, housing, or medical care, exposure to unsafe environments, violence, or substance abuse, unmet emotional or psychological needs, or abandonment. Such cases diﬀer from physical, psychological, or sexual abuse, but still represent a serious breach of the child’s rights It is the duty of school oﬃcials to report these situations to the OPD, OLN, or Family Courts, as appropriate

a. Negligence: refers to the failure to provide adequate protection and basic care by those responsible for the well-being of children and adolescents. It occurs when caregivers do not meet the child’s physical, social, psychological, or intellectual needs, despite having the duty and capacity to do so

b. Emotional abandonment: the persistent lack of response from a stable adult ﬁgure to a child or adolescent’s emotional expressions or behaviors such as crying, smiling, or seeking aﬀection. It also includes a lack of initiative for emotional connection, interaction, or supportive contact

13 Child abuse: Child abuse is defined as any form of physical or psychological harm, neglect, maltreatment, or exploitation, including sexual abuse, inflicted on a child by a parent, guardian, or any person responsible for their care. According to Law No. 21.013 of Chilean legislation, it is a criminal offense to mistreat minors, the elderly, or persons with disabilities by those who have a duty of care or protection This includes both active abuse and the failure to prevent harm when it was within their responsibility to do so. The law also sanctions any act that subjects these individuals to degrading treatment or to situations that seriously affect their dignity. In educational settings, it is the legal duty of school administrators, teachers, and education assistants to protect students' rights and to report any suspected abuse, leaving investigation and sanctions to the appropriate authorities

a. Physical abuse: Physical abuse refers to any non-accidental act by a caregiver, parent, or guardian that causes or poses a serious risk of physical harm or illness to a child or adolescent. It may involve a single incident or repeated behavior, with varying degrees of severity (mild, moderate, or serious) The context including the age of the individuals,

the relationship between the victim and aggressor, and whether the act involved self-defense or complicity must be considered when assessing the seriousness of the abuse

b. Emotional or psychological abuse: Emotional or psychological abuse refers to habitual verbal or emotional harm directed at a child or adolescent. It includes insults, criticism, ridicule, discrediting, indiﬀerence, and explicit or implicit rejection. This form of abuse may also involve terrorizing, ignoring, or corrupting the child, as well as acts of psychological violence through digital media, such as social networks, websites, or videos. Additionally, a child’s exposure to domestic violence such as witnessing violence between family members is also considered emotional or psychological abuse.

14 Sexual harassment: Sexual harassment refers to any action or behavior of a sexual nature or connotation whether verbal, non-verbal, physical, in person, virtual, or digital that is unwanted or non-consensual by the person receiving it. It may violate an individual’s dignity, equal rights, freedom, or physical, sexual, psychological, or emotional integrity. Such behavior may also create an intimidating, hostile, or humiliating environment, or negatively impact the person’s opportunities, living conditions, or academic/work performance Sexual harassment may occur as an isolated incident or through repeated conduct.

15. Identity harm: refers to acts, whether physical, verbal, relational, or systemic, that target an individual based on aspects of their identity. According to Dr.Emily Meadows, this includes identity markers such as race, color, ethnicity, caste, religion, gender identity, gender expression, sexual orientation, national origin, citizenship status, socioeconomic status, age, language, or ability These actions are recognized as a form of harm and abuse, particularly when they contribute to exclusion, fear, humiliation or diminished safety in an educational environment.

16. Intersectionality: framework for understanding how multiple aspects of a person’s identity, such as gender, race, class, sexual orientation, ability and language, interact to shape their experience of discrimination or privilege Coined by Kimberlé Crenshaw, the term highlights how systems of oppression can overlap, creating unique forms of vulnerability or marginalization. In school safeguarding, applying an intersectional lens ensures that no aspect of a student’s identity is overlooked, and responses are both equitable and context-aware

8. CHILD PROTECTION POLICY, SOCIO-EMOTIONAL WELLBEING AND SCHOOL COMMUNITY LIFE (SCL)

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

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

8.1 Child Protection Statement

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

Our approach to safeguarding is rooted in a child-centered philosophy, where the best interests of the child guide every decision and action. We believe that every child has the right to learn, grow, and thrive in an environment that is safe, nurturing, and supportive. Collaboration with parents is fundamental to our eﬀorts. We work closely with families to ensure that children not only feel secure but also understand their rights and responsibilities

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

8.2 Prevention

Hiring

The administration is responsible for ensuring that the school follows safe recruitment processes As part of the recruitment and vetting process, police and criminal background checks are conducted for all staﬀ who have access to students The school performs thorough background checks and actively seeks conﬁdential references for all new employees.

Annual Vetting Process

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

Trainings

In alignment with school accrediting agencies, the International Task Force on Child Protection, and the UN Convention on the Rights of the Child, Nido provides annual training on child protection awareness and procedures for all staﬀ

Student Education

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

Our SEL curriculum is based on CASEL’s framework and is offered to all students through different classes, such as, Health classes in Middle School and First Year Seminar in 9th grade, advisory sessions, and specific programs such as “Second Step”, “Safer and Smarter Kids”, “Wayfinder”, among others.

Regular audits and reviews

Nido is committed to continuous improvement in child safeguarding We conduct annual reviews of protocols and procedures, as well as an annual assessment of existing practices to ensure eﬀectiveness and compliance.

Protocols and Procedures

Nido maintains clear procedures for reporting and responding to child protection concerns Our protocols and procedures comply with requirements from the Chilean Ministry of Education and align with international best practices. Additionally, Nido works in collaboration with external specialists and local authorities and programs, such as OPD y OLN de Lo Barnechea, Red de Protección Las Condes, among others.

School Community Life Groups

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

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

2 School Community Life (SCL) Committee/Safeguarding Response Team (Section 8 3: Response)

SCL Council

The SCL Council promotes a safe and caring environment by meeting to overview the social-emotional learning (SEL) and developing ideas through the SCL Management Plan (Plan de gestion de convivencia escolar). It includes representatives from the school community, and is led by the SCL Coordinator

The SCL Council's main contributions will be to:

a) Propose measures and programs to maintain a healthy school climate

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

c) Monitor the SCL Management Plan

SCL Management Plan (Plan de gestion de convivencia escolar)

The SCL Management Plan outlines initiatives to promote positive school life These may be curricular, extracurricular, divisional, or school-wide, including activities or programs such as Outdoor Education and Community Service.

The SCL Coordinator and the Student Support Services Director, along with divisional principals, are responsible for preparing and implementing the Management Plan The Management Plan shall include mandatory training to all staﬀ in areas that promote a positive school community life, for example, conﬂict resolution.

8.3 Response

What constitutes a child protection concern?

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

A person may abuse a child by inﬂicting harm (action), or by failing to act to prevent harm (inaction) and can happen in family, institutional, community or online settings Most abuse is inﬂicted by someone known and trusted by the child. Children may experience multiple forms of abuse simultaneously. All adults should understand reasons children may not talk about abuse they might have experienced.

Types of Abuse:

Further information on deﬁnitions and indicators are available above and in the related protocols.

Protocol

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

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

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

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

School Community Life Committees (Safeguarding Response Team)

The School Community Life Coordinator/Designated Safeguarding Lead (DSL), and the School Community Life (SCL) committees are responsible for child safeguarding. They address concerns related to child abuse, neglect, bullying, harassment, or other issues related to child protection as well as the safety of any member of the educational community

When a case is reported, the divisional SCL Committee reviews it. Their main goal is to safeguard the welfare of the student and promote a healthy and positive community life.

Committee Members:

1. School Community Life Coordinator/Designated Safeguarding Lead

2. Divisional Counselors

3. Assistant Principal

4. National Plan representative

If a staﬀ member is involved, the SCL Committee will include the Human Resources Director, staﬀ member’s supervisor and, on occasions, the National Plan Principal. The main functions are related to:

1. Activate and follow appropriate protocols

2. Monitor compliance with protocols

3 Recommend measures for safety and well-being

4 Contribute to community awareness and education

5. Encourage community participation and collaboration with the SCL Council

6. Coordinate training on conﬂict resolution and positive relationships

Reports

All community members are encouraged to report incidents aﬀecting themselves or others Reports may be shared with any staﬀ member, who must communicate the information to the DSL/SCL Coordinator, Principal, Assistant Principal or counselor. All reports must be documented in writing.

It is mandatory for school personnel and guardians to report child protection concerns immediately or by the next school day

Conﬁdentiality and Record Keeping

All cases discussed by the School’s SCL Committee must consider the student's right to privacy. The school prioritizes conﬁdentiality in safeguarding.

Conﬁdentiality will be preserved through the following measures:

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

● Use of the Child Protection Online Monitoring System (CPOMS) for conﬁdential record-keeping

● Access to this data is restricted to authorized personnel only and safeguarded against unauthorised disclosure, modiﬁcation or misuse.

● Information may be shared within the professional community at Nido on a need-to-know basis to ensure the safety and well-being of the child. This sharing will be conducted with the highest regard for privacy and ethical considerations.

Parents Who Are Also Employees

When a parent is also an employee of the school, any child protection concern must be handled with particular care to avoid potential conﬂicts of interest. In such cases, decisions will involve an impartial team of staﬀ members who do not have a direct reporting line to the parent/employee to ensure transparency, neutrality and, most importantly, the child’s best interest.

9. BEHAVIOR EXPECTATIONS AND CODE OF CONDUCT IN OUR COMMUNITY

9.1 Purpose

The Behavior Expectations and Code of Conduct serves as a guiding framework that establishes order, strengthens relationships within the school community, promotes shared values, and fosters a positive climate for eﬀective teaching and learning.

The purpose of the Nido Code of Conduct is to support students in developing their socio-emotional skills and to ensure a learning environment that is respectful, focused, and free from unnecessary interruptions As part of this commitment, students are expected to follow all rules and regulations outlined in this document. We believe that thoughtful decision-making, reﬂection on one’s actions, and accountability promote the physical, emotional, mental, and social well-being of both the individual and the broader school community.

Nido’s core beliefs and values provide the foundation for socio-emotional learning These are reinforced daily through clear and consistent rules, routines, and procedures in the classroom. Nido oﬀers a comprehensive Socio-Emotional Learning (SEL) program, which includes class meetings in Early Years and Elementary, an Advisory Program in Middle and High School, Health and Wellness classes in Middle School, and the First Year Seminar in High School SEL strategies are also integrated across classroom practices to promote prosocial behavior, conﬂict resolution, and community-building.

Learning at Nido takes place in an environment of mutual respect, where the physical, psychological, and emotional well-being of all members of the educational community is protected We embrace diversity and reject all forms of discrimination based on religion, ethnicity, ability, or any other personal characteristic. Respectful, reciprocal interactions among peers are essential and grounded in the values promoted through our educational program.

9.2 Discipline as an Educational Tool

School discipline aims at educating responsibility, personal limits, self-regulation, respect for others, and common good, through compliance with established rules, organization of time and taking care of the common space.

Acquiring a sense of discipline, empathy and responsibility involves preparing children to face situations where they can learn the importance of following rules, being part of a community, and taking individual responsibility, which are fundamental conditions for

effective student learning. Therefore, school discipline is an educational instrument, and as such, considers the personal circumstances of each student, promoting reflection, self-knowledge, personal and social responsibility, in which dialogue must be the instrument to channel the agreed criteria and procedures, when approaching conflicts and problems in school community life. Nido promotes in each student the development of self-discipline, ensuring that students take responsibility for personal actions, under the supervision of school authorities. Also, Nido will protect the student from individuals whose behavior or actions interrupt their effective learning

Students and their parents/guardians are primarily responsible for fostering appropriate behavior. Guardians are expected to work collaboratively with the school to promote and reinforce social and moral standards of conduct, both on and oﬀ campus. The partnership between school and family is essential to the development of students’ social and moral growth When families and educators work together with mutual respect and shared expectations, students receive consistent messages about appropriate behavior, responsibility and community values.

9.3 Expected standards of behaviour for students

The school is committed to fostering a culture of respect, responsibility, and peaceful coexistence among all members of the school community. At Nido, behavioral expectations are grounded in the core values of kindness, respect, responsibility, integrity, belonging and positivity. Students are expected to embody these values, as outlined in the Institutional Educational Project. The following behavioral standards are designed to guide students toward active, respectful, and meaningful participation in school life:

1. Mutual respect: All students must show respect towards their classmates, teachers, teaching assistants and all members of the community Abuse, bullying, harassment or any form of discrimination is not tolerated.

2 Personal responsibility: Students are expected to take ownership of their actions, fulﬁll responsibilities, and follow school rules. This includes regular attendance, punctuality, and being prepared for class.

3. Active and collaborative participation: Students should participate and engage in academic, extracurricular, sports and cultural activities, collaborate with peers, and respect group work dynamics

4. Care of the school's infrastructure and resources: Students must take care of the school's facilities, furniture and materials, making responsible use of them. Any intentional damage to the institution's property is prohibited.

5. Proper use of technology: Students are expected to use electronic devices (such as mobile phones, tablets and computers) only at permitted times and spaces, following the instructions of teachers and educational staﬀ.

6. Appropriate personal presentation: Students must comply with the rules of personal presentation established by the school, including the correct use of the uniform and personal hygiene. The presentation must be consistent with the values of respect and formality of the school environment

7. Peaceful conﬂict resolution: Students should resolve conﬂicts through dialogue and mediation, avoiding physical or verbal violence.

8 Compliance with the rules of the establishment: Students must follow all school policies, schedules, and safety guidelines.

Adhering to these standards foster a safe, inclusive, and enriching environment where students can grow into responsible and upstanding individuals

9.4 Care and respect for all members of the educational community

Nido promotes a culture of collective care and mutual respect This means recognizing and valuing each individual beyond their role, whether student, teacher, assistant, parent, or administrator, and acknowledging the emotions and experiences that shape their daily lives. Kindness is a shared responsibility that must be upheld through respectful relationships, mental health protection, and the well-being of all community members

In this context, the school emphasizes the importance of protecting the rights of school workers, including teachers, support staff, and administrators In accordance with the Ley Karin (Law 21.643), workplace violence, including any action that undermines the dignity or physical/psychological safety of staff, is considered a very serious offense, whether committed by students or parents. Such acts, occurring either inside or outside the school setting, will immediately initiate the corresponding procedures, with the goal of stopping the behavior and ensuring that it does not happen again

9.5 Guiding Principles

The rules that promote good discipline and a positive school climate help guide students’ overall growth and well-being These rules:

1. Reinforce a holistic personal development process for all students.

2 Are explicit, clear, and known to all

3. Are acknowledged and reinforced when they are followed.

4. Take into consideration students’ developmental stages; formative measures are age appropriate and support each student’s growth.

5. Are valued by all community members as essential to the learning process.

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

In preschool, disruptions to healthy community life, whether between children or between a child and a member of the educational community, require a careful analysis of the developmental stage of those involved. This understanding is key to implementing appropriate educational strategies

It is essential that parents support the protective, preventative and educational approaches implemented by Nido. At this stage of development, children are actively learning social emotional skills and the tools needed to interact with others. On occasions, behaviors that may be perceived as problematic are actually seen as opportunities to foster education and life skill development for our students

Pedagogical and/or psychosocial support measures aim to foster the development of peaceful conﬂict resolution, including learning to share, play cooperatively, engage with the social and cultural environment, and develop self-regulation skills

In cases where a student displays aggressive behavior that compromises their own safety or the safety and well-being of others, the school will respond through an integrated and collaborative approach involving parents or guardians, teachers, school administration, and, when appropriate, external professionals. The goal is to implement strategies that support both the child’s development and the maintenance of a safe, positive school environment. For example, for behaviors such as:

● Physical aggression towards another peer, staﬀ or faculty member

● Running away from the classroom or the group

● Use of disrespectful language towards another peer, staﬀ or faculty member

● Damaging or disrespecting school property or the property of others.

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

● A conversation with the student to reﬂect on the behavior

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

● A collaborative approach involving teachers, administrators, and external professionals (when necessary) to develop support strategies to change the behavior

● In cases of physical or material damage, an assessment of intent will be conducted, and repair or replacement will be requested from parent/guardian if appropriate

● If necessary, the student and/or parent will be referred to an external specialist to perform an evaluation and provide the necessary recommendations and support to guide and modify the child's inappropriate behavior

Active parent collaboration is expected in all cases, in alignment with the school’s educational project and with the shared goal of fostering a respectful and safe school environment.

Support Strategies with Parents

At preschool level, Family-School Support Plans are one of the strategies implemented directly to parents/guardians, in compliance with the mandate established by the Intendance of Preschool Education (Intendencia de Educación Parvularia)

Family-School Support Plan

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

This plan outlines collaborative agreements designed to support the child’s positive development while also ensuring a safe and nurturing environment for the entire school community. It may include measures such as a reduced school day, the presence of parents or an external specialist during school hours, or any other adjustment deemed necessary to safeguard the student’s well-being and that of others

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

The behaviors described below are considered unacceptable within the Nido community, as they do not align with our behavioral expectations and negatively impact the educational environment. These behaviors are classified as minor offenses, major offenses, and intolerable offenses, and apply to students at all times, on campus, at school-sponsored events, while traveling to and from school events as a supervised group, and in online interactions

While incidents that occur outside of school are primarily the responsibility of families, the school may intervene if such incidents impact school environment, require support measures, or raise safety concerns that necessitate the opening of an SCL protocol

The consequences for any oﬀense will always include educational measures oﬀering students opportunities for growth and behavioral improvement, and often include opportunities to repair the situation caused by the behavior. If behavior does not meet expectations, the consequences may also result in disciplinary action. When applied, disciplinary actions are mandatory and will be documented in the student’s record

These consequences follow a progressive approach, the administration may adjust the consequences based on the severity of the incident, any mitigating or aggravating circumstances, the age of the student, and the classiﬁcation of the oﬀense (minor, major or intolerable).

Principles of Disciplinary Procedure

All offenses must be classified and result in disciplinary consequences that are proportional to the severity of the infraction. When determining an appropriate response, three core principles must be considered, proportionality, appropriateness and necessity. Disciplinary measures must be objectively appropriate to achieve their intended purpose, strictly necessary to address the issue, and justified in intensity, especially when they may affect a student’s rights

These elements must guide the entire disciplinary process, ensuring due process and a fair, rational procedure at all times.

Each case will be addressed based on the nature of the behavior and the student’s developmental stage. It is important to note that similar oﬀenses may not always result in identical consequences, as individual circumstances are always taken into consideration.

A. Minor Oﬀenses

Minor oﬀenses refers to attitudes and behaviors that disrupt school life without causing physical or psychological harm to other members of the community. These behaviors are considered oﬀenses in both virtual and in-person learning environments:

1. Refusing to follow instructions in an educational context or in situations that compromise safety.

2. Refusing to complete assigned tasks or follow speciﬁc instructions from teachers.

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

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

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

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

7 Unexcused absence from interscholastic athletic team

8 Disruptive behavior inside or outside of a classroom, including extracurricular activities

9 Failure to comply with homework, assignments, requirements or commitments to the class or the school

10 Attending classes without the necessary materials for the subject (including technological devices)

11. Use of inappropriate language (swearing and rudeness).

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

13. Carrying out aggressive behavior that does not threaten themselves or others.

14. Ordering food or beverages during school hours without proper authorization.

15 Selling products at school or carrying out commercial activities without authorization.

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

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

18 Entering the school with pets without prior authorization

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

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

B. Major Oﬀenses

Major offenses are defined as attitudes and behaviors that threaten the physical, emotional or psychological integrity of another member of the educational community and/or compromise the common good. They also include actions that significantly disrupt school life These offenses may occur in both virtual or in person The following will be considered major offenses in either context:

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

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

3. Disrespectful, deﬁant, and oppositional behavior toward any community member.

4. The use of obscene or inappropriate language, gestures or images in person or virtually.

5. Skipping class or leaving the classroom without permission.

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

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

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

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

10. Violation of the responsible technology use agreement.

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

12. Unauthorized recording, taking photographs or ﬁlming by any means of any activity of students and/or other members of the School community or the School in general and uploading it to any online platform without authorization.

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

14. Throwing dangerous objects from any part of the school to the outside, with the risk of harming people, animals, cars, houses, etc. The same applies if dangerous objects are thrown from the outside to the inside of the School

15. Encourage or incite others to commit wrongdoings of any nature, as well as acts of vandalism, violence or appropriation or destruction of property that aﬀect other members of the School community or the School itself

16 Covering up oﬀenses or illicit acts committed by students or other members of the community. Likewise, becoming an accomplice to the fact, knowing, receiving background information or information related to theft, robbery, disclosure or distribution of assessment instruments and using it for personal gain or for group use, without timely informing the school authorities.

17. Disrupt safety drills or evacuation drills.

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

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

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

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

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

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

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

C. Intolerable Oﬀenses

Intolerable oﬀenses refer to attitudes and behaviors that seriously compromise or threaten the physical and/or psychological integrity of themselves or of other members of the educational community, including sustained or repeated aggression, criminal acts, or any conduct that seriously undermines school life or the principles of the Educational

Project. They will be considered oﬀenses in the context of virtual and/or in-person learning:

1. Discriminatory behavior, including, but not limited to actions or derogatory language based on race, national origin, gender, sex, sexual orientation, religion or any other personal characteristic, directed toward any individual in the school community.

2. Physically assaulting any individual in the community, both on and oﬀ campus.

3. When the SCL Committee has determined that the student has bullied or cyberbullied others.

4. Stealing or being in possession of property that belongs to others.

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

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

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

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

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

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

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

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

13. Acts that deliberately compromise the school's essential infrastructure.

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

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

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

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

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

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

20. Attempt against the physical or psychological integrity of any member of the school

community or third parties who are in the School.

21. Promote, create or manage social network accounts or any other technological dissemination tool where others are incited to expose students or members of the educational community, whether or not causing harm to their dignity, physical, psychological or emotional integrity For example, "Confessions" pages or accounts

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

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

24. Engaging in obscene behavior, as well as showing or sending other people nude or pornographic images Likewise, urging or promoting that classmates incur in actions of sexual connotation, as well as ﬁlming and/or disseminating these actions

25 Engaging in consensual sexual intercourse or other sexual acts on the school grounds or school related activities

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

27 Engaging in any behaviour that violates the dignity of workers and, in particular, puts their physical and psychological integrity at risk in the context of their duties or in situations related to their work, whether such actions occur inside or outside the school environment (violence at work).

28. Engaging in gender-based violence against any member of the educational community. This is understood to mean any type of violence, whether physical, psychological, sexual, symbolic or otherwise, based exclusively on sex, gender or the presumed superiority of one of these over the other This behaviour can include disparaging comments, humiliation, degrading treatment, physical aggression, etc

9.8 Disciplinary Oﬀenses: Mitigating and Aggravating Circumstances

Mitigating Circumstances

The following are considered mitigating circumstances:

1. Student's spontaneous recognition of the fault and acceptance of the responsibility in the consequences of their behavior or oﬀense.

2. Having had previous provocation or threat proportional to the student's misconduct.

3. Having the best intentions and eﬀort to repair the harm caused, or to prevent further consequences

4. Having had good previous behavior.

5. Having acted to prevent a greater evil.

6. Voluntarily report the incident to the school authorities.

Aggravating Circumstances

The following are considered aggravating circumstances:

1. To have acted with premeditation.

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

3. To have received a previous sanction for the same misconduct.

Exceptional Circumstances

Repeated misconduct is a particularly serious misconduct Consequently, in properly justified cases, a sanctioning procedure may be initiated for an intolerable offense against a student who has committed a major offense and who has already been previously sanctioned for offenses of equal or lesser severity. If in the same act a student commits more than one offense, the sanctioning procedure will be initiated to the most serious of them and in no case may the lowest sanction for such offense be applied

9.9 Procedure for Oﬀenses

When a minor, major or intolerable oﬀense occurs, the School will always respond from a formative perspective, applying one or more educational and/or social-emotional support measures, along with the disciplinary sanction, when appropriate. The application of any sanction will follow due process.

Procedure For Minor Oﬀenses

When a student engages in a minor oﬀense, the teacher or Assistant Principal of the respective division must respond from a formative perspective by applying one or more educational or social-emotional support measures The goal is to help the student learn to take responsibility for their actions, respond to conﬂicts through dialogue and peaceful resolution, understand the consequences of their behavior, and repair the harm caused.

Educational Actions for Minor Oﬀenses may include:

● Collaborative Conﬂict Resolution Methods (Mediation, Negotiation, Conciliation)

● Meeting with the student

● Time of self-reﬂection

● Meeting with parents/guardians

● Letter of Agreement

● Detention

● Warning Letter

Procedure For Major And Intolerable Oﬀenses

When the student incurs a major or intolerable oﬀense, the Assistant Principal of the respective division must respond from a formative perspective by applying one or more educational or social-emotional support measures The goal is to help the student learn to take responsibility for their actions, respond to conﬂicts through dialogue and peaceful resolution, understand the consequences of their behavior, and repair the harm caused.

In addition, for major or intolerable oﬀense, the school may initiate a sanctioning procedure, and impose one of the the following sanctions:

● Suspension of Co-Curricular Activities / Athletics

● In school Suspension

Major Oﬀenses

Intolerable Oﬀenses

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

● Behavior probation period warning

● Suspension of Ceremonies

● Expulsion of Co-Curricular Activities / Athletics

● Out of School Suspension (3-5 days)

● Behavior probation period (Conditionality)

● Non-renewal of re-enrollment

● Expulsion

Sanctioning Procedure

The sanctioning procedure must be carried out when a major or intolerable offense is identified and classified as such in the School’s Internal Regulations The Principal or Assistant Principal of the corresponding division is responsible for carrying out this process, and may request the collaboration of a School administrator for this purpose.

The disciplinary procedure for major and intolerable misconduct consists of 3 stages. If the student or their guardian submits a request for reconsideration, 2 additional stages will be added

Sanctioning Procedure for Major Oﬀenses

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

1. Step 1: Notification Starting Sanction Procedure: The Principal or Assistant Principal notifies the student and their guardian of the initiation of a sanctioning process. The notification will include the offense being addressed, and the facts that support the classification of the offense and the next stages of the procedure

2. Step 2: Presentation of Disclaimers And Means of Evidence: The student and their guardian have the right to submit a written response and any evidence or supporting documentation they consider relevant They have 3 working days after step 1 to do so

3. Step 3: Resolution: The Principal or Assistant Principal will review the information provided by the student and/or their parent or guardian and will determine the appropriate disciplinary measure The decision will be communicated in writing to the student and their parent(s) or guardian(s) The administration will issue this resolution within a maximum of 5 working days after the deadline for step 2.

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

b Step 3b: Resolution of the Reconsideration: The Principal or whoever corresponds will resolve the request for reconsideration, if the disciplinary measure stays as resolved or not. They will notify the student, their parent(s) or guardian(s) of their resolution and its bases, in writing. They have 3 working days after the deadline of step 4

Sanctioning Procedure for Intolerable Oﬀenses

The Head of School has the authority to apply a precautionary suspension for the duration of the sanctioning procedure in cases where a student is alleged to have committed an intolerable offense, as defined in these regulations, or an action that seriously affects school community life, in accordance with the law.

The following acts will always be considered as seriously aﬀecting school community life:

1. Actions that cause serious harm to the physical or psychological integrity of any of the members of the educational community or third parties present on school grounds

2 Actions that threaten essential infrastructure used for educational purposes

The application of a precautionary suspension is not considered a sanction when the ﬁnal resolution results in a behavior probation period (conditionality), non-renewal of re-enrollment, or expulsion

If the ﬁnal sanction is non-renewal of re-enrollment or expulsion, the Head of School, together with the National Plan Principal will make the ﬁnal decision. They may also consult with the SCL committee or board if deemed necessary

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

1. Step 1: Notification Starting Sanction Procedure: The Principal or Assistant Principal notifies the student and their guardian of the initiation of a sanctioning process The notification will include the offense being addressed, and the facts that support the classification of the offense and the next stages of the procedure, the precautionary suspension (if applied) and the corresponding deadlines.

2 Step 2: Presentation Of Disclaimers And Means Of Evidence: The student and their guardian have the right to submit a written response and any evidence or supporting documentation they consider relevant. They have 3 working days after step 1 to do so.

3 Step 3: Resolution: The Principal or Assistant Principal will review the information provided by the student and/or their parent or guardian and will determine the appropriate disciplinary measure. The decision will be communicated in writing to the student and their parent(s) or guardian(s). The administration will issue this resolution within a maximum of 5 working days after the deadline for step 2.

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

Deadlines for the reconsideration:

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

3 working days after been notiﬁed of the resolution

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

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

5 working days after been notiﬁed of the resolution

7 working days after been notiﬁed of the resolution

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

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

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

Regarding the obligation to report crimes:

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

● Sexual assaults

● Sexual exploitation

● Abuse

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

● Illegal possession or carrying of weapons

● Sale or traﬃcking of drugs, among others

Article 175 letter e) of the Criminal Procedure Code indicates that Assistant Principals, Principals, members of the SCL Team, the legal representative, and teachers at all educational levels are legally required to report any crimes that aﬀect students or that occur within the educational establishment If the reported crime involves an act of

gender-based violence, the school must, in addition to ﬁling the report, inform the victim of the institutions and services available for care and protection in cases of gender violence

Any individual who becomes aware of the occurrence of a crime can ﬁle a report; this must be done within twenty-four hours of becoming aware of the incident, to any of the following organizations:

● Ministerio Público

● Carabineros de Chile (Chilean Police)

● Policía de Investigaciones de Chile (PDI) (Investigations Police).

According to Chilean law, individuals over 14 years of age are criminally responsible and may be reported for committing a crime Those under the age of 14 are exempt from criminal responsibility and therefore cannot be criminally charged In such cases, the matter may be referred to the Family Court, which is authorized to apply protective measures if deemed necessary.

9.10 Collaborative Conﬂict Resolution Methods

The school encourages constructive conﬂict resolution through negotiation, mediation, conciliation, and restorative practices. These strategies foster dialogue, understanding, and mutual respect within the school community.

Participation in these procedures is voluntary and any party may withdraw at any time All decisions and outcomes will be formally documented. The goal of these approaches is not only to resolve conﬂicts, but also to strengthen relationships and promote a positive and respectful school environment.

Negotiation

Negotiation is a process conducted directly between the parties involved in a conﬂict, without the intervention of third parties The individuals engage in open communication to reach a mutually acceptable agreement, explicitly expressed in a compromise It focuses on problem-solving, with both parties making concessions to satisfy shared or compatible interests.

Mediation

It consists of a direct, participatory, and voluntary dialogue between the parties. It involves an impartial third party who facilitates dialogue so the individuals involved in the conﬂict can co-create a solution, with the aim to restore relationships, encourage mutual understanding and promote a healthy coexistence within the school

Conciliation

It involves the participation of a neutral third party, similar to mediation However, in this approach, the third party plays a more active role by proposing a solution to the

conﬂict, which both parties may choose to accept or reject. It is intended to support resolution in a timely and balanced manner, while still encouraging mutual respect and cooperation

9.11 Safety and Protection Measures

When the behavior of the child endangers the safety of the child and of other members of the school community, the school may implement safety and security measures. These measures may include:

● shortening the school day

● the presence of the students' parents or outside specialists during the school day

● or any other measure to ensure safety.

9.12 Educational Or Social-Emotional Support Measures

Educational or social-emotional support measures are interventions or strategies implemented by the School, either with its own resources or in collaboration with external professionals or institutions, with the purpose of accompanying and guiding students in their formative process. These measures are designed to promote reﬂection on behavior, provide supportive environments for personal and social development and oﬀer help or tools to face future challenges in a constructive way. These measures may be carried out using internal school resources or through partnership with external organizations, depending on the needs of the student and the situation

Educational or Social-Emotional support measures can be carried out by:

1 Teacher

2. Counselor

3. Assistant Principal

4. Principal

5. SCL Coordinator

6 Sometimes these strategies need to be carried out by multidisciplinary teams

7 On other occasions, they must be requested from institutions outside the school such as support networks, external specialists, health clinics, OPD or others

These support measures are not considered sanctions, therefore, they may be applied independently or in addition to disciplinary actions, when appropriate

Educational and/or social-emotional support measures may be considered for all students at Nido, including those in the Early Years School (EYS).

These measures are not limited to situations related to school community life, they may also be applied in any context where they are deemed beneﬁcial to the student’s well-being and best interests.

Examples of Educational and/or social-emotional support measures may include:

Meeting with Student

It consists of a guided conversation aimed at encouraging the student to reﬂect on their attitudes and/or behaviors. It is applied when a student demonstrates conduct that disrupts the learning environment, aﬀects interpersonal relationships, or shows a lack of respect for established norms. The goal is to promote self-awareness, responsibility, and constructive behavioral change

Reﬂective, restorative activity during or outside school hours

This measure is applied when a student’s behavior has caused harm to another member of the school community or to school property. The student will be guided through a process of reﬂection and restoration, with the goal of promoting awareness of the harm caused and identifying meaningful actions to repair it.

The reﬂective conversation may be facilitated by a teacher, the student’s counselor, Assistant Principal, or Principal Based on the context, restorative actions may include a private or public apology, restitution or return of property, community service, academic reﬂection tasks (written work or presentations).

In cases where the behavior has harmed the broader educational community, the student will be supported in identifying ways to contribute positively to the community or society at large, following the reﬂection process.

Meeting with Parents/Guardians

This measure is applied when a student’s behavior requires collaborative support between the School and the family. Parents or guardians will be invited to a meeting to receive information about the student’s behavior, share any relevant context or background from the home environment, establish joint agreements on the support measures to be implemented both at home and at school to beneﬁt the student’s development. This measure may be facilitated by the teacher, counselor, Assistant Principal, or Principal, depending on the nature of the situation.

Family-School Support Plan

The Family-School Support Plan is developed collaboratively in a meeting that may include the EYS Director, Principals, Assistant Principals, counselors, teachers, parents/guardians, the student, and/or external professionals.

The plan outlines joint agreements and targeted measures designed to support the student’s positive development while also promoting a safe and nurturing environment for the broader school community. These measures may include safety and protection measures The plan will also assign responsibilities for each agreed-upon action to ensure proper implementation and follow-up

Detention

Detention can be assigned outside regular school hours, including after school or on non-school days (for example, Saturday morning). This measure is intended to provide students with time to reﬂect on their actions and reinforce the importance of respecting school norms. Detention is applied in a structured and purposeful manner, always within a formative framework

Behavior Agreements

Behavior agreements are established by the Administration and counseling team that corresponds to the student's division. Said agreements seek to regulate the conduct of the student through a commitment between the parties. Behavioral expectations, the interventions to be applied and the person who will be responsible for carrying out the actions (parents, teachers, counselors, others) are established.

Time of Self Reﬂection

This measure involves the student spending a limited amount of time in the Administration Office of their division during recess The purpose is to provide a calm, focused space for the student to reflect on their behavior, consider appropriate alternatives for future situations, and identify remedial actions to repair any harm caused. This reflection aims to foster self-awareness, personal responsibility and growth.

Class change

A change of class may be suggested following comprehensive evaluation of the situation, particularly when other support measures have been implemented and have not resulted in the desired improvement. This measure is intended to provide the student with a more suitable pedagogical and social environment that supports their well-being and learning.

The student and parent/guardian have the right to accept or decline the proposal. This measure is considered a support strategy aimed at improving the student’s educational experience

If all parties are in agreement, the ﬁnal decision will be made by the Division Director or Principal.

Suspension from Academic Activities

It consists of separating the student from academic activities for a certain period of time. Among its variants are the reduction of the school day, the temporary removal from classroom activities during the educational day or attendance solely for the purpose of taking assessment, among others

As a measure of educational support, the suspension operates in an essentially educational and voluntary nature, through which it is intended to protect the best interests of the aﬀected student and the other members of the educational community

It may take place in cases where members of the community are at risk from the student's conduct, and other cases in which it is most appropriate to separate the student(s) involved from the school activity for a reasonable period of time

Classroom Suspension

In situations where a student displays behavior that disrupts the order and flow of a class, significantly impacting their peers’ ability to learn effectively, the option of temporarily removing the student from the classroom may be considered for the duration of that class. During this time, the student may be assigned an academic task to complete in a supervised space, take a reflective walk accompanied by a responsible adult, or participate in another appropriate and constructive activity This measure is intended to restore the learning environment for the class while offering the student an opportunity to regulate emotions, reflect on their behavior and return ready to re-engage positively.

Counseling Sessions with Students

These are group sessions or workshops designed to provide students with practical tools and strategies to navigate common challenges occurring at their grade level, particularly those that may influence school community life The focus is on promoting social emotional growth and strengthening respectful, inclusive interactions among peers. Examples of topics addressed in these workshops include, peaceful conflict resolution, impulse control, tolerance of frustration, respect for diversity, non-sexist communication, gender equality, and others. These workshops are preventive, formative and reflective, fostering key competencies that support a positive and inclusive school environment

Workshops with parents

These workshops are organized by the School’s Counseling Team or multidisciplinary team and are designed to provide parents and guardians with social emotional tools to help support school community life from home. Conducted in group settings, these sessions promote shared understanding and collaboration between families and the school. Topics may include strategies for fostering, respect, responsibility, peaceful conﬂict resolution, autonomy in children and adolescents These workshops are facilitated by a member of the Counseling Team or another relevant professional They are part of the school’s ongoing eﬀorts to strengthen the school-family partnership.

Referral to Multidisciplinary Team

When initial educational measures, such as individual or group dialogue and meetings with parents, have been implemented and further support is still required, the student’s counselor or principal may refer the student to the multidisciplinary team for additional intervention. The objective is for the student to acquire the tools needed to interact respectfully with others and contribute positively to a healthy and inclusive school climate.

Request for External Specialist

In certain cases, and despite the support measures available within the School, the Counselor or SCL committee may request that parents seek the assistance of an external specialist to further assess and support the student. This is particularly important when a formal diagnosis or ongoing therapeutic intervention is necessary to meet the student’s needs

In cases involving gender-based violence, referrals may also be made to institutions that specialize in care and protection in such situations.

When this type of referral is made, parents will be asked to keep the school informed of the results and the process, with the purpose of enabling the School to align its internal support with the external actions being implemented in favor of the student’s well-being and development.

Check-in/Check-out System

Teacher, counselor or the Assistant Principal will have regular check-ins with the student at the start and/or at the end of the school day to reﬂect on behavior and choices. This measure will provide consistency, connection and a sense of accountability and help students build self-awareness and responsibility over time

Temporary Schedule Adjustments

Short-term adaptations to class transitions, breaks or learning times to help the student regulate or avoid known triggers, while maintaining access to learning.

Skill-Building Sessions

These sessions are facilitated by a Counselor or Teacher and focus on developing speciﬁc social, emotional or behavioral competencies to support the student’s growth and success within the school environment Topics may vary depending on student needs and can include, for example: emotional regulation, assertive communication, digital citizenship, or others.

These sessions may take place individually or in small groups and are designed to provide practical tools that students can apply in daily school life.

9.13 Disciplinary Measures or Sanctions

Disciplinary measures or sanctions are not intended to punish, but rather to serve as a warning and an opportunity for reﬂection, learning and growth regarding the importance of following school norms and respecting others.

Before a sanction is applied, the school will consider educational or psychosocial support measures, and ensure a fair and rational process, aligned with due process, is followed All disciplinary measures must be:

1. Uphold the dignity and best interest of the student and school community

2. Be inclusive and non-discriminatory

3. Be clearly deﬁned in the Internal Regulations

4 Be proportionate to the oﬀense

5 Promote restoration and learning

6. B aligned with the student’s developmental stage.

It is important to note that, under current educational regulations, students in Early Years School (EYS) cannot be subject to disciplinary sanctions for infractions related to social behavior

Disciplinary measures are:

In School Suspension

In-school suspension is a disciplinary measure in which the student is temporarily removed from their regular classroom environment and placed in a designated space within the school During this time, students are expected to complete their schoolwork or engage in reﬂection activities, while adhering to clear behavioral expectations Though isolated from their peers and regular class activities, the student continues to fulﬁll academic responsibilities in a structured and supervised setting.

This measure is intended to address behavioral concerns while maintaining the student’s connection to their learning environment

Out of School Suspension

Out of school suspension involves temporarily separating the student from academic activities for a defined period of time, due to serious behavioral concerns This may include, full-day suspension from all on campus and off campus school activities, reduction of the school day, temporary removal from pedagogical activities during the school day, or attendance only for academic assessments. Suspension as a sanction is applied in response to a major or intolerable offense, or when there is a need to ensure the safety and emotional well-being of the student or others

A suspension may be applied for up to ﬁve school days. In exceptional cases, this may be extended once for the same duration, depending on the nature and severity of the situation Shorter suspensions may be applied as needed and may occur more than once, as long as they are warranted and documented appropriately

Additionally, alternative suspension measures, such as shortened school days, temporary removal from certain classes, or limited attendance for assessments only, may be applied when the student poses a real risk to the physical or psychological

integrity of other community members. These measures aim to maintain a safe learning environment while minimizing disruption to the class or school climate

Suspension of Co-Curricular Activities

Co-curricular activities, including After School Activities, Athletics, and other programs that support skill development across various disciplines, are considered an important extension of the school’s educational mission.

In alignment with the school’s formative and disciplinary approach, the School may choose to suspend a student from participating in co-curricular activities when their behavior or attitude during the school year is inconsistent with the values of the Educational Project or violates the expectations outlined in this Regulation This measure is intended to reinforce the importance of respectful conduct in all school settings.

Suspension of Ceremonies

Events such as Graduation, End of Year Assembles, and Awards Ceremonies are opportunities to celebrate and reﬂect the values and principles of the school’s Educational Project Participation in these ceremonies is a privilege, not an entitlement

In accordance with the school’s formative approach, a student may be suspended from participating in ceremonies when their conduct has seriously contradicted the school’s mission, values, or community expectations. This decision will be made with careful consideration and as a reﬂection of the school’s commitment to its core values.

Conditionality Warning

The Conditionality Warning is the final step before a student is placed under Conditionality (Behavior Probation Period) It is applied when a student commits a major offense. At this stage, the student and their parent(s) or guardian(s) must assume specific commitments with the School to prevent the recurrence of the offense.

This sanction serves as a formal warning to both the student and their guardian(s) of the potential consequences of further infractions, speciﬁcally, that any future major or intolerable oﬀense could result in Conditionality and ultimately, cancellation of enrollment.

Conditionality (Behavior Probation Period)

Conditionality is a disciplinary measure that implies the possibility of enrollment cancellation if the student fails to adjust their behavior in accordance with the values and principles of the School’s Educational Project

This sanction may be applied in response to an intolerable oﬀense or the repetition of behavior previously addressed through a Conditionality Warning Conditionality must be reviewed within a period not exceeding six months

The decision to apply this sanction is the responsibility of the Principal or Assistant Principal of the corresponding division, who may consult with relevant staﬀ or specialists as needed.

The School will determine the necessary educational or psychosocial support measures to assist the student in improving their behavior and avoiding further infractions. A written copy of the agreement will be shared with the student’s parent(s) or guardian(s).

Non-renewal of Enrollment

Non-renewal of Enrollment is a disciplinary measure in which the student and their parent(s) or guardian(s) are formally notiﬁed that the student’s enrollment will not be renewed for the following academic year.

This measure is of an exceptional nature and is applied only in cases where the student commits one or more intolerable oﬀenses, or in situations involving serious and sustained violations of the School’s Educational Project. The process for this sanction follows the procedures established in applicable legislation and these regulations.

In the speciﬁc case of non-renewal of enrollment, the ﬁnal decision will be made by the Head of School, in consultation with the National Plan Principal.

This sanction results in the loss of regular student status, requiring the student to withdraw from the school

Expulsion

Expulsion is a disciplinary measure that involves removing a student’s status as a regular member of the school, requiring their permanent withdrawal from the institution. This measure is applied in cases where the student has committed one or more intolerable oﬀenses.

If expulsion is determined as the appropriate sanction, the Head of School will make the ﬁnal decision, together with the National Plan Principal.

Expulsion is considered an exceptional measure, and the process for its application is deﬁned by applicable legislation and the procedures outlined in these regulations

10. INCIDENTS INVOLVING SCHOOL

EMPLOYEES AND STUDENTS

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

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

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

In the event that a school employee is reported as an alleged aggressor, an Extraordinary Committee (SCL Committee and a member of the Human Resources department) will be scheduled by the Principal or Assistant Principal. The Extraordinary Committee will meet to discuss and examine the incident based on the deﬁnitions set out in this handbook and its corresponding protocols. If recommended by the committee Nido de Águilas will conduct a full information gathering process and will follow all professional and legal steps deemed necessary to protect students.

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

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

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

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

11. STUDENT SUPPORT SERVICES

The International School Nido de Aguilas is a comprehensive educational establishment in Chile that oﬀers student support services in the area of English as an Additional Language (EAL) support, Learning Support (LS) and Social Emotional Support (SEL) for students with mild needs. Student Support Services are provided primarily in English. Our Student Support Services team strives to meet the individual learning needs of students in a tiered response system that is inclusive, responsive and collaborative Student Support Services includes the EAL Department, the Learning Support Department and the Counseling team. In addition to these departments, each division at Nido utilizes a Multi-Disciplinary Team approach that monitors and addresses academic, medical, behavioral/emotional, and other issues that may interfere with the student's ability to achieve successful learning at Nido.

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

11.1 Language Support

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

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

Tier Three: intensive and focused interventions for some students

English Language support is provided by the English as an Additional Language (EAL) department. Nido’s EAL team oﬀers various programs in each division. In the Early Years

School (EYS), the EAL team oﬀers consultation and ongoing professional development for the classroom teachers In all other divisions, the EAL team may oﬀer consultation, in class support, pull out support and the EAL Academy:

● In class support may be provided for students in K2-12 in collaboration with the classroom teacher and is based on student need. In class support may include co-teaching, small group instruction and individual support.

● Pull out support is oﬀered to students in G1-12 In Middle School/High School pull out support is designed as an English for Academic Purposes (EAP) program, which focuses on the development of academic language and developing students' written expression to meet grade level expectations.

● The EAL Academy is provided to students who are just learning English in G4-12 who have demonstrated that they require scaﬀolded literacy instruction and in class support in other subject areas

Students in the EAL programs are tested once a year with a language assessment and are monitored throughout the year through observations, student work and both formative and summative assessments Student’s EAL programs may be adjusted at the end of each academic year and in some cases, may be adjusted at the end of the ﬁrst semester based on the aforementioned data. Students progress is documented in an EAL report that is shared with parents at the end of semester 1 and semester 2, which includes program recommendations for the subsequent year.

11.2 Academic Support

Academic support is provided by the Learning Support department Nido’s Learning Support team oﬀers various programs in each division Each program has entry and exit criteria based on diagnostic data, teacher input and ongoing progress monitoring. Students in the Learning Support programs are assessed throughout the year and are monitored through observations, student work and both formative and summative classroom assessments. Student’s Learning Support programs may be adjusted at the end of each academic year and in some cases, may be adjusted at the end of the ﬁrst semester. Students' progress in all divisions are documented in an Individualized Learning Plan (ILP) that is shared with parents at the end of semester 1 and semester 2.

In the EYS, the Learning Support team oﬀers consultation and ongoing professional development for classroom teachers In ES, students who are receiving a tier 2 level of academic support may be placed on an Intervention Report In the ES, the Learning Support team oﬀers the following intervention support: reading intervention, reading intervention in spanish, math intervention, and in class support. Reading and math intervention is provided for students in G1-5 outside of the classroom setting in small groups using research-based programs Reading intervention in Spanish is a similar structure but is only provided to students in G1-2 In class support is provided to students in G1-5 and may include co-teaching, small group instruction and individual support.

In MS and HS, the Learning Support team oﬀers Learning Lab for students in G6-12, Math Lab for students in G9-12 and in class support for students in G6-12 The Learning Lab in MS and HS supports students in the areas of time management, study skills, self-advocacy, organization and self regulation. The Math Lab was designed in conjunction with the HS Math department and is for students who have not established the foundational skills for the IB Math pathway. In class support is a collaborative process with the classroom teacher and may include co-teaching, small group instruction and individual support

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

Some Student Support Services programs require a supplemental fee. These programs include: EAL Academy, EAP, Math Lab and Learning Lab.Depending on the student's needs, participation in these programs may be required for as long as the school deems necessary To provide better support, the school may request diagnostic assessments (such as psycho-educational evaluations) and/or additional services from external professionals. In these cases, to meet the needs of students, parents/guardians must obtain and provide these services and/or use the services provided by the Nido Learning Resource Center (LRC).

The LRC is located on the Nido campus but is staﬀed by non-Nido practitioners Currently, the LRC provides assessment and direct services in the area of occupational therapy and speech/language therapy. The individual practitioners charge the family directly for services. If the family decides to perform a diagnostic assessment or receive services from its own provider and not the LRC, the family must agree to provide all assessments and reports to Nido Families are required to provide complete information on students' needs at the time of applying to school. Not accurately delivering information or omitting information may lead to non-renewal of enrollment.

Students whose academic needs exceed the Student Support Services capacity will follow the normal retention protocol (as stated in the assessment policy) if they cannot meet basic academic requirements. Students who are retained twice in the same cycle will not be considered to continue as Nido students. In this situation, the student’s parents/guardians will meet with the administration and receive a written notiﬁcation, the case will be reviewed, and they will be notiﬁed about the actions taken by the school.

11.3 Social Emotional Support

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

11.4 Student Success Team (SST)

The Student Success Team (SST) is a collaborative school-focused team that is organized with a problem-solving methodology to address academic, medical, behavioral/emotional, and other issues that may interfere with the student's ability to achieve successful learning An SST may be requested by an administrator, a counselor, or a teacher. The SST members may include teachers, support staﬀ, administration, and counselors. Sometimes it is also appropriate to include outside professionals, parents/guardians and the student. The SST develops strategies for intervention, monitors progress, and deﬁnes possible actions to address concerns All SST meetings are documented The SST plan is shared with parents/guardians and the student, if appropriate. The SST reconvenes as needed to review the individual student’s progress.

11.5 Personal Learning Assistants (PLA)

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

12. PROVISIONS FOR AWARDS AND ACKNOWLEDGEMENTS

The purpose of the school's awards is to generate formal instances of joint recognition between the students, their parents or guardians and the school's teaching staﬀ, due to the fact that the former have completed a certain stage and/or have reached achievements within their integral formation process Those behaviours that, individually or as a group, represent the values and virtues framed in the school's Educational Project will be considered for possible recognition by the school. Recognition may be public through school-wide or course-speciﬁc awards However, the school may constantly recognise students who demonstrate exemplary behaviour and who live the values of the Institutional Educational Project

Details of awards presented can be found in the divisional handbooks.

13. ASSESSMENT POLICY

The Assessment Policy Manual (Reglamento de Evaluación y Promoción) expresses our Nido Way education and meets Chilean regulations regarding assessment and promotion. Our guiding statements, curriculum, and program prepares students to be eloquent communicators and impactful stewards of a rapidly changing world. Nido students engage in experiential, inquiry-based learning and master a rich curriculum, while acquiring the skills to communicate across multiple ﬁelds, disciplines, and cultures

Our assessment system is designed to, ﬁrst and foremost, improve and promote the learning of our students. Therefore through a variety of experiences provides information about learning, instruction and self-assessment and evaluates the performance of our students against our standards. In all divisions, teachers encourage students to embrace a growth mindset, learning from their mistakes and understanding that talent and ability improve with diligence, commitment, and self-conﬁdence.

You can read the full Assessment Policy Manual here.

14. APPENDIX