Gazette
October, 2012
Keep going!
As we start the 2nd quarter
The International School Nido de Aguilas (Eagles’
HS Counseling: A World of Opportunities
Page 2
Nest) is committed to offering each student ex-‐
Children´s Emotional Development
Page 4
Fiesta Huasa
Page 6
other international university, all within the frame-‐
Why the IB?
Page 8
work of a challenging U.S.-‐based, English-‐language
ECC Curriculum and Goals
Page 9
cellence in the pursuit of academic achievement
in preparation for attendance at a U.S., Chilean or
curriculum.
We
encourage
open-‐mindedness,
Health at Nido
Page 13
munity service and the development of leadership
New Faculty 2012
Page 16
skills, including integrity, responsibility and self-‐
A Safe and Caring School Environment
Page 22
Nido Bullying Policy
Page 24
HS Spirit Week
Page 27
global diversity, environmental awareness, com-‐
discipline. Our ultimate goal is to provide a well-‐
balanced education that will help students ensure
their future success.
HS Counseling:
A WORLD OF
OPPORTUNITIES
Ɛ EŝĚŽ ƐƚƵĚĞŶƚƐ ŝŶĐƌĞĂƐŝŶŐůLJ ĞdžƉĂŶĚ ƚŚĞŝƌ ŚŽƌŝnjŽŶƐ ĂŶĚ ĐŚŽŽƐĞ ŶĞǁ ĚĞƐƟŶĂƟŽŶƐ ƚŽ
ƐƚƵĚLJ ĂďƌŽĂĚ ŽŶĐĞ ƚŚĞLJ ůĞĂǀĞ EŝĚŽ͕ ƚŚĞ ,^ ŽƵŶƐĞůŝŶŐ dĞĂŵ ŽīĞƌƐ ƚŚĞŵ ĞǀĞŶ ŵŽƌĞ
ĐĂƌĞĞƌ ĂŶĚ ĐŽůůĞŐĞ ŽƉƉŽƌƚƵŶŝƟĞƐ ƚŚĂŶ ƚŚĞ ĐƵƌƌĞŶƚ ǁŝĚĞ ƌĂŶŐĞ ŽĨ ŽƉƟŽŶƐ͘ EĞǁ ,ŝŐŚ
^ĐŚŽŽůƵŶŝǀĞƌƐŝƚLJĐŽƵŶƐĞůŽƌĨŽƌƵƌŽƉĞĂŶ͕ƵƐƚƌĂůŝĂŶ͕EĞǁĞĂůĂŶĚ͕ĂŶĚƐŝĂŶƐĐŚŽŽůƐ͕
/ĂŶ>ĂůůLJ͕ĞdžƉůĂŝŶƐƚŚĂƚƚŚĞĨŽĐƵƐŚĂƐĂůƐŽĞdžƉĂŶĚĞĚƚŽƚŚĞϵth and 10th grades, in order to ŚĞůƉƐƚƵĚĞŶƚƐƉůĂŶĂŚĞĂĚƚŽĞdžƉůŽƌĞƉŽƐƐŝďŝůŝƟĞƐĨŽƌƚŚĞŝƌĨƵƚƵƌĞƐƵĐĐĞƐƐ͘
Gazette | October, 2012
My focus as a career counselor includes small group
meetings with students, lessons and activities that
foster early exploration and career planning. I have
already met with every 9th grade student to discuss
their career interests and give them feedback about a
career interest test. The application of their knowledge,
how they connect what they learn in school with what
they want to be when they grow up, is a central focus
of our conversations. I employ my research as a
career counselor to expand student interests to include
21st century careers that are only just developing in
today’s global marketplace. Traditional careers are
changing and students need a broader understanding
of how technology, innovation, and internationalism are
developing new fields.
2
I also bring my expertise of different geographic
locations to the Nido community. In my capacity as
director of college counseling at the John F. Kennedy
School in Berlin, Germany, I sent 80% of my students
to universities outside the US. When Nido students
think of going abroad for higher education, they
want to apply to two, three, or even more countries.
There is now another person in the counseling office
to deal with the increasing volume of students who
want to explore options in Australia or Europe. The
counseling office can work more efficiently to allow
a greater number to explore more options. As the
competition and cost of U.S. schools increases every
year, and given the U.S. college application process
can be difficult to negotiate, it is important to have one
counselor focused on North American applications
and one to focus on other continents.
Ϯ͘,ŽǁǁŝůůLJŽƵƌĞdžƉĞƌƟƐĞĂŶĚŬŶŽǁůĞĚŐĞ
about schools in Europe and Australia ďĞŶĞĮƚEŝĚŽƐƚƵĚĞŶƚƐ͍
I have experience placing students at Oxford and
Cambridge, two very unique and competitive
institutions. I hope I can be part of placing a Nido
student at one of these historic institutions. I have
also placed students at many of the “Group of Eight”
universities in Australia, the equivalent of the Ivy
League in the U.S. Finding the right fit for a student
at these elite institutions, one that teaches the student
specifically what they are looking to learn, is a passion
of mine. Each student is unique as is each university,
so finding the right fit is important.
3. What would you say are the main issues and concerns that high school students deal with when deciding to go to college?
It is imperative to start career counseling early with students
so in 11th and 12th grade they are more prepared to make a
match between their Nido course selection and their college
and career interests. Many students delay serious exploration
about what majors and what countries interest them for study
and careers. Doing the research early, in 9th and 10th grade,
on what international institutions will accept them and their
requirements, is vital because in 11th and 12th grade it may
be impossible to gain direct entry to a university system if
students have not selected the right high school program or
courses. This is where a university and career counselor can
be a conduit of information to allow students to weigh all the
global options that a Nido education has given them.
Challenging students in 9th and 10th grade to think about
career interests, learning styles, and college expectations will
leave students better prepared to select a university.
4. Are European and Australian admissions ĂŶLJĚŝīĞƌĞŶƚĨƌŽŵƚŚĞh^ŽƌŚŝůĞ͍
European and Australian universities are more exam score
orientated. The strategy with college admissions is to choose
which scores, be it IB, SAT, ACT or PSU, should or could be
used to gain admissions.
Many world university systems do not have core courses or
prerequisites. The first day, a student will start their major and
study this for three years. Many programs have the possibility
to receive a Master’s Degree in four years. Students need to
plan early to know what they want to study, especially with
UK universities. Even planning in middle school can help a
student have more time for exploration and for the process of
focusing their educational goals.
Ian Lally, HS Counselor
ϱ͘tŚŝĐŚĐŽůůĞŐĞƐĚĞĮŶŝƚĞůLJƐŚŽƵůĚďĞŝŶEŝĚŽ
students mind? Australian universities can be a good fit for our students
because they are fantastic English speaking university
systems in the Southern Hemisphere. They allow for a similar
level and style of education to Europe, but are closer to Chile,
have the same seasons, etc. Also, their average tuition cost is
lower than the U.S.
The UK is a leading university system with tuition costs
averaging less than the U.S. and Canada per year. With a
university structure which yields a bachelor’s degree in three
years, the total cost of the undergraduate degree is less
than in a university system with a four year degree. In the
Netherlands, the European country with the most English
speaking programs outside of the UK, the average tuition cost
of a three-‐year bachelor’s degree is lower still. The Dutch
system is fantastic, has low costs, and many options for
degrees in English. There are quite a few students currently
exploring their options at european university systems outside
the UK, including Holland, Denmark, Germany, Italy, and
Spain. The amount of English speaking programs at European
universities grows exponentially every year. However, to
access these programs directly out of high school, students
need to plan ahead to gain the academic requirements
necessary, usually the full IB diploma.
US or international colleges outside North America are also a
good option for Nido students. From Hong Kong to Abu Dhabi
to Madrid, students at these international universities have a
global focus. These smaller, yet more diverse environments fit
our students nicely. They are places as international as Nido,
and also cost less than US schools, which can be attractive. Gazette | October, 2012
1. What do you expect to contribute to the Nido HS Counseling team and Nido students?
3
How can parents monitor that
access without having a conflict
with their kids?
CHILDREN’S
EMOTIONAL
DEVELOPMENT
It starts early, you don’t wait for adolescence, and parents
need to set the tone in their home much earlier, anticipate
and set limits. Adolescents may rebel against it but they un-‐
derstand if that’s a consistent rule of the house. The second
thing parents can do is to be available to process the volume
of information their children are exposed to.
The “Good-‐Enough”
,ĞĂůƚŚLJƐŽĐŝĂůͲĞŵŽƟŽŶĂůĚĞǀĞůŽƉŵĞŶƚŝŶĐŚŝůĚƌĞŶĂŶĚĂĚŽůĞƐĐĞŶƚƐĐŽƌƌĞůĂƚĞƐǁŝƚŚŚĞĂůƚŚLJĐŽŐŶŝƟǀĞĚĞǀĞůŽƉ-­‐
ŵĞŶƚĂŶĚƚŚĞƌĞĨŽƌĞĐƌĞĂƚĞƐĂƐƚƌŽŶŐĨŽƵŶĚĂƟŽŶĨŽƌĨƵƚƵƌĞƐĐŚŽŽůĂĐŚŝĞǀĞŵĞŶƚ͘EŝĚŽƐƚƌŝǀĞƐƚŽƉƌŽǀŝĚĞŝŶƚĞů-­‐
ůĞĐƚƵĂů͕ĞŵŽƟŽŶĂů͕ƐŽĐŝĂůĂŶĚƉŚLJƐŝĐĂůǁĞůůͲďĞŝŶŐƚŽĂůůŝƚƐƐƚƵĚĞŶƚƐ͕ǁŝƚŚŝŶĂŚĞĂůƚŚLJĂŶĚĨƌŝĞŶĚůLJĞŶǀŝƌŽŶŵĞŶƚ͘
dŚŝƐŶĞǁƐĐŚŽŽůLJĞĂƌƐƚĂƌƚŚĂƐŝŶĐůƵĚĞĚĂĐƟǀŝƟĞƐƚŽƐƚƌĞŶŐƚŚĞŶƚŚŝƐĂƐƉĞĐƚ͕ŚŝŐŚůŝŐŚƟŶŐŝƚƐŝŵƉŽƌƚĂŶĐĞƚŽƚŚĞ
The “good-­‐enough” concept explains the idea of the “good enough” child, which is a ĐŚŝůĚƚŚĂƚŝƐŶ͛ƚ͞ƉĞƌĨĞĐƚ͟ďƵƚŝƐŶ͛ƚ͞ďĂĚ͟ĞŝƚŚĞƌ͘KŌĞŶ͕ƉĂƌĞŶƚƐĐĂŶůŽƐĞƐŝŐŚƚŽĨƉŽƐŝ-­‐
ƟǀĞĞǀĞŶƚƐƚŚĞŝƌĐŚŝůĚŚĂƐĞdžƉĞƌŝĞŶĐĞĚĂƐƚŚĞLJĂƌĞƐŝŵƵůƚĂŶĞŽƵƐůLJƐƚƌƵŐŐůŝŶŐƚŽĐŽƉĞ
ǁŝƚŚŽǀĞƌǁŚĞůŵŝŶŐůLJŶĞŐĂƟǀĞďĞŚĂǀŝŽƌƐ͘dŚĞƌĞŝƐĂďĂƐŝĐĐŽŶĐĞƉƚƚŚĂƚĞdžƉůĂŝŶƐŚŽǁ
ŝŵƉŽƌƚĂŶƚŝƚŝƐĨŽƌĂĚŽůĞƐĐĞŶƚƐƚŽĨĞĞůƚŚĂƚƚŚĞŝƌƉĂƌĞŶƚƐĐĂŶƐƟůůƐĞĞƌĞĚĞĞŵĂďůĞƋƵĂůŝ-­‐
ƟĞƐ ŝŶ ƚŚĞŵ͕ ĞǀĞŶ ǁŚĞŶ ƚŚĞLJ ŚĂǀĞ ďĞŚĂǀĞĚ ͞ďĂĚůLJ͘͟ ^ŽŵĞƟŵĞƐ ƚŚĞƌĞ ŝƐ Ă ƉĂƌĂůůĞů
ďĞƚǁĞĞŶŚŽǁƉĂƌĞŶƚƐĂƌĞĞŶŐĂŐŝŶŐǁŝƚŚƚŚĞŝƌĂĚŽůĞƐĐĞŶƚƐĂŶĚƚŚĞƌĞĂĐƟŽŶƚŚĞLJĞůŝĐŝƚ
ĨƌŽŵƚŚĞŵ͘/ĨƚŚĞLJĂƌĞĐŽŶƐƚĂŶƚůLJLJĞůůŝŶŐ͕ĐƌŝƟĐŝnjŝŶŐ͕ŽƌďĞŝŶŐĚĞŵĞĂŶŝŶŐƚŽǁĂƌĚƐĐŚŝů-­‐
ĚƌĞŶ ŝŶ ƌĞƐƉŽŶƐĞ ƚŽ ŶĞŐĂƟǀĞ ďĞŚĂǀŝŽƌƐ͕ ƚŚĞŶ ƚŚĞLJ ŝŶĐƌĞĂƐĞ ƚŚĞ ůŝŬĞůŝŚŽŽĚ ƚŚĂƚ ƚŚĞ
ĂĚŽůĞƐĐĞŶƚƐǁŝůůƐĞĞƚŚĞŵŝŶŽŶůLJĂŶĞŐĂƟǀĞǁĂLJ͘ƉĂƩĞƌŶŽĨŶĞŐĂƟǀĞŝŶƚĞƌĂĐƟŽŶ
ŝƐƉĞƌƉĞƚƵĂƚĞĚ͕ďƵƚŵŽƌĞŝŵƉŽƌƚĂŶƚůLJŽŶƚŚĞƐĞůĨͲĐŽŶĐĞƉƚŽĨƚŚĞĂĚŽůĞƐĐĞŶƚĂŶĚƚŚĞ
ŝŵĂŐĞƚŚĞLJŚŽůĚŽĨƚŚĞŝƌƉĂƌĞŶƚƐ͘
ĞŶƟƌĞEŝĚŽĐŽŵŵƵŶŝƚLJ͘
On August 22nd “Open Our Eyes” presented Dr. Pamela Foelcsh, PhD Specialist in Adolescence, from Cornell
University, who gave a presentation on “Helping Parents Manage Adolescents Affect Storms and Support Normal
Identity Development” and Ps. Andrés Borzutzky H., who addressed “Alcohol impact on Identity”. Both very inter-‐
esting topics that captured parent’s attention.
One week later, internationally acclaimed speaker Ruth Van Reken, specialist in Cross Cultural Kids (CCK), visited
Nido during the week of August 27th-‐31st, to give several workshops and seminars for Nido parents, students and
staff members. This activity was organized by the PTA Transitions Team and supported by the School administration.
Nido students: World citizens
Throughout motivating and engaging conferences, Ruth Van Reken addressed the topic of
Cross Cultural Kids – helping Nido children and parents thrive while living in, between and
among different cultures; benefits and adjustments both now and as they leave Nido-‐.
Be clearĂďŽƵƚLJŽƵƌǀĂůƵĞƐĂŶĚĞdžƉĞĐƚĂƟŽŶƐ
Be readyƚŽŚĞĂƌŽƉŝŶŝŽŶƐǁŝƚŚǁŚŝĐŚLJŽƵ
disagree!
Be empathicĂŶĚŶŽŶũƵĚŐŵĞŶƚĂů
ĞĂĐĐĞƉƟŶŐĂŶĚƵŶĚĞƌƐƚĂŶĚŝŶŐƐŽƚŚĂƚƚŚĞLJ
ĐĂŶĐŽŵĞƚŽLJŽƵĞǀĞŶŝĨƚŚĞLJŵĂŬĞŵŝƐƚĂŬĞƐ
dĂůŬĞĂƌůLJĂŶĚŽŌĞŶ
HelpƚŚĞŵŵĂŶĂŐĞƐƚƌĞƐƐ
EducateLJŽƵƌƐĞůĨĂŶĚƚŚĞŵ
Andrés Borzutzky and Pamela Foelsh
Supporting Adolescent
Development
As for proper emotional development in adolescents, Dr. Pa-‐
mela Foelcsh states that “the thing that all adolescents of all
generations have dealt with is who they are and who they
are going to become. What makes it complicated today
has to do with the multiple sources of information telling them
how they are suppose to be: the images, the Internet, tele-‐
vision, globalism of concepts, there’s so much information
which adds pressure and quite frankly offers too many choic-‐
es. It adds to the confusion during an already complicated and
confusing time, so the impact of the media and information
without filter results in a lot of surface material”, she says.
Be awareŽĨĂŶĚůŽŽŬĨŽƌǁĂƌŶŝŶŐƐŝŐŶƐŽĨ
ĚĞƉƌĞƐƐŝŽŶ͕ŝŵƉƵůƐŝǀĞďĞŚĂǀŝŽƌ͕ƐƵŝĐŝĚĂů
thoughts, etc. Know their friends (and their friends’ parents)
General Attitude for Parents
ƐŬ͊;tŚĞƌĞ͕tŚŽ͕tŚĞŶ͕tŚĂƚĞƚĐ͘Ϳ
ŚĞĐŬŝŶƌĞŐƵůĂƌůLJ
dŚĞƌĞĂƌĞŵĂŶLJƉĂƌĞŶƟŶŐƐŬŝůůƐƚŚĂƚƉĂƌĞŶƚƐǁŚŽĂƌĞŚĂǀŝŶŐĚŝĸĐƵůƟĞƐǁŝƚŚƚŚĞŝƌĂĚŽ-­‐
ůĞƐĐĞŶƚ͕ŚĂǀĞĞŝƚŚĞƌůŽƐƚƐŝŐŚƚŽĨŽƌŵĂLJŶŽƚŚĂǀĞůĞĂƌŶĞĚ͘tĞŽīĞƌ͞ŐĞŶĞƌĂůƉĂƌĞŶƟŶŐ
ŝŶƐƚƌƵĐƟŽŶƐ͕͟ƌĞŵŝŶĚŝŶŐƉĂƌĞŶƚƐƚŚĂƚƚŚĞƌĞĂƌĞƚŚŝŶŐƐƚŚĂƚƚŚĞLJĐĂŶĚŽ͕ĞǀĞŶǁŚĞŶ
ƚŚĞLJĂƌĞĨĞĞůŝŶŐŝŶĞīĞĐƟǀĞĂŶĚůĂĐŬŝŶŐŝŶƐŬŝůůƐ͘dŚĞĨŽůůŽǁŝŶŐŝĚĞĂƐĂƌĞƌĞǀŝĞǁĞĚŝŶ
ƚŚĞĐŽŶƚĞdžƚŽĨŚŽǁƚŚĞLJĐĂŶƐƵƉƉŽƌƚƚŚĞŝƌĂĚŽůĞƐĐĞŶƚƚŽĐůĞĂƌƚŚĞďůŽĐŬĂŐĞƐƚŚĂƚŵĂLJ
ŝŶƚĞƌĨĞƌĞǁŝƚŚƚŚĞŝƌĚĞǀĞůŽƉŵĞŶƚ͘
RemindƚŚĞŵƚŚĂƚƚŚĞLJĐĂŶĐĂůůLJŽƵĨŽƌ
WHATEVER and WHENEVERĂŶĚLJŽƵǁŝůůďĞ
there.
Gazette | October, 2012
Ruth Van Reken
Gazette | October, 2012
CommunicateŽƉĞŶůLJ
Be a good ƌŽůĞŵŽĚĞů
Ruth van Reken, is one of the world’s experts on the challenges of moving and the “cross
culture kid” experience. She herself has lived it and is co-‐founder of Families in Global Transi-‐
tion. In addition to other writing, Ruth is co-‐author of Third Culture Kids: Growing Up Among
Worlds. For more information visit http://www.crossculturalkid.org
4
Be observantĂŶĚƉĂLJĂƩĞŶƟŽŶ
dĂůŬĂďŽƵƚƉƌŽďůĞŵƐŽůǀŝŶŐ
Her wisdom touched the hearts and minds of over 480 adults and nearly 700 MS and HS stu-‐
dents, Counselors and Teaching Staff throughout the school, the School Board of Directors,
PTA Board and Administrative Leadership team.
“I believe if we can understand the “new normals’ of living and
growing up cross-‐culturally and in a community that experi-‐
ences high mobility, we will be able to help our entire commu-‐
nity find positive ways to live and grow from the challenges so
we can use the many gifts of this experience well. And we will
show the world the richness of people from many tribes and
cultures learning to get along and celebrate the different gifts
they each bring to the table”, she adds.
Listen, Listen and Listen
GiveƚŚĞŵĂĐĐƵƌĂƚĞŝŶĨŽƌŵĂƟŽŶĂŶĚƚĞůůƚŚĞŵ
ǁŚŽƚŚĞLJĐĂŶƚĂůŬƚŽďĞƐŝĚĞƐLJŽƵ
Cross Cultural Kids
“In a world that is globalizing, Nido is a living example of what
these global changes of people from many cultures intersect-‐
ing and interacting with each other will look like. Hopefully, it
also reflects the vision that those from many lands and cul-‐
tures can work together and get along despite basic differ-‐
ences in their cultural heritage”, says Ruth.
Parenting Strategies:
What should parents do
5
Successful
FIESTA HUASA
2012
Gazette | October, 2012
Gazette | October, 2012
DŽƌĞƚŚĂŶϭ͘ϰϬϬƉĞŽƉůĞĞŶũŽLJĞĚĂŶĚĐĞůĞďƌĂƚĞĚŚŝůĞ͛ƐŶĂƟŽŶĂůĚĂLJĂƚEŝĚŽŽŶ^ĂƚƵƌĚĂLJ͕^ĞƉƚĞŵďĞƌϴƚŚ͘dŚĞĞŶƟƌĞEŝĚŽ
ŽŵƵŶŝƚLJ͖ƐƚƵĚĞŶƚƐ͕ƉĂƌĞŶƚƐ͕ƚĞĂĐŚĞƌƐĂŶĚƐƚĂī͕ŚĂĚĂŐƌĞĂƚ͚ϭϴ͛ĨĞƐƟǀŝƚLJĂƌŽƵŶĚƚŚĞďĞƐƚŽĨŚŝůĞĂŶƚƌĂĚŝƟŽŶƐ͘
6
7
Why the IB?
Late last March; I sat at my desk facing a pile
of over 60 essays to read. You might venture to
guess that I teach English, or maybe History...
But no, these are the essays that 10th grade
students have written as part of the application
process to the IB Diploma Program, telling me
which of the characteristics of the IB Learner
Profile they believe is most important for global
citizenship. Today, 67 of our 124 juniors are tak-‐
ing the full IB Diploma, even though they know
it is not the easy road through High School, and
over 41% of our seniors are beginning the final
stretch before IB exams.
and analytical thinking, team work and collabo-‐
ration, empathy, ethical behavior and intercultur-‐
al understanding. Students have stretched their
horizons and abilities and learned to be reflec-‐
tive learners with CAS, become critical of their
own knowledge and that of others in TOK, and
leave the IB Diploma with a recognized, written
piece of research (the Extended Essay) under
their arm. With the help of their teachers, they
have followed the threads of TOK through di-‐
verse areas of knowledge, connecting data with
experience, and truly becoming lifelong learners
in an information-‐heavy world.
What does the IB Diploma offer that entices our
students to push themselves into this challenge?
College admissions are an important motivator,
as participation in the most challenging program
offered by the school opens opportunities even
at most highly selective universities in the US.
For those students planning to attend university
in Europe or Australia, and in many schools in
Canada, admission is usually fully dependent on
their IB results.
Admissions, course credits, advanced place-‐
ment, scholarships -‐ these are tangible results.
The IB Diploma program does an even better job
with the intangibles that matter so much to suc-‐
cess -‐ and Nido does a great job with the IB Di-‐
ploma. Our results are consistently above world
average, even though over 60% of our students
take exams in two native-‐level languages, thus
obtaining bilingual diplomas. In May 2012, 3 of
our 42 candidates obtained 41 points (out of a
Excellent results notwithstanding, Nido’s suc-‐
cess in the IB Diploma Program truly hit home
to me as eleven of our senior Diploma students
lead the parents of juniors in a TOK lesson dur-‐
ing our recent “Welcome to the Center of the
Hexagon” night on August 30th. Their knowl-‐
edge, poise and enthusiasm for learning gener-‐
ated three interesting discussion groups, that
reluctantly broke away when I called to close the
session -‐ at almost 9:00 PM!
Early childhood is a very unique stage in a child’s life – a time
of rapid brain development; a time of unbridled enthusiasm
for learning; and a time of boundless energy for exploration
and discovery. Young children truly enjoy experiencing
new things and derive immense satisfaction from solving a
challenging problem or mastering a new skill.
IB Results last 3 years
YEAR
2010
2011
2012
ǀĞƌĂŐĞƉŽŝŶƚƐĨŽƌƐƚƵĚĞŶƚƐŽďƚĂŝŶŝŶŐĚŝƉůŽŵĂ
32
32
33
,ŝŐŚĞƐƚƉŽŝŶƚƐĂǁĂƌĚĞĚƚŽĂĚŝƉůŽŵĂƐƚƵĚĞŶƚ
42
40
41
tŽƌůĚĂǀĞƌĂŐĞƉŽŝŶƚƐƚŽŽďƚĂŝŶ/ŝƉůŽŵĂ
29.55
29.61
EŽƚLJĞƚĂǀĂŝůĂďůĞ
ǀĞƌĂŐĞŐƌĂĚĞŽďƚĂŝŶĞĚĂƚEŝĚŽ
ϱ͘ϭϴ
5.11
5.29
tŽƌůĚĂǀĞƌĂŐĞ
4.65
4.66
EŽƚLJĞƚĂǀĂŝůĂďůĞ
Congratulations to Nido students Benjamín Pinto (MS) and Ga-‐
briela Reutter (HS), who represented Chile, and of course Nido,
in the South American Horseback Jumping Championship held
in Brazil on September 18-‐23.
Gazette | October, 2012
the stronger WKH´QLVK
By Chabuca Rose, IB Coordinator
NIDO STUDENTS REPRESENTED CHILE IN SOUTH AMERICAN JUMPING
CHAMPIONSHIP IN BRAZIL
8
THE STRONGER THE BEGINNING,
Benjamín competed in the children’s category finishing in 4th place in the
team’s final. In the individual B category, he obtained a medal for the 3rd
place. As for Gaby, she competed in the pre-‐junior category by teams,
obtaining the 5th place, with a great performance. She was one of the
two Chileans who made it into the 20 best riders in her category. Unluck-‐
ily, she lost a stirrup and she fell off the horse in a high jump loosing any
chance of a medal. She jumped at a height of 1.30 and 1,35 mts.
ƚEŝĚŽĚĞŐƵŝůĂƐǁĞŚŽŶŽƌƚŚŝƐƐƉĞĐŝĂůƟŵĞŝŶLJŽƵƌĐŚŝůĚ͛ƐĞĚƵĐĂƟŽŶĂůũŽƵƌŶĞLJďLJĐƌĞĂƟŶŐĂŶŽƉƟŵĂůĞŶ-­‐
ǀŝƌŽŶŵĞŶƚĨŽƌǁŚŽůĞĐŚŝůĚĚĞǀĞůŽƉŵĞŶƚ͘EŝĚŽ͛ƐĂƌůLJŚŝůĚŚŽŽĚĞŶƚĞƌ;ͿĨŽĐƵƐĞƐŽŶĮǀĞĨƵŶĚĂŵĞŶƚĂů
ƉƌĂĐƟĐĞƐƚŽƉƌŽǀŝĚĞEŝĚŽ͛ƐLJŽƵŶŐĞƐƚƐƚƵĚĞŶƚƐƐƵĐĐĞƐƐďŽƚŚĂĐĂĚĞŵŝĐĂůůLJĂŶĚŝŶůŝĨĞ͗
ƌĞĂƟŶŐĂcaring community of learners
Teaching to enhance development and learning
WƌŽǀŝĚŝŶŐĂstrong curriculumƚŽĂĐŚŝĞǀĞŝŵƉŽƌƚĂŶƚǁĞůůͲĞƐƚĂďůŝƐŚĞĚŐŽĂůƐ
hƐŝŶŐĂŶĂƐƐĞƐƐŵĞŶƚƚŽŽůƚŽassess each child’s development and learning ƐƚĂďůŝƐŚŝŶŐƌĞĐŝƉƌŽĐĂůƌĞůĂƟŽŶƐŚŝƉƐ ǁŝƚŚĨĂŵŝůŝĞƐ͘
They both qualified to represent the Chilean Jumping Team in the “Selec-‐
tion for the Nationals”, held on August 15th: Benjamin Pinto jumped in chil-‐
dren -‐for riders ages 12-‐ 14 years old-‐ up to 1.25 meters. After 4 qualifying
rounds he placed in first. Gaby Reutter also placed first in her category
for riders ages 15-‐16 years after 4 qualifying rounds, with “0” mistakes in
the full series, being this the last competition of several she had to face.
ĂƌůLJĐŚŝůĚŚŽŽĚƐĞƫŶŐƐƚĞŶĚƚŽďĞƚŚĞĐŚŝůĚ͛ƐĮƌƐƚĐŽŵŵƵŶŝƚLJŽƵƚƐŝĚĞƚŚĞŚŽŵĞ͘dŽĐƌĞĂƚĞĂĐĂƌŝŶŐĐŽŵ-­‐
ŵƵŶŝƚLJŽĨůĞĂƌŶĞƌƐ͕ƚŚĞEŝĚŽĐŽŵŵƵŶŝƚLJƉƌŽǀŝĚĞƐĂƉŚLJƐŝĐĂů͕ĞŵŽƟŽŶĂů͕ĂŶĚĐŽŐŶŝƟǀĞĞŶǀŝƌŽŶŵĞŶƚ
ĐŽŶĚƵĐŝǀĞƚŽĚĞǀĞůŽƉŵĞŶƚĂŶĚůĞĂƌŶŝŶŐ͘ĂƌŝŶŐƌĞůĂƟŽŶƐŚŝƉƐďĞƚǁĞĞŶĂĚƵůƚƐĂŶĚĐŚŝůĚƌĞŶĂƌĞƚŚĞĨŽƵŶĚĂ-­‐
ƟŽŶŽĨƚŚĞEŝĚŽĐŽŵŵƵŶŝƚLJ͘
The championship in Brazil is a yearly horseback-‐riding event called “Amer-‐
icanos de Menores”, organized by the worldwide equestrian federation,
FEI, in which children from all the Americas, including North, Central and
South America participate. It’s one of the most important event for children
in horseback riding in the Americas and a very challenging tournament.
dŚĞ ĐŚŝůĚƌĞŶ͛Ɛ ƌĞůĂƟŽŶƐŚŝƉƐ ĂŶĚ ŝŶƚĞƌĂĐƟŽŶƐ ǁŝƚŚ ĂĚƵůƚƐ ĂƌĞ ĐƌŝƟĐĂů ĚĞƚĞƌŵŝŶĂŶƚƐ ŽĨ ĚĞǀĞůŽƉŵĞŶƚ ĂŶĚ
ůĞĂƌŶŝŶŐ͘ ƚ ƚŚĞ ƐĂŵĞ ƟŵĞ͕ ĐŚŝůĚƌĞŶ ĂƌĞ ĂĐƟǀĞ ĐŽŶƐƚƌƵĐƚŽƌƐ ŽĨ ƚŚĞŝƌ ŽǁŶ ƵŶĚĞƌƐƚĂŶĚŝŶŐ ŽĨ ƚŚĞ ǁŽƌůĚ
ĂƌŽƵŶĚƚŚĞŵ͘/ŶƚŚĞEŝĚŽƉƌŽŐƌĂŵ͕ǁĞƉƌŽǀŝĚĞĂŶŽƉƟŵĂůďĂůĂŶĐĞŽĨĂĚƵůƚŐƵŝĚĞĚĞdžƉĞƌŝĞŶĐĞƐǁŝƚŚ
ĐŚŝůĚŝŶŝƟĂƚĞĚĞdžƉĞƌŝĞŶĐĞƐƚŽĞŶŚĂŶĐĞĚĞǀĞůŽƉŵĞŶƚĂŶĚůĞĂƌŶŝŶŐ͘
Gabriela Reutter
Gazette | October, 2012
The interest of our students in the IB Diploma
program, as well as the interest that colleges
have in IB Diploma graduates, goes beyond
simple academic challenge. In a world where
education is criticized for not preparing students
for the real world of employment or for the chal-‐
lenges of higher education, the IB provides not
only the depth and breadth of hard knowledge
in six subject areas, but also builds up those
“softer” skills -‐ time management, effective com-‐
munication in a variety of circumstances, critical
maximum of 45 points), placing them in the top
3% of students taking IB exams worldwide. Our
Visuals Arts SL/HL students, led by teacher
Victoria Sanchez, scored an impressive com-‐
bined average of 6.25 (out of 7) in comparison
to a world average of 4.43 In a similar manner,
Physics SL students scored 2.07 points above
the 4.18 world average and Math HL reached a
record 5.00 average, compared to a 3.59 world
average.
9
ƋƵĂůŝƚLJĞĂƌůLJĐŚŝůĚŚŽŽĚĐƵƌƌŝĐƵůƵŵĐŽŶƐŝƐƚƐŽĨƚŚĞŬŶŽǁůĞĚŐĞ͕ƐŬŝůůƐ͕
ĂďŝůŝƟĞƐ͕ĂŶĚƵŶĚĞƌƐƚĂŶĚŝŶŐĐŚŝůĚƌĞŶ͛ƐŶĞĞĚƚŽĂĐƋƵŝƌĞĂŶĚƚŚĞĞdžƉĞƌŝ-­‐
ĞŶĐĞƐƚŚĂƚƉƌĞƉĂƌĞƚŚĞŵĨŽƌĨƵƚƵƌĞůĞĂƌŶŝŶŐ͘dŚĞEŝĚŽĐƵƌƌŝĐƵůƵŵ
ŝƐďĂƐĞĚŽŶǁĞůůͲƉůĂŶŶĞĚŝŶƚĞŶƟŽŶĂůĂĐƟǀŝƟĞƐĨŽĐƵƐĞĚĂƌŽƵŶĚƉƌŽũĞĐƚƐ
ƚŚĂƚĨŽůůŽǁĂƉŽǁĞƌĨƵůĨŽƵƌͲƐƚĞƉƉƌŽĐĞƐƐ͘dŚĞƉƌŽĐĞƐƐƚĂŬĞƐĐŚŝůĚƌĞŶ͛Ɛ
ůĞĂƌŶŝŶŐĨƌŽŵƚŚĞŚĞƌĞĂŶĚŶŽǁƚŽŚŝŐŚĞƌůĞǀĞůƐŽĨĂďƐƚƌĂĐƟŽŶĂŶĚƌĞƉ-­‐
ƌĞƐĞŶƚĂƟŽŶ͘ ŚŝůĚƌĞŶ ůĞĂƌŶ ĂŶĚ ƌĞůĞĂƌŶ ŝŶ ďŽƚŚ ƐŚŽƌƚ ĂŶĚ ůŽŶŐͲƚĞƌŵ
ĐLJĐůĞƐƚŚĂƚƚĂŬĞƉůĂĐĞŽǀĞƌƟŵĞĂŶĚŝŶĂĚĞǀĞůŽƉŵĞŶƚĂůƐĞƋƵĞŶĐĞ͘
dŚĞĨŽƵƌǁĞĞŬůLJƐƚĞƉƐĂƌĞ͗
* Orientation (starting with the familiar and building
excitement for the learning ahead)
* Demonstration (active learning of new skills,
concepts and vocabulary through hands-‐on and sensory
activities)
* Broadening (connecting new learning to personal
experiences and comparing/contrasting relevant
characteristics)
* Deepening (applying learning to new situations
through abstraction, problem solving, and flexible
thinking)
dŽĚĞǀĞůŽƉĂŶĚŵĂŝŶƚĂŝŶƋƵĂůŝƚLJƉƌŽŐƌĂŵƐ͕ĂƐƐĞƐƐŵĞŶƚŽĨĞĂĐŚĐŚŝůĚ͛Ɛ
ĚĞǀĞůŽƉŵĞŶƚĂŶĚůĞĂƌŶŝŶŐŝƐĞƐƐĞŶƟĂůƐŽƚŚĂƚƚĞĂĐŚĞƌƐĐĂŶƉůĂŶ͕ŝŵƉůĞ-­‐
ŵĞŶƚ ĂŶĚ ĞǀĂůƵĂƚĞ ƚŚĞ ĞīĞĐƟǀĞŶĞƐƐ ŽĨ ĐůĂƐƐƌŽŽŵ ĞdžƉĞƌŝĞŶĐĞƐ͘ dŚĞ
EŝĚŽƵƐĞƐĂƌŝŐŽƌŽƵƐĂƐƐĞƐƐŵĞŶƚƚŽŽůƚŚĂƚĂƐƐĞƐƐĞƐϯϴŽďũĞĐƟǀĞƐ
ƚŚĂƚŐŝǀĞĂĐŽŵƉƌĞŚĞŶƐŝǀĞŽǀĞƌǀŝĞǁŽĨĂĐŚŝůĚ͛ƐĐƵƌƌĞŶƚůĞǀĞůƐŽĨĂďŝůŝƚLJ
ŝŶĂůůŵĂũŽƌĂƌĞĂƐŽĨĚĞǀĞůŽƉŵĞŶƚĂŶĚůĞĂƌŶŝŶŐ;ĐŽŐŶŝƟǀĞ͕ƐŽĐŝĂůͲĞŵŽ-­‐
ƟŽŶĂůĂŶĚƉŚLJƐŝĐĂůͿ͘dŚĞƐĞϯϴƌĞƐĞĂƌĐŚͲďĂƐĞĚŽďũĞĐƟǀĞƐŚĂǀĞƉƌŽǀĞŶ
ƚŽ ďĞ ƚŚĞ ŵŽƐƚ ƉƌĞĚŝĐƟǀĞ ŽĨ ĨƵƚƵƌĞ ƐĐŚŽŽů ƐƵĐĐĞƐƐ ĂŶĚ ŝŶĚŝĐĂƟǀĞ ŽĨ
ǁŝĚĞůLJŚĞůĚĞdžƉĞĐƚĂƟŽŶƐĨŽƌĞĂĐŚĐŚŝůĚ͛ƐĂŐĞŐƌŽƵƉ͘ǀŝĚĞŶĐĞŽĨĞĂĐŚ
ĐŚŝůĚ͛ƐƉƌŽŐƌĞƐƐŝƐĐĂƉƚƵƌĞĚǀŝĂǀŝĚĞŽ͕ƉŚŽƚŽŐƌĂƉŚƐ͕ŽďƐĞƌǀĂƟŽŶƐ͕ĂŶĚ
ƐƚƵĚĞŶƚǁŽƌŬĂŶĚŝƐƐŚĂƌĞĚǁŝƚŚƉĂƌĞŶƚƐĚƵƌŝŶŐĐŽŶĨĞƌĞŶĐĞƐ͘
&ŝŶĂůůLJ͕ƚŚĞEŝĚŽƉƌŽŐƌĂŵĞƐƚĂďůŝƐŚĞƐƌĞĐŝƉƌŽĐĂůƌĞůĂƟŽŶƐŚŝƉƐďĞ-­‐
ƚǁĞĞŶ ƚŚĞ ƐƚĂī ĂŶĚ ĨĂŵŝůŝĞƐ ƚŚƌŽƵŐŚ ŵƵƚƵĂů ƌĞƐƉĞĐƚ͕ ĐŽŽƉĞƌĂƟŽŶ͕
ƐŚĂƌĞĚƌĞƐƉŽŶƐŝďŝůŝƚLJĂŶĚŶĞŐŽƟĂƟŽŶŽĨĐŽŶŇŝĐƚƐĂƐƚŚĞLJǁŽƌŬƚŽǁĂƌĚ
ƐŚĂƌĞĚŐŽĂůƐ͘EŝĚŽĨĂŵŝůŝĞƐĂƌĞǁĞůĐŽŵĞĂƚƐĐŚŽŽůĂŶĚĂƌĞŽīĞƌĞĚ
ŵƵůƟƉůĞŽƉƉŽƌƚƵŶŝƟĞƐƚŽƉĂƌƟĐŝƉĂƚĞŝŶƚŚĞŝƌĐŚŝůĚ͛ƐůĞĂƌŶŝŶŐ͘dŚĞEŝĚŽ
ƐƚƌŽŶŐůLJďĞůŝĞǀĞƐƚŚĂƚƉĂƌƚŶĞƌƐŚŝƉƐǁŝƚŚŽƵƌƉĂƌĞŶƚƐǁŝůůƉĂǀĞƚŚĞ
ǁĂLJĨŽƌĂƐƵĐĐĞƐƐĨƵůƐƚĂƌƚĨŽƌŽƵƌƐƚƵĚĞŶƚƐĂƐƚŚĞLJďĞŐŝŶƚŚĞŝƌĞĚƵ-­‐
ĐĂƟŽŶĂůũŽƵƌŶĞLJ͘
Language,
Reading and
Writing in
PRE-­KINDER,
KINDER I AND
KINDER II
dŚƌĞĞ͕ ĨŽƵƌ͕ ĂŶĚ ĮǀĞ LJĞĂƌ ŽůĚƐ ĚĞǀĞůŽƉ ůĂŶŐƵĂŐĞ ƐŬŝůůƐ
ƚŚƌŽƵŐŚĂĐƟǀĞůĞĂƌŶŝŶŐĞdžƉĞƌŝĞŶĐĞƐ͘ŚŝůĚƌĞŶĞŶŐĂŐĞŝŶ
ŝŵĂŐŝŶĂƟǀĞĂĐƟǀŝƟĞƐ͘dŚĞLJĐƌĞĂƚĞƉƵƉƉĞƚƐŚŽǁƐ͕ďƵŝůĚ
ďůŽĐŬƐƚƌƵĐƚƵƌĞƐ͕ŝŶǀĞŶƚŐĂŵĞƐ͕ĂŶĚƐŚĂƉĞƐĂŶĚĐĂƐƚůĞƐ͘
dŚĞLJ ůĞĂƌŶ ƚŽ ůŝƐƚĞŶ ƚŚŽƵŐŚƞƵůůLJ͕ ĂŶĚ ƚŽ ƐŚĂƌĞ ŝĚĞĂƐ͕
ƋƵĞƐƟŽŶƐ͕ ĂŶĚ ŝŶĨŽƌŵĂƟŽŶ ĚƵƌŝŶŐ ŐƌŽƵƉ ĚŝƐĐƵƐƐŝŽŶƐ͘
ŽŽŬƐ ĂƌĞ ĞǀĞƌLJǁŚĞƌĞ͘ ŚŝůĚƌĞŶ ůŝƐƚĞŶ ƚŽ ƐƚŽƌŝĞƐ ĂŶĚ
ƉŽĞŵƐƌĞĂĚĂůŽƵĚĞǀĞƌLJĚĂLJ͘ŚŝůĚƌĞŶďĞŐŝŶƚŽƚĞůůƚŚĞŝƌ
ŽǁŶƐƚŽƌŝĞƐ͘dŚĞLJůĞĂƌŶƚŽŽƌŐĂŶŝnjĞŝĚĞĂƐĂŶĚƚŽƉƌĞƐĞŶƚ
ĞǀĞŶƚƐĂŶĚŝŶĨŽƌŵĂƟŽŶƐĞƋƵĞŶƟĂůůLJ͘&ůƵĞŶƚůĂŶŐƵĂŐĞ͕Ă
ďƵƌŐĞŽŶŝŶŐ ǀŽĐĂďƵůĂƌLJ͕ ĂŶĚ ƚŚŽƵŐŚƞƵů ůŝƐƚĞŶŝŶŐ ďƵŝůĚ
ƚŚĞĨŽƵŶĚĂƟŽŶĨŽƌƌĞĂĚŝŶŐĂŶĚǁƌŝƟŶŐ͘
A
C
<ϭĐŚŝůĚƌĞŶƚĂŬĞŚŽŵĞŬƐĞĂĐŚǁĞĞŬƚŽƐŚĂƌĞǁŝƚŚ
ƚŚĞŝƌ ĨĂŵŝůŝĞƐ͘ ŚŝůĚƌĞŶ ĐŽŶƟŶƵĞ ƚŚĞŝƌ ŝŶǀĞƐƟŐĂƟŽŶ ŽĨ
ůĞƩĞƌƐĂŶĚƐŽƵŶĚƐĂƐƚŚĞLJǁƌŝƚĞƚŚĞŝƌŶĂŵĞƐ͕ĐĂƉƟŽŶƐ͕
ƐŝŵƉůĞŵĞƐƐĂŐĞƐ͕ŽƌĚŝĐƚĂƚĞƐƚŽƌŝĞƐ͘
Gazette | October, 2012
<ϮƐƚƵĚĞŶƚƐĚĞĞƉĞŶĂŶĚƌĞĮŶĞƚŚĞŝƌƵŶĚĞƌƐƚĂŶĚŝŶŐŽĨ
ůĞƩĞƌƐ͕ƐŽƵŶĚƐ͕ǁŽƌĚƐĂŶĚƉŚƌĂƐĞƐ͘WƌĞĚŝĐƚĂďůĞƐƚŽƌŝĞƐ͕
ƉŽĞƚƌLJ͕ ƐŝŵƉůĞ ŶŽŶͲĮĐƟŽŶ ŬƐ͕ ĂŶĚ ƉŝĐƚƵƌĞ ďŽŽŬƐ
ĂƌĞ ƉĂƌƚ ŽĨ ĞĂĐŚ ĐůĂƐƐƌŽŽŵ͛Ɛ ůŝďƌĂƌLJ͘ ŚŝůĚƌĞŶ ƚĂŬĞ
ŚŽŵĞ ďŽŽŬƐ ĞĂĐŚ ǁĞĞŬ ƚŽ ƐŚĂƌĞ ǁŝƚŚ ƚŚĞŝƌ ĨĂŵŝůŝĞƐ͘
<ŝŶĚĞƌŐĂƌƚĞŶ ƐƚƵĚĞŶƚƐ ŚĂǀĞ ŵĂŶLJ ŽƉƉŽƌƚƵŶŝƟĞƐ ƚŽ
ǁƌŝƚĞ͘ dŚĞLJ ŵĂŬĞ ƐŝŐŶƐ ĨŽƌ ƚŚĞ ďůŽĐŬ ĂƌĞĂ͕ ůĂďĞůƐ͕ ĂŶĚ
ƐŚŽƌƚ ƐĞŶƚĞŶĐĞƐ ĨŽƌ ƉŝĐƚƵƌĞƐ ĂŶĚ ƉĂŝŶƟŶŐƐ͘ dŚĞLJ ŽīĞƌ
ƚŚŽƵŐŚƚƐ͕ ŝŵƉƌĞƐƐŝŽŶƐ͕ ĐŽŵƉŽƐĞ ŶŽƚĞƐ ĂŶĚ ŵĞƐƐĂŐĞƐ͕
ĂŶĚ ǁƌŝƚĞ ĂďŽƵƚ ƚŚĞŝƌ ĞdžƉĞƌŝĞŶĐĞƐ͘ tƌŝƟŶŐ ŵĂLJ ďĞ
Ă ĐŽůůĂďŽƌĂƟǀĞ ĞīŽƌƚ Žƌ Ă ƐŽůŝƚĂƌLJ ƉƵƌƐƵŝƚ͘ /ŶǀĞŶƚĞĚ
ƐƉĞůůŝŶŐŝƐĞŶĐŽƵƌĂŐĞĚ͘^ƚƵĚĞŶƚƐ͞ǁƌŝƚĞǁŚĂƚƚŚĞLJŚĞĂƌ͟
ǁŝƚŚƚŚĞƵŶĚĞƌƐƚĂŶĚŝŶŐƚŚĂƚĂƐƚŽƌLJĐĂŶďĞĞĚŝƚĞĚǁŝƚŚ
ƚŚĞŚĞůƉŽĨĂƚĞĂĐŚĞƌǁŚĞŶƚŚĞLJĂƌĞƌĞĂĚLJƚŽƉƌŽĚƵĐĞ
ĂĐŽŵƉůĞƚĞĚǁŽƌŬ͘ŚŝůĚƌĞŶůŽŽŬĨŽƌǁĂƌĚƚŽƉƵďůŝƐŚŝŶŐ
ƚŚĞŝƌŽǁŶƐƚŽƌŝĞƐĂŶĚƉƌŽƵĚůLJƌĞĂĚƚŚĞŝƌĮŶŝƐŚĞĚŬƐ
to friends, teachers, and partners in other classes.
Gazette | October, 2012
W< ĂŶĚ <ϭ ƐƚƵĚĞŶƚƐ ůĞĂƌŶ ƚŽ ƌĞĐŽŐŶŝnjĞ ĂŶĚ ŝĚĞŶƟĨLJ
ůĞƩĞƌƐ ŝŶ ƐŝŐŶƐ͕ ůĂďĞůƐ͕ ůŝƐƚƐ͕ ĐŚĂƌƚƐ͕ ŐƌĂƉŚƐ͕ ĂŶĚ ŽƚŚĞƌ
ƉƌŝŶƚĂƌŽƵŶĚƚŚĞŝƌĐůĂƐƐƌŽŽŵĂŶĚƚŚƌŽƵŐŚŽƵƚƚŚĞƐĐŚŽŽů͘
>ĞƩĞƌͬƐŽƵŶĚĂƐƐŽĐŝĂƟŽŶƐĂƌĞƉƌĞƐĞŶƚĞĚŝŶŵĂŶLJǁĂLJƐ͘
ŚĂƌƚƐ͕ƉŽĞŵƐ͕ĂŵŽƌŶŝŶŐŵĞƐƐĂŐĞ͕ƚŚĞĚĂŝůLJƐĐŚĞĚƵůĞ͕
ĂŶĚƉƌĞĚŝĐƚĂďůĞŝŐŽŽŬƐĂƌĞƌĞĂĚĂůŽƵĚǁŝƚŚƚŚĞŚĞůƉ
ŽĨ Ă ĨĞǁ ĐŚŝůĚƌĞŶ Ăƚ Ă ƟŵĞ Žƌ ǁŝƚŚ ƚŚĞ ǁŚŽůĞ ĐůĂƐƐ ŝŶ
ĐŚŽƌƵƐ͘>ĞƩĞƌƐ͕ƌĞƉĞĂƚĞĚǁŽƌĚƐ͕ƉŚƌĂƐĞƐ͕ĂŶĚƌŚLJŵĞƐ
are highlighted to help students learn about print. PK & B
10
11
PK Language, Reading
and Writing Indicators
K1 Language, Reading,
and Writing Indicators
K2 Language, Reading,
and Writing Indicators
Health at Nido: Language
ZĞƐƉŽŶĚƐĂƉƉƌŽƉƌŝĂƚĞůLJƚŽƐƉĞĐŝĮĐǀŽ-­‐
ĐĂďƵůĂƌLJĂŶĚƐŝŵƉůĞƐƚĂƚĞŵĞŶƚƐ͕ƋƵĞƐ-­‐
ƟŽŶƐĂŶĚƐƚŽƌŝĞƐ
&ŽůůŽǁƐĚŝƌĞĐƟŽŶƐŽĨƚǁŽŽƌŵŽƌĞƐƚĞƉƐ
hƐĞƐĐŽŵƉůĞƚĞϰƚŽϲǁŽƌĚƐĞŶƚĞŶĐĞƐ
Tells stories
ŶŐĂŐĞƐŝŶĐŽŶǀĞƌƐĂƟŽŶƐŽĨĂƚůĞĂƐƚϯ
exchanges
Uses acceptable language and social rules ǁŚĞŶĐŽŵŵƵŶŝĐĂƟŶŐǁŝƚŚŽƚŚĞƌƐ
Language
ZĞƐƉŽŶĚƐĂƉƉƌŽƉƌŝĂƚĞůLJƚŽĐŽŵƉůĞdžƐƚĂƚĞ-­‐
ŵĞŶƚƐ͕ƋƵĞƐƟŽŶƐ͕ǀŽĐĂďƵůĂƌLJ͕ĂŶĚƐƚŽƌŝĞƐ
&ŽůůŽǁƐĚĞƚĂŝůĞĚŵƵůƟͲƐƚĞƉĚŝƌĞĐƟŽŶƐ
ĞƐĐƌŝďĞƐĂŶĚƚĞůůƐƚŚĞƵƐĞŽĨŵĂŶLJĨĂŵŝů-­‐
ŝĂƌŝƚĞŵƐ
Tells elaborate stories
ŶŐĂŐĞƐŝŶĐŽŶǀĞƌƐĂƟŽŶƐŽĨĂƚůĞĂƐƚϯ
exchanges
Uses acceptable language and social rules ǁŚĞŶĐŽŵŵƵŶŝĐĂƟŶŐǁŝƚŚŽƚŚĞƌƐ
EŝĚŽĞŶĐŽƵƌĂŐĞƐƐƚƵĚĞŶƚƐƚŽĞŵďƌĂĐĞĂŚĞĂůƚŚLJůŝĨĞƐƚLJůĞǁŝƚŚŝŶĂĨƌŝĞŶĚůLJ͕ŝŶĨŽƌŵĞĚ͕ĂŶĚƐƵƉƉŽƌƟǀĞ
ĂƚŵŽƐƉŚĞƌĞ͕ƚŚƌŽƵŐŚƌŝŐŽƌŽƵƐĂŶĚĐŚĂůůĞŶŐŝŶŐĂĐƟǀŝƟĞƐĂŶĚŝŶƐƚƌƵĐƟŽŶŽŶĐƵƌƌĞŶƚŚĞĂůƚŚŝƐƐƵĞƐƐƵĐŚĂƐ
ŶƵƚƌŝƟŽŶ͕ƚŽďĂĐĐŽ͕ĚƌƵŐƐĂŶĚĂůĐŽŚŽů͘
Reading &ŝůůƐŝŶŵŝƐƐŝŶŐƌŚLJŵŝŶŐǁŽƌĚƐĂŶĚŐĞŶĞƌ-­‐
ĂƚĞƐƌŚLJŵŝŶŐǁŽƌĚƐƐƉŽŶƚĂŶĞŽƵƐůLJ
^ŝŶŐƐƐŽŶŐƐĂŶĚƌĞĐŝƚĞƐƌŚLJŵĞƐ
Hears and shows awareness of separate words and sentences
ZĞĐŽŐŶŝnjĞƐĂƐŵĂŶLJĂƐϭϬůĞƩĞƌƐĞƐƉĞ-­‐
ĐŝĂůůLJƚŚŽƐĞŝŶŽǁŶŶĂŵĞ
/ĚĞŶƟĮĞƐƚŚĞƐŽƵŶĚƐŽĨĂĨĞǁůĞƩĞƌƐ
^ŚŽǁƐƵŶĚĞƌƐƚĂŶĚŝŶŐƚŚĂƚƚĞdžƚŝƐŵĞĂŶ-­‐
ingful and can be read
ƐŬƐĂŶĚĂŶƐǁĞƌƐƋƵĞƐƟŽŶƐĂďŽƵƚƚŚĞ
text and refers to pictures
WƌĞƚĞŶĚƐƚŽƌĞĂĚĂĨĂŵŝůŝĂƌŬƚƌĞĂƟŶŐ
ĞĂĐŚƉĂŐĞĂƐĂƐĞƉĂƌĂƚĞƵŶŝƚĂŶĚŶĂŵĞƐ
and describes what is on each page using pictures as cues
ZĞƚĞůůƐĨĂŵŝůŝĂƌƐƚŽƌŝĞƐƵƐŝŶŐƉŝĐƚƵƌĞƐŽƌ
ƉƌŽƉƐĂƐƉƌŽŵƉƚƐ
Reading ĞĐŝĚĞƐǁŚĞƚŚĞƌƚǁŽǁŽƌĚƐƌŚLJŵĞ
Matches beginning sounds of words
Hears and shows awareness of separate ƐLJůůĂďůĞƐŝŶǁŽƌĚƐ
Produces the correct sounds for 10-­‐20 ůĞƩĞƌƐ
/ĚĞŶƟĮĞƐĂŶĚŶĂŵĞƐϭϭͲϮϬƵƉƉĞƌĂŶĚϭϭͲ
ϮϬůŽǁĞƌĐĂƐĞůĞƩĞƌƐ
^ŚŽǁƐƵŶĚĞƌƐƚĂŶĚŝŶŐƚŚĂƚĂƐĞƋƵĞŶĐĞŽĨ
ůĞƩĞƌƐƌĞƉƌĞƐĞŶƚƐĂƐĞƋƵĞŶĐĞŽĨƐƉŽŬĞŶ
sounds
^ŚŽǁƐĂǁĂƌĞŶĞƐƐŽĨǀĂƌŝŽƵƐĨĞĂƚƵƌĞƐŽĨ
ƉƌŝŶƚ͗ůĞƩĞƌƐ͕ǁŽƌĚƐ͕ƐƉĂĐĞƐ͕ƵƉƉĞƌͬůŽǁĞƌ
ĐĂƐĞůĞƩĞƌƐ͕ĂŶĚƐŽŵĞƉƵŶĐƚƵĂƟŽŶ
/ĚĞŶƟĮĞƐƐƚŽƌLJƌĞůĂƚĞĚƉƌŽďůĞŵƐ͕ĞǀĞŶƚƐ͕
ĂŶĚƌĞƐŽůƵƟŽŶƐĚƵƌŝŶŐĐŽŶǀĞƌƐĂƟŽŶƐǁŝƚŚ
an adult
WƌĞƚĞŶĚƐƚŽƌĞĂĚ͕ƌĞĐŝƟŶŐůĂŶŐƵĂŐĞƚŚĂƚ
ĐůŽƐĞůLJŵĂƚĐŚĞƐƚŚĞƚĞdžƚŽŶĞĂĐŚƉĂŐĞĂŶĚ
ƵƐĞƐƌĞĂĚŝŶŐͲůŝŬĞŝŶƚŽŶĂƟŽŶ
ZĞƚĞůůƐĨĂŵŝůŝĂƌƐƚŽƌŝĞƐŝŶƉƌŽƉĞƌƐĞ-­‐
ƋƵĞŶĐĞ͕ŝŶĐůƵĚŝŶŐŵĂũŽƌĞǀĞŶƚƐĂŶĚ
characters
Language
ZĞƐƉŽŶĚƐĂƉƉƌŽƉƌŝĂƚĞůLJƚŽĐŽŵƉůĞdžƐƚĂƚĞ-­‐
ŵĞŶƚƐ͕ƋƵĞƐƟŽŶƐ͕ǀŽĐĂďƵůĂƌLJĂŶĚƐƚŽƌŝĞƐ
&ŽůůŽǁƐĚĞƚĂŝůĞĚŵƵůƟͲƐƚĞƉĚŝƌĞĐƟŽŶƐ
/ŶĐŽƌƉŽƌĂƚĞƐŶĞǁůĞƐƐĨĂŵŝůŝĂƌŽƌƚĞĐŚŶŝĐĂů
ǁŽƌĚƐŝŶĞǀĞƌLJĚĂLJĐŽŶǀĞƌƐĂƟŽŶƐ
WƌŽŶŽƵŶĐĞƐŵƵůƟͲƐLJůůĂďŝĐŽƌƵŶƵƐƵĂů
words
hƐĞƐůŽŶŐĐŽŵƉůĞdžƐĞŶƚĞŶĐĞƐĂŶĚĨŽůůŽǁƐ
ŵŽƐƚŐƌĂŵŵĂƟĐĂůƌƵůĞƐ
Tells elaborate stories
ŶŐĂŐĞƐŝŶůĞŶŐƚŚLJĐŽŵƉůĞdžĐŽŶǀĞƌƐĂƟŽŶƐ
;ϱŽƌŵŽƌĞĞdžĐŚĂŶŐĞƐͿ
Uses acceptable language and social rules ǁŚĞŶĐŽŵŵƵŶŝĐĂƟŶŐǁŝƚŚŽƚŚĞƌƐ
Gazette | October, 2012
tƌŝƟŶŐ WƌŽĚƵĐĞƐůĞƩĞƌƐƚƌŝŶŐƐ
WĂƌƟĂůůLJǁƌŝƚĞƐŶĂŵĞĂĐĐƵƌĂƚĞůLJ
tƌŝƚĞƐǁŝƚŚĞĂƌůLJŝŶǀĞŶƚĞĚƐƉĞůůŝŶŐ
12
B
A
ƚ E/K͕ WŚLJƐŝĐĂů ĚƵĐĂƟŽŶ ƚĞĂĐŚĞƌƐ ĂŶĚ ƐƉŽƌƚƐ ĐŽĂĐŚĞƐ ƐƚƌŝǀĞ ƚŽ
ƉƌŽǀŝĚĞĂĐƟǀŝƟĞƐƚŚĂƚĐŽŶƚƌŝďƵƚĞĚĂŝůLJƚŽƚŚĞƐƚƵĚĞŶƚƐ͛ƉŚLJƐŝĐĂů͕ƐŽĐŝĂů͕
ŝŶƚĞůůĞĐƚƵĂů͕ĂŶĚĞŵŽƟŽŶĂůǁĞůůŶĞƐƐ͕ŝŶƚŚĞďĞůŝĞĨƚŚĂƚƚŚĞĚĞǀĞůŽƉŵĞŶƚ
ŽĨĂŚĞĂůƚŚLJůŝĨĞƐƚLJůĞƐŚŽƵůĚďĞĂƉƌŝŵĂƌLJŽďũĞĐƟǀĞĨŽƌĂůůŝŶĚŝǀŝĚƵĂůƐ
ŝŶ ƚŽĚĂLJ͛Ɛ ŵŽĚĞƌŶ ƐŽĐŝĞƚLJ͘ dŚĞ ŵŝƐƐŝŽŶ ŽĨ ƚŚĞ WŚLJƐŝĐĂů ĚƵĐĂƟŽŶ
ĞƉĂƌƚŵĞŶƚ ŝƐ ƚŽ ͞ĞŵƉŽǁĞƌ Ăůů ƐƚƵĚĞŶƚƐ ƚŽ ƚĂŬĞ ůŝĨĞůŽŶŐ ƉĞƌƐŽŶĂů
ƌĞƐƉŽŶƐŝďŝůŝƚLJ ĨŽƌ ĞŶŐĂŐŝŶŐ ŝŶ ŚĞĂůƚŚͲƌĞůĂƚĞĚ ƉŚLJƐŝĐĂů ĂĐƟǀŝƚLJ ĂŶĚ ƚŽ
ƌĞĐŽŐŶŝnjĞƚŚĞŝŶƚƌŝŶƐŝĐƌĞǁĂƌĚƐŽĨďĞŝŶŐĂĐƟǀĞŝŶǁĂLJƐƚŚĞLJĞŶũŽLJ͘͟
C
Holistic Approach
dŚĞƐƉŽŶƚĂŶĞŽƵƐĚĞŵĂŶĚƐŽĨƚŚĞĂĐƟǀŝƟĞƐƉƌĞƐĞŶƚĞĚŝŶƚŚĞƉŚLJƐŝĐĂů
ĞĚƵĐĂƟŽŶ ƐĞƫŶŐ ƌĞƋƵŝƌĞ ƐƚƵĚĞŶƚƐ ƚŽ ďĞ ƚŚŝŶŬŝŶŐ͕ ƌĞƐƉŽŶƐŝǀĞ
ŝŶĚŝǀŝĚƵĂůƐ͘dŚĞLJĚĞǀĞůŽƉĚĞĐŝƐŝŽŶͲŵĂŬŝŶŐƐŬŝůůƐ͕ĂůŽŶŐǁŝƚŚĂƐĞŶƐĞŽĨ
ĨĂŝƌƉůĂLJĂŶĚƐƉŽƌƚƐŵĂŶƐŚŝƉǁŚŝůĞǁŽƌŬŝŶŐĐŽŽƉĞƌĂƟǀĞůLJǁŝƚŚŽƚŚĞƌƐ͘
dŚĞ tŽƌůĚ ,ĞĂůƚŚ KƌŐĂŶŝnjĂƟŽŶ ;t,KͿ ĚĞĮŶĞƐ ŚĞĂůƚŚ ĂƐ͗ “a state of complete physical, mental and social well-­‐being and not merely the ĂďƐĞŶĐĞŽĨĚŝƐĞĂƐĞŽƌŝŶĮƌŵŝƚLJ͘͟
WŚLJƐŝĐĂůĂĐƟǀŝƚLJŚĂƐďĞĞŶƐŚŽǁŶƚŽĞŶŚĂŶĐĞŽǀĞƌĂůůŚĞĂůƚŚďLJ͗
* Reducing stress
* /ŵƉƌŽǀŝŶŐƚŚĞƐƚƌĞŶŐƚŚĂŶĚĐĂƉĂĐŝƚLJŽĨƚŚĞŚĞĂƌƚĂŶĚůƵŶŐƐ
* Increasing energy
* WƌĞǀĞŶƟŶŐŽƌŽīĞƌŝŶŐƌĞƐŝƐƚĂŶĐĞƚŽǀĂƌŝŽƵƐŚĞĂůƚŚĚŝƐŽƌĚĞƌƐ
ĂŶĚĐŽŶĚŝƟŽŶƐ
tƌŝƟŶŐ tƌŝƚĞƐŶĂŵĞĂĐĐƵƌĂƚĞůLJ
tƌŝƚĞƐǁŝƚŚůĂƚĞŝŶǀĞŶƚĞĚƐƉĞůůŝŶŐ
WƌŝŶƚƐƵƉƉĞƌĐĂƐĞůĞƩĞƌƐ
ŽŵďŝŶĞĚǁŝƚŚŚĞĂůƚŚLJŶƵƚƌŝƟŽŶ͕ƉŚLJƐŝĐĂůĂĐƟǀŝƚLJŽīĞƌƐƚŚĞďĞƐƚǁĂLJ
ƚŽ ĞƐƚĂďůŝƐŚ ĂŶĚ ƐƵƐƚĂŝŶ ƚŚĞ ďĞƐƚ ŽǀĞƌĂůů ďŽĚLJ ĐŽŵƉŽƐŝƟŽŶ͘ &ŝŶĂůůLJ͕
ĞdžĞƌĐŝƐĞĐĂŶďĞ&hE͊'ŝǀŝŶŐĂĐŚĂŶĐĞƚŽƌĞůŝĞǀĞƐƚƌĞƐƐ͕ĞŶũŽLJƟŵĞǁŝƚŚ
ŽƚŚĞƌƐ͕ĂŶĚĐŽŶŶĞĐƚǁŝƚŚĨĂŵŝůLJĂŶĚĨƌŝĞŶĚƐ͘ƐƉĞĐŝĂůůLJŝŶƚŚĞĐƵƌƌĞŶƚ
ĂŐĞŽĨƚĞĐŚŶŽůŽŐLJ͕ƉŚLJƐŝĐĂůĂĐƟǀŝƚLJŝƐĂŚĞĂůƚŚLJĂůƚĞƌŶĂƟǀĞƚŽƐƉĞŶĚŝŶŐ
ƟŵĞŝŶĨƌŽŶƚŽĨĂĐŽŵƉƵƚĞƌŽƌƚĞůĞǀŝƐŝŽŶ͘
* Strengthening bone density and musculature
* Reaching and maintaining healthy weight level
* WƌŽŵŽƟŶŐďĞƩĞƌƐůĞĞƉƉĂƩĞƌŶƐ
* /ŵƉƌŽǀŝŶŐŽǀĞƌĂůůŽƵƚůŽŽŬŽŶĚĂŝůLJůŝĨĞ
͞ƐŽƵƌWƉŚŝůŽƐŽƉŚLJĚĞĐůĂƌĞƐ͕ƚŚĞĚĞǀĞůŽƉŵĞŶƚŽĨĂŚĞĂůƚŚLJůŝĨĞƐƚLJůĞ
ƐŚŽƵůĚ ďĞ Ă ĨƵŶĚĂŵĞŶƚĂů ĐŽŶĐĞƌŶ ĨŽƌ Ăůů ŝŶĚŝǀŝĚƵĂůƐ ŝŶ ŽƵƌ ŵŽĚĞƌŶ
ƐŽĐŝĞƚLJ͘ƐƚƵĚĞŶƚǁŚŽŝƐƐŽƵŶĚŝŶďŽĚLJĂŶĚŵŝŶĚŝƐďĞƩĞƌƉƌĞƉĂƌĞĚ
ƚŽĚĞĂůǁŝƚŚƚŚĞƉŚLJƐŝĐĂůĂŶĚƐŽĐŝŽͲĞŵŽƟŽŶĂůƐƚƌĞƐƐĞƐŝŶŚĞƌĞŶƚŝŶĂŶ
ĞǀĞƌͲĐŚĂŶŐŝŶŐŐůŽďĂůĐŽŵŵƵŶŝƚLJ͘dŚĞŵŝƐƐŝŽŶŽĨWŚLJƐŝĐĂůĚƵĐĂƟŽŶĂƚ
EŝĚŽŝƐƚŽĞŵƉŽǁĞƌĂůůƐƚƵĚĞŶƚƐƚŽƚĂŬĞůŝĨĞůŽŶŐƉĞƌƐŽŶĂůƌĞƐƉŽŶƐŝďŝůŝƚLJ
ĨŽƌ ĞŶŐĂŐŝŶŐ ŝŶ ŚĞĂůƚŚͲƌĞůĂƚĞĚ ƉŚLJƐŝĐĂů ĂĐƟǀŝƚLJ ĂŶĚ ƚŽ ƌĞĐŽŐŶŝnjĞ
ƚŚĞ ŝŶƚƌŝŶƐŝĐ ƌĞǁĂƌĚƐ ŽĨ ďĞŝŶŐ ĂĐƟǀĞ ŝŶ ǁĂLJƐ ƚŚĞLJ ĞŶũŽLJ͕͟ ƐĂLJƐ EŝĚŽ
ƵƌƌŝĐƵůƵŵŝƌĞĐƚŽƌ͕ŶĚLJĞLJ͘
dŚĞ ƉŚLJƐŝĐĂů ĞĚƵĐĂƟŽŶͬŚĞĂůƚŚ ƉƌŽŐƌĂŵƐ ĨŽƌ DŝĚĚůĞ ^ĐŚŽŽů ĂŶĚ
,ŝŐŚ ^ĐŚŽŽů ĨŽĐƵƐ ŽŶ ϯ ĂƐƉĞĐƚƐ ŽĨ ƚŚĞ ĐŚŝůĚ͛Ɛ ĚĞǀĞůŽƉŵĞŶƚ͗ Physical ĞǀĞůŽƉŵĞŶƚ͖ ^ŽĐŝĂů Θ ŵŽƟŽŶĂů ĞǀĞůŽƉŵĞŶƚ͕ ĐŽŶƐƚĂŶƚůLJ
ĐŚĂůůĞŶŐŝŶŐ ƚŚĞŝƌ ƐŽĐŝĂů ĂďŝůŝƟĞƐ ĂŶĚ ƐĞůĨͲĚŝƐĐŽǀĞƌLJ ƉƌŽĐĞƐƐ͖ ĂŶĚ
ŽŐŶŝƟǀĞ ĞǀĞůŽƉŵĞŶƚ͕ ŐŝǀŝŶŐ ƚŚĞŵ Ă ďĞƩĞƌ ƵŶĚĞƌƐƚĂŶĚŝŶŐ ŽĨ ŚŽǁ
ƚŚĞŝƌ ďŽĚLJ ĨƵŶĐƟŽŶƐ͕ ŝƚƐ ĐĂƌĞ ĂŶĚ ŚŽǁ ƚŽ ůĞĂĚ Ă ƐĂĨĞ ĂŶĚ ŚĞĂůƚŚLJ
ůŝĨĞƐƚLJůĞ͘
dŚƌŽƵŐŚ ĞdžƉĞƌŝĞŶƟĂů ůĞĂƌŶŝŶŐ͕ ƌĞƐĞĂƌĐŚ͕ ĐŽŵŵƵŶŝƚLJ ƐĞƌǀŝĐĞ͕ ŐƌŽƵƉ
ƉƌŽũĞĐƚƐ͕ ĂŶĚ ŝŶĚŝǀŝĚƵĂů ƉƌĞƐĞŶƚĂƟŽŶƐ͕ ƐƚƵĚĞŶƚƐ ĂƌĞ ĞdžƉĞĐƚĞĚ ƚŽ
ŐĂŝŶĂŶĂƉƉƌĞĐŝĂƟŽŶĨŽƌŚĞĂůƚŚƚŽƉŝĐƐ͕ǁŚŝůĞůĞĂƌŶŝŶŐĂŶĚĚĞǀĞůŽƉŝŶŐ
ŝŵƉŽƌƚĂŶƚ ůŝĨĞ ƐŬŝůůƐ͗ ƚŚĞ ĂďŝůŝƚLJ ƚŽ ƐĞůĨͲĚŝƌĞĐƚ ƚŚĞŝƌ ĞĚƵĐĂƟŽŶ͕ ĚĞĮŶĞ
ƚŚĞŝƌ ŽǁŶ ŐŽĂůƐ ĂĐŬŶŽǁůĞĚŐŝŶŐ ĂŶĚ ĂƐƐƵŵŝŶŐ ƚŚĞŝƌ ƌĞƐƉŽŶƐŝďŝůŝƟĞƐ͕
ŐĂŝŶŝŶŐƐĞůĨͲĞƐƚĞĞŵĂŶĚĐŽŶĮĚĞŶĐĞ͕ĂŶĚĚĞǀĞůŽƉŝŶŐĂƌĞƐƉĞĐƚĨŽƌƚŚĞ
ŚƵŵĂŶĂŶĚƉŚLJƐŝĐĂůĞŶǀŝƌŽŶŵĞŶƚƚŚĞLJůŝǀĞŝŶ͘
Gazette | October, 2012
tƌŝƟŶŐ ŽŶƚƌŽůƐůŝŶĞĂƌƐĐƌŝďďůĞƐ
WƌŽĚƵĐĞƐŵŽĐŬůĞƩĞƌƐŽĨůĞƩĞƌͲůŝŬĞĨŽƌŵƐ
WƌŽĚƵĐĞƐůĞƩĞƌƐƚƌŝŶŐƐ
Reading 'ĞŶĞƌĂƚĞƐĂŐƌŽƵƉŽĨƌŚLJŵŝŶŐǁŽƌĚƐ
ǁŚĞŶŐŝǀĞŶĂǁŽƌĚ
/ƐŽůĂƚĞƐĂŶĚŝĚĞŶƟĮĞƐƚŚĞďĞŐŝŶŶŝŶŐ
sounds of a word
sĞƌďĂůůLJƐĞƉĂƌĂƚĞƐĂŶĚďůĞŶĚƐŽŶƐĞƚĂŶĚ
ƌŚLJŵĞ
sĞƌďĂůůLJƐĞƉĂƌĂƚĞƐĂŶĚďůĞŶĚƐŝŶĚŝǀŝĚƵĂů
ƉŚŽŶĞŵĞƐŝŶǁŽƌĚƐ
ƉƉůŝĞƐůĞƩĞƌƐŽƵŶĚĐŽƌƌĞƐƉŽŶĚĞŶĐĞ
ǁŚĞŶĂƩĞŵƉƟŶŐƚŽƌĞĂĚĂŶĚǁƌŝƚĞ
/ĚĞŶƟĮĞƐĂŶĚŶĂŵĞƐĂůůƵƉƉĞƌĂŶĚůŽǁĞƌĐĂƐĞ
ůĞƩĞƌƐǁŚĞŶƉƌĞƐĞŶƚĞĚŝŶƌĂŶĚŽŵŽƌĚĞƌ
ƉƉůŝĞƐůĞƩĞƌƐŽƵŶĚĐŽƌƌĞƐƉŽŶĚĞŶĐĞ
ǁŚĞŶĂƩĞŵƉƟŶŐƚŽƌĞĂĚĂŶĚǁƌŝƚĞ
DĂƚĐŚĞƐĂǁƌŝƩĞŶǁŽƌĚǁŝƚŚĂƐƉŽŬĞŶ
ǁŽƌĚĂŶĚƚƌĂĐŬƐƉƌŝŶƚĨƌŽŵƚŚĞĞŶĚŽĨĂ
line of text to the beginning of the next line
ZĞĐŽŶƐƚƌƵĐƚƐƐƚŽƌLJ͕ƵƐŝŶŐƉŝĐƚƵƌĞƐ͕ƚĞdžƚ͕
ĂŶĚƉƌŽƉƐĂŶĚďĞŐŝŶƐƚŽŵĂŬĞŝŶĨĞƌĞŶĐĞƐ
and to draw conclusions
dƌŝĞƐƚŽŵĂƚĐŚŽƌĂůůĂŶŐƵĂŐĞƚŽǁŽƌĚƐŽŶ
ƉĂŐĞ͖ƉŽŝŶƚƐƚŽǁŽƌĚƐĂƐƌĞĂĚƐ͖ƵƐĞƐĚŝĨ-­‐
ĨĞƌĞŶƚƐƚƌĂƚĞŐŝĞƐ;Ğdž͘^ŽƵŶĚŝŶŐŽƵƚǁŽƌĚƐ͕
ƌĞĐŽŐŶŝnjŝŶŐĨĂŵŝůŝĂƌǁŽƌĚƐĂŶĚƉĂƩĞƌŶƐŝŶ
ƚĞdžƚͿƚŽŵĂŬĞŵĞĂŶŝŶŐĨƌŽŵƉƌŝŶƚ
ZĞƚĞůůƐƐƚŽƌŝĞƐŝŶĐůƵĚŝŶŐŵĂŶLJĚĞƚĂŝůƐ
ĂďŽƵƚĐŚĂƌĂĐƚĞƌƐ͕ĞǀĞŶƚƐ͕ĂŶĚƐƚŽƌLJůŝŶĞƐ
PROMOTING
A HEALTHY LIFESTYLE
13
1. Wellness/ Mental Health/ Stress Management
2. ^ŽĐŝĂů,ĞĂůƚŚͬƵŝůĚŝŶŐZĞůĂƟŽŶƐŚŝƉƐ
3. Medicine/ Drugs/ Substance Abuse
4. ŝƐĞĂƐĞͬEƵƚƌŝƟŽŶ
5. ŽĚLJ/ŵĂŐĞͬĂƟŶŐŝƐŽƌĚĞƌƐ
6. Human Growth/ Development
7. Exercise Physiology/ Fitness
8. ^ĂĨĞƚLJΘŵĞƌŐĞŶĐLJĂƌĞ
3
Self-‐Value and Accepting Differences
The 9th grade health class covers the main reasons why adolescents
participate in high-‐risk behaviors and discover/discuss the main un-‐
derlying issue, which is often self-‐esteem or self-‐value. Teens often
participate in dangerous activities to seek acceptance from peers because they
are still unsure or perhaps not completely comfortable in their own values. Many
teens are still searching for there own identity. We to educate our students on the
importance of having a balanced and high self-‐esteem, how they can build better
self-‐esteem (participate in sports, music, clubs, or seek out friends who are help-‐
ful and not hurtful) and learning to be accepting and even embracing of imperfec-‐
tions. Learning how to look in the mirror and like what you see because you love
the person you are and what you hope to become. Learning the importance of
proper body image and how the outer self is only a small percent of who you are
is an important goal.
We then learn how to use refusal skills when dangerous or unhealthy events/activi-‐
ties inevitably present themselves. As educators and parents we do our best to
teach our students/adolescents what is right from wrong, but the day will eventu-‐
ally come when the individual will make the decision. In health class we help them
make the healthiest decision and present ways to refuse/avoid high-‐risk or danger-‐
ous behaviors alternatives.
High School PE teacher Larry Bleiler
explains Nido Health Program focus:
1
Tobacco:
A Silent Enemy
Lifetime Sports & Recreation
During High School, Nido places special emphasis on encouraging students
to take ownership of their own health by pursuing long-‐term fitness and well-‐
ness goals, aiming to reinforce and further promote active and healthy liv-‐
ing. Through various sports disciplines, students are assessed on participation, at-‐
titude, effort, personal improvement, and skill, along with a self-‐assessment tool.
Gazette | October, 2012
Other areas of study/participation might include outdoor adventure activities, such
as trekking, climbing-‐belaying or low & high ropes. Students may wear, monitor,
download and interpret data from Heart Rate Monitors, which assist in involvement/
effort, feedback for parents, and application to theory, safety and quality of participa-‐
tion. This will assist in students keeping a PE Portfolio, an individual fitness/wellness
profile, encouraging them to take responsibility for maintaining a level of health-‐relat-‐
ed physical activity on a regular basis.
14
2
Making Great Decisions
An acronym we use is how to make “GREAT” decisions. G-‐ give thought
to the problem. R-‐ review your choices. E-‐ evaluate the consequences of
each choice. A-‐ Assess and choose the right choice. T-‐ think it over after-‐
wards as self-‐reflection.
On personal choice-‐making, we spend time on the following statement. “Just be-‐
cause you can, does not mean you should”. We apply this to bullying as well as the
use of tobacco, drugs, alcohol and sexual behavior. Just because you could “get
away” with smoking does not mean that you should.
Drugs:
Be Aware
dŚĞ ĂƉƉƌŽĂĐŚ ŝƐ ǀĞƌLJ ƐŝŵŝůĂƌ ƚŽ ƚŚĞ
others, focusing on the dangers, pre-­‐
ǀĞŶƟŽŶ͕ ĂŶĚ ƚƌĞĂƚŵĞŶƚ ŽƉƟŽŶƐ͕ ŝŶ-­‐
ĐůƵĚŝŶŐƚŚĞŝĚĞŶƟĮĐĂƟŽŶĂŶĚƌŝƐŬƐŽĨ
ĐůƵď ĚƌƵŐƐ ĂŶĚ ŵĞĚŝĐŝŶĂů ĚƌƵŐƐ͘ EŽƚ
ũƵƐƚ ƉŚLJƐŝĐĂů ŚĂƌŵ ƚŽ ƚŚĞ ďŽĚLJ͕ ďƵƚ
ŵĞŶƚĂů͕ĞŵŽƟŽŶĂůĂŶĚƐŽĐŝĂůĂƐǁĞůů͘
Students do research and class pre-­‐
ƐĞŶƚĂƟŽŶƐ ŽŶ Ăůů ŽĨ ƚŚĞƐĞ ƚŽƉŝĐƐ
and occasionally they have a guest ƐƉĞĂŬĞƌŝŶƚŚĞĐůĂƐƐ.
ŝĚ LJŽƵ ŬŶŽǁ ƚŚĂƚ ŚŝůĞ ŚĂƐ ŽŶĞ ŽĨ ƚŚĞ ŚŝŐŚĞƐƚ
ƵƐĞŽĨƚŽďĂĐĐŽƌĂƚĞƐĂŵŽŶŐƚĞĞŶƐŝŶĂůůŽĨ>ĂƟŶ
ŵĞƌŝĐĂ͍ tĞ ĞĚƵĐĂƚĞ ƚŚĞŵ ŽŶ ƚŚĞ ƐŚŽƌƚͲƚĞƌŵ
ĂŶĚ ůŽŶŐͲƚĞƌŵ ĚĂŶŐĞƌƐ ŽĨ ƐŝĚĞ ƐƚƌĞĂŵ͕ ŵĂŝŶ-­‐
ƐƚƌĞĂŵ ĂŶĚ ƐĞĐŽŶĚŚĂŶĚ ƐŵŽŬĞ͘ sZz ĂĚƵůƚ
ƐŵŽŬĞƌǁĞŬŶŽǁǁŝƐŚĞƐƚŚĞLJŚĂĚEsZƐƚĂƌƚĞĚ
ĂŶĚŝƚŝƐƉƌŽǀĞŶƚŚĂƚƚŚĞĞĂƌůŝĞƌĂƉĞƌƐŽŶƐƚĂƌƚƐ͕
ƚŚĞ ŵŽƌĞ ĚŝĸĐƵůƚ ŝƚ ŝƐ ƚŽ ƋƵŝƚ͘ tĞ ĂůƐŽ ĞĚƵĐĂƚĞ
ƚŚĞŵ ŽŶ ƚŚĞ ǀĂƌŝŽƵƐ ƚŽdžŝŶƐͬĐŚĞŵŝĐĂůƐ ŝŶ ĐŝŐĂ-­‐
ƌĞƩĞƐ͕ ĂŶĚ ƚŚĞ ŚŝŐŚůLJ ĂĚĚŝĐƟǀĞ ĐŚĞŵŝĐĂů ĂĚĚŝ-­‐
ƟǀĞƐ͘dĞĞŶƐƚŚŝŶŬƚŚĞLJůŽŽŬ͞ĐŽŽů͕͟ŽůĚĞƌŽƌŵŽƌĞ
͞ƐĞdžLJ͟ǁŚĞŶƚŚĞLJƐŵŽŬĞ͕ƐŽǁĞƐŚŽǁƚŚĞŵƚŚĞ
LJĞůůŽǁŝŶŐ ŽĨ ƚĞĞƚŚ͕ ƚŚĞ ƉƌĞŵĂƚƵƌĞ ǁƌŝŶŬůĞƐ͕ ƚŚĞ
ĚŝƐĐŽůŽƌĞĚ ĮŶŐĞƌŶĂŝůƐ ĂŶĚ ƉĞŽƉůĞ ǁŚŽ ŚĂǀĞ ƚŽ
ƐƉĞĂŬ ǁŝƚŚ Ă ǀŽŝĐĞ ďŽdž ĚƵĞ ƚŽ Ă ƚƌĂĐŚĞŽƐƚŽŵLJ
Žƌ ůĂƌLJŶŐĞĐƚŽŵLJ͘ tĞ ĂůƐŽ ĐŽǀĞƌ ƚŚĞ ĚĂŶŐĞƌƐ ŽĨ
ĞůĞĐƚƌŽŶŝĐ ĐŝŐĂƌĞƩĞƐ͕ ŚŽŽŬĂŚ ƐŵŽŬŝŶŐ ĚĞǀŝĐĞƐ
ĂŶĚŵĂƌŝũƵĂŶĂ͕ĂŶĚƌĞĐĞŶƚŚŝůĞĂŶůĂǁƐƌĞƐƚƌŝĐƚ-­‐
ŝŶŐƉƵďůŝĐƐŵŽŬŝŶŐ͘
Alcohol:
A legal drug
ůĐŽŚŽů ŝƐ Ă ĐŽŵŵŽŶ ƐŽĐŝĂů
ƉƌŽďůĞŵ ĂŵŽŶŐ ƚĞĞŶƐ ĂŶĚ
ĂĚƵůƚƐ͘ EŝĚŽ ĂĚĚƌĞƐƐĞƐ ƚŚĞ
ƐŚŽƌƚͲƚĞƌŵͬ ůŽŶŐͲƚĞƌŵ ĚĂŶ-­‐
ŐĞƌƐ͕ ƚŚĞ ŶĞŐĂƟǀĞ ĂīĞĐƚƐ ŽĨ
ĂůĐŽŚŽů ƵƐĞ ƐƵĐŚ ĂƐ ƌĞĐŬůĞƐƐͬ
ƌŝƐŬͲƚĂŬŝŶŐ ďĞŚĂǀŝŽƌ ;ŽƚŚĞƌ
substance abuse, poor judg-­‐
ŵĞŶƚƌĞŐĂƌĚŝŶŐƐĞdžƵĂůƉƌŽŵŝƐ-­‐
ĐƵŝƚLJ͕ĞƚĐ͘Ϳ͕ƵŶĚĞƌƐƚĂŶĚŝŶŐŚŽǁ
ĂůĐŽŚŽů ĐŽŶƐƵŵƉƟŽŶ ĂīĞĐƚƐ
ŽƚŚĞƌƐ͕ŶŽƚũƵƐƚƚŚĞŽŶĞĚƌŝŶŬ-­‐
ŝŶŐ͕ĂŶĚŚŽǁĂůĐŽŚŽůŬŝůůƐďƌĂŝŶ
ĐĞůůƐ͕ůŝǀĞƌĞīĞĐƚƐ͕ŚĞĂƌƚ͕ĞƚĐ͘
Contributions by;
Larry Bleiler, HS PE Teacher
Bob Connor, Nido former Athletics Director 2010-‐2012
Gazette | October, 2012
tŚŝůĞĚĞǀĞůŽƉŝŶŐƚŚĞƐĞůŝĨĞƐŬŝůůƐ͕ƐƚƵĚĞŶƚƐǁŝůůďĞ
ĂďůĞƚŽĂƉƉůLJďĞƩĞƌůŝĨĞƐƚLJůĞŚĂďŝƚƐůĞĂƌŶĞĚŝŶƐŝĚĞ
ĂŶĚŽƵƚƐŝĚĞŽĨƚŚĞĐůĂƐƐƌŽŽŵ͕ŝŶĐůƵĚŝŶŐ͗
15
NAILAH HUGULEY,
Spanish as a Second Language
LARISSA NELSON,
Pre-‐K Teacher
NANCY SEIBEL, ES Counselor
Grades 2-‐3 Specialist
Coming from Thailand
Gazette | October, 2012
NEW FACULTY 2012
16
LAURA WATTS-‐PATRICK,
ECC Assistant Principal
Early Childhood Specialist
Coming from US
STEPHEN LUSH,
Elementary Assistant Principal
Coming from US
ANNA WIESNER,
Cello
ROBERT BELL,
Grade 3
Coming from Japan
SANDI JACOBSON,
Grade 2
Coming from US
ECC/ Elementary School
CHRISTINA BELL,
Grade 4
Coming from Japan
SAMANTHA RIGO,
Grade 4
Coming from US
ERIN DICKIE,
Grade 5
Gazette | October, 2012
CAROLINA LACAMARA,
ECC Music Teacher
17
Gazette | October, 2012
NEW FACULTY 2012
18
JOHN BELGERI,
MS Resource
Coming from US
PÍA PARRO,
MS Spanish
Grades 6/7
MADRELLE CARTWRIGHT,
MS Language Arts
Coming from Nicaragua
ERICA CALLAHAN,
MS Social Studies -‐ Grade 7
Coming from US
Middle School
LAURA NAPIER,
MS Science
Coming from Dominican Republic
MARK FORGERON,
MS Math
Coming from Singapore
ASHLEY SCHEREMETA,
MS Math -‐ Grade 6
Coming from US
Gazette | October, 2012
dŚŝƐLJĞĂƌϰϲŶĞǁƚĞĂĐŚĞƌƐĨƌŽŵĚŝīĞƌĞŶƚƉůĂĐĞƐĂƌŽƵŶĚƚŚĞŐůŽďĞͲϮϵŽǀĞƌƐĞĂƐĂŶĚϭϳůŽĐĂůƐͲũŽŝŶĞĚƚŚĞ
EŝĚŽ&ĂĐƵůƚLJ͕ďƌŝŶŐŝŶŐŚŝŐŚƋƵĂůŝƚLJĞdžƉĞƌƟƐĞĂŶĚĞŶĞƌŐLJ͘
ALISSA ANTONOWICZ,
MS Reading Language Arts/Social Studies
Grade 6
Coming from US
19
DAVID JACOBSON,
HS Assistant Principal -‐ Coming from US
JOSHUA GREEN,
HS Music -‐ Coming from Tanzania
REBEKA ADAMITIS, HS English
Grades 9-‐10/IB -‐ Coming from Tanzania
PAUL NAPIER,
HS Math -‐ Coming from Dominican Republic
AUDREY FORGERON,
HS Health/PE -‐ Coming from Singapore
BARBARA ROSS,
HS Spanish
VIRGINA AMMONS,
HS Art -‐ Coming from US
RYAN WELBORN,
HS IB History/TOK -‐ Coming from Egypt
BRAD CARTWRIGHT,
HS US and World History -‐ Coming from Nicaragua
IAN LALLY, HS Career Counseling
Coming from Germany
DU JIAN YONG,
HS Mandarin -‐ Coming from China
ANDREW ROSE,
HS Computer Science -‐ Coming from China
20
JOHN JAMES,
HS English -‐ Grades 9-‐10
Coming from US
LORENA LOYOLA,
HS Social Studies
PAUL SPERRY,
HS Science
Coming from US
ALLYSON MILLS,
HS English-‐Grades 9/10
Coming from US
JUAN EDUARDO VIDAL,
HS Fine Arts
Building Technical Manager
PRU McKENZIE,
Theatre Manager &
HS Drama teacher
SPENCER FOWLER,
Aquatics Director
Coming from Vietnam
JULIAN FIGUEROA,
HS Assistant Librarian
Gazette | October, 2012
Gazette | October, 2012
NEW FACULTY 2012
High School
21
Maintaining a Safe and Caring School Environment
Identifying and Responding to
Normal Peer Conflict & Bullying
Normal peer conflict is a natural part of growing up. Bullying, on the other hand, is
harmful for the healthy development of children.
EŽƌŵĂůWĞĞƌŽŶŇŝĐƚ
Bullying
ƋƵĂůƉŽǁĞƌͬĨƌŝĞŶĚƐ
/ŵďĂůĂŶĐĞŽĨƉŽǁĞƌ
,ĂƉƉĞŶƐŽĐĐĂƐŝŽŶĂůůLJ
ZĞƉĞĂƚĞĚŽǀĞƌƟŵĞ
ƋƵĂůĞŵŽƟŽŶĂůƌĞĂĐƟŽŶ
/ŵďĂůĂŶĐĞŝŶĞŵŽƟŽŶĂůƌĞĂĐƟŽŶ
īŽƌƚƚŽƐŽůǀĞƚŚĞƉƌŽďůĞŵ
EŽĞīŽƌƚƚŽƐŽůǀĞƚŚĞƉƌŽďůĞŵ
Normal peer conflict
is defined as a disagreement where children
want different things. Individuals involved in the conflict have equal power to solve the
conflict. Hurtful comments and actions often occur during conflicts, such as hitting,
teasing or ignoring. However, the hurtful behaviors are a result of strong emotions from
both sides, and not a result of intentional harm doing. After the conflict occurs, there
often is an effort on both sides to come up with a solution to the problem. Disputes
over who has possession of a certain toy, name-‐calling, and hitting among brothers
and sisters is often a common form of peer conflict, even though one sibling may esca-‐
late this to a form of bullying when and if they continually use age or physical superiority
to intimidate a younger sibling. Most behavior issues between children is normal peer
conflict.
Bullying
Gazette | October, 2012
is defined as repetitive and deliberate behavior intended to harm and induce fear.
In a bullying situation, there is an imbalance of power. As noted above, the perpetuator of bullying
might be older, bigger, more verbally adept or higher up on the social ladder. The perpetuator has
little or no emotional concern for others and usually shows little willingness to solve the problem or
compromise, preferring to have their own way, regardless of how hurtful it may be to others.
22
A hurtful Facebook comment:
VWZUITXMMZKWVÆQK\WZ
bullying?
Playground blues: normal peer
KWVÆQK\WZJ]TTaQVO'
A group of students frequently
send messages to each other via
Facebook. One of the students
receives a very hurtful comment from someone in the group.
<PM[\]LMV\ÅVL[W]\_PW[MV\
the hurtful message and writes
an equally harmful comment in
retaliation. All of the students in
this group are now commenting
on and forwarding the two hurtful
statements to their other friends.
Two girls in elementary are seen often
playing together on the monkey bars at
recess. After recess one day, the teacher
ÅVL[WVMWN\PMOQZT[KZaQVOVMIZPMZ
cubby. Through her tears she tells the
teacher that the other girl called her
names at recess. The teacher gathers the
two girls together to talk more about what
happened. Both girls are distraught and
upset. The teacher decides to give them
some time to calm down before talking
about possible solutions.
Although normal peer conflict
can result in tears and temporary
disappointment, it is a necessary
part of children’s development. It
A boy is walking down the
helps them learn problem solving and
hallway one day when an
communication skills essential for life,
older student shoves him
such as, perspective taking, reflective
listening, compromising and negotiating.
from behind. The boy who
The challenge for parents and educators
was shoved tells the older
is knowing when and how to intervene
student to “knock it off”,
in a way that empowers children. When
however, the student mereyour child is dealing with normal peer
ly laughs and walks away.
conflict, take the time to listen without
The same thing happens
giving immediate advice. Giving children
a chance to dialogue with a trusted adult
with the same boy on the
can help them to understand another
way to Specials two days
person’s point of view and then generate
later.
possible solutions for resolving the
problem on their own. If your child finds
herself in one of the less frequent, yet very harmful, bullying situations, get
involved and get help from the school. We have a very clear, responsive system
at Nido for intervening in bullying situations. This system is focused on stopping
the bullying behavior and includes cooperation with teachers, parents, students,
administration and the guidance counselors.
A hallway incident:
VWZUITXMMZKWVÆQK\WZ
bullying?
By Carey Harris, K2-‐Gr.1 Counselor
What does the Nido community do to create a positive
school climate?
Bullying occurs less frequently in a safe and caring community. At Nido, there are many ways in which
we maintain and strengthen our caring community, such as:
For ECC/Elementary
Students
For Middle/High School
Students
Friendly and inviting classroom environments
Classroom lessons on empathy, problem
solving, and bullying
New Student groups
Student centered classroom meetings where
children discuss peer conflicts and engage in
problem solving
Lessons with guidance counselors on being a
helpful bystander, cliques and groups of friends
Student assemblies on empathy and problem
solving
Middle school HOUSE program that fosters
community and cooperation
New Student Ambassador Program
Personal and small group counseling
Units on internet safety do’s and don’ts/
cyberbullying
Units on self esteem and peer pressure in Health
classes:
* Advisory Activities and units on bullying and
sexual harassment
* Challenging & structured academic program
* Visible & positive relationships among
students, faculty and staff
* Structured & organized co-‐curricular
activities that facilitate positive interactions
among students
For Teachers
Social and Emotional Committee meetings regarding
social and emotional curriculum and initiatives
Staff In-Service trainings
on social and emotional development/ strategies for
empowering students
For Parents
Parenting Workshops on
6WZUIT8MMZ+WVÆQK\[
Bullying
Open Our Eyes workshops
Parent Coffee talks Gazette | October, 2012
What is the difference between normal peer
conflict and bullying?
23
NIDO BULLYING POLICY
Bullying is an anti-‐social behavior defined as “every action or omission
which constitutes repeated aggression or harassment, which is carried out
within or outside the school grounds, by: a) students, who individually or
collectively threaten another student, by making use of a situation of supe-‐
riority or defenselessness of the affected student, which provokes in the
latter mistreatment, humiliation or instills fear of being exposed to a grave
wrongdoing, either by technological or any other means, taking in consid-‐
eration his/her age and condition; b) whoever holds a position of authority,
as can be a principal, teacher, teacher’s aide or other; c) by an adult of the
educational community against a student.” Bullying comes in many forms
including:
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Physical: Pushing, kicking, hitting, including threats to harm another,
and taking or damaging others’ property
Verbal: Name-‐calling, sarcasm, gossiping, spreading rumors and
persistent teasing
Emotional: Tormenting, humiliating, ridiculing, ignoring or excluding
Sexual: Unwanted physical contact, comments of an unwelcome
sexual nature
Racist: Gestures, taunts, graffiti, physical violence or mocking
Cyber: Harassment, alarm, distress, or humiliation that uses Internet
related and/or telephone technology. Cyber bullying is especially in-‐
sidious and cowardly as the bully often remains anonymous and hides
his or her identity from those being bullied. Cyber bullying may oc-‐
cur via personal web site, blogs, e-‐mail, discussion groups, message
boards, chat, voice, text or image cell phones.
Common forms of
cyber bullying:
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Flaming -‐ online fights using electronic
messages with angry or vulgar language
Harassment -‐ repeatedly sending nasty,
mean, and insulting messages
Denigration -‐ “DISSING” someone on-‐line.
Sending or posting gossip or rumors about
a person to damage his or her reputation or
friendships
Impersonation -‐ pretending to be someone
else and sending or posting material to get that
person in trouble or to damage that person’s
reputation or friendships
Outing -‐ Sharing someone’s secrets or
embarrassing information or images on-‐line
Trickery -‐ tricking someone into revealing
secrets or embarrassing information, then
sharing it on-‐line
Exclusion -‐ intentionally and cruelly excluding
someone from an on-‐line group with the intent
of being mean and hurting their feelings
Cyberstalking
-‐
repeated,
intense
harassment and denigration that includes
threats or creates intimidation and fear.
Bullying in any form is unacceptable and students who engage in any form of bullying behavior will be subject to serious disciplinary conse-‐
quences, including suspension, withdrawal or formal expulsion from school.
Gazette | October, 2012
It is obligatory for parents, guardians, professionals, teachers, teacher’s aides, and
administrators to report incidents of physical or psychological violence, aggression or
harassment, as defined above, immediately or within the next school day, to: a school
administrator (e.g. principal, assistant principal) or any of the school’s counselors
who, in turn, shall inform the principal/assistant principal. Students are encouraged to
report incidents of bullying for which they themselves or others may be the victims. Re-‐
porting by students may be verbal or in writing and shared with any school employee,
who, in turn, shall communicate this information to a school administrator or counselor.
The administrator or counselor shall investigate and provide written documentation
including the date, person or persons involved, and any additional relevant information.
Following a thorough investigation, the Principal/Asst. Principal shall take disciplinary
measures deemed appropriate to address the matter and document all aspects of
the investigation and resulting actions. Such actions include, but are not limited to,
disciplinary measures noted in the Student/Parent Handbook, School Board Policy,
and one or more of the following:
24
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Conference with students involved
Parent notification
Parent conference
Detention
Community/school service work
Psychological assessment
Mandatory counseling sessions
Placement on the school’s STUDENT INTERVENTION PLAN
In-‐school suspension (from 1 to 3 days)
Out of school suspension (from 1 to 10 days or until receipt and review
of psychological evaluation, if deemed appropriate
Withdrawal, non-‐reenrollment or formal expulsion from school
Legal action and prosecution by the authorities
*These consequences are for violations considered being of a serious nature, as determined
by the administration. They may be the result of the circumstances of any particular violation or
repetition of less serious infractions. Failure of a school employee to report incidents of bullying
or harassment, as defined in this procedure, shall result in administrative action as deemed ap-‐
propriate by the Headmaster.
Appeal Procedure:
Step One: An appeal on behalf of either the victim(s) or alleged perpetrator(s) of actions
taken by the Principal or Assistant Principal shall be submitted, in writing, within 5 school days
from the time of written notification to parents of the disposition of the matter, to the school’s
Social and Emotional Development Committee. In the case of an appeal of disciplinary mea-‐
sures taken by the Principal or Asst. Principal involved, these persons shall be recused from
any decision made by the committee.
Step Two: The committee’s decision may be further appealed to the Headmaster, in writ-‐
ing, within 5 school days of notification of disposition by the Social and Emotional Development
Committee.
Step Three:
Review by the Headmaster, who, within 5 days shall render a decision.
Such decision, on behalf of the school, shall be final.
Social and Emotional Development Committee (Referred to as “Comité de Buena Convivencia
Escolar” in law #20,536)
The school’s Social and Emotional Development Committee’s purpose is to promote the social
and emotional development of students, foster respect for one another, and appreciate diversity
in order to promote a safe and harmonious environment free of bullying behaviors.
Gazette | October, 2012
Reporting and Responding to Bullying:
25
The Committee shall be composed of the following:
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Head of Counseling (Chairperson)
ES, MS and HS Principals
ES, MS and HS Assistant Principals
ES, MS and HS Counselors
School Psychologists
Headmaster
The Committee shall meet quarterly to review and address topics related to students’ social and emotional
development, including a review of bullying or anti-‐social behavior referrals reported to and, subsequently
addressed by counselors and/or principals. The committee may convene additional meetings to address
a specific issue and/or serve as an appeal body should a matter be referred from the Principal, as well as
promote training for school staff, students and parents on related issues.
High School ^ƉŝƌŝƚtĞĞŬ
2012
The week of
August 27-‐31
all high school
students participated
in this annual fun
and learning event
that showcases the
amazing talents of
Nido students.
PARENTS: Cyber bullying books available in the Nido de Aguilas Library include: Cyberbullying and
Cyberthreats by Nancy Willard
Cyber-‐Safe Kids, Cyber Savvy Teens by Nancy Willard
Both books provide information on how to protect your child from cyberbullying, responsible use of technol-‐
ogy, unsafe on-‐line communities, dangerous on-‐line groups, unsafe disclosure of personal information, on-‐
line strangers and predators, addictive computer use, social manipulation, and teen on-‐line risk. Additional
information is available on numerous web sites such as:
Gazette | October, 2012
http://csriu.org
http://cyberbully.org
www.stopbullying.gov
www.bewebaware.ca/english/cyberbullying.
html Be Web Aware-‐ Cyberbullying
Gazette | October, 2012
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27
Gazette
October, 2012
High School
Carrer and
College Fair
More than 65 universities
-‐local and international-‐
visited Nido during the
Carrer and College Fair,
held on September 7th in
our campus.
This school event is likely
the largest international
high school career/college
expo in South America.
THE INTERNATIONAL SCHOOL
NIDO DE AGUILAS
Phone: (56-2) 339-8100
Fax: (56-2) 339-8105
Email: mail@nido.cl
Casilla 162, Correo la Dehesa, Lo Barnechea
Santiago, Chile
www.nido.cl