Family Handbook

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AMERICAN SCHOOL OF GUATEMALA
FAMILY
HANDBOOK
LATEST UPDATE: MAY, 2025

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CONTENTS
AMERICAN SCHOOL OF GUATEMALA OVERVIEW
HISTORY
MISSION AND VISION
HOW OUR SCHOOL WORKS
DEFINITION OF LEARNING
STUDENT EXPECTATIONS
SOCIAL-EMOTIONAL LEARNING
STUDENT CONDUCT
PHONE POLICY
PROFILE OF A GRADUATE
DUAL LANGUAGE
PHILOSOPHY OF STUDENT RECOGNITION
DRESS CODE
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STUDENT SERVICES
HEALTH SERVICES
STUDENT ACCIDENT INSURANCE
SOCIAL EMOTIONAL DEVELOPMENT
HEALTH EDUCATION
STUDENT SUPPORT SERVICES
SCHOOL AND PERSONAL PROPERTY
PBIS & CAG’s APPROACH TO DISCIPLINE
RESPECT FOR DIVERSITY
ACADEMIC AND PERSONAL INTEGRITY
BULLYING AND HARRASSMENT
DISCIPLINARY MEASURES & PROCEDURES
SECURITY & EMERGENCY PROCEDURES
CHILD SAFE GUARDING AND ACCIDENT INSURANCE
CAMPUS SECURITY, EMERGENCY COMMUNICATION, AND PROCEDURES
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PARENT EXPECTATIONS
PARENTS AS PARTNERS
PARENT CHATS
PARENT VOLUNTEER NETWORK
SCHOOL GUIDELINES & GENERAL INFORMATION
SCHOOL ACCESS
SCHOOL AID
ATTENDANCE
SCHOOL CALENDAR, HOURS, AND COMMUNICATION
LIBRARY AND MEDIA CENTER
FOOD AREAS
PARENT VOLUNTEER NETWORK
STUDENT LIFE & ATHLETICS
EXTRACURRICULAR ACTIVITIES
ABOUT THE ATHLETIC PROGRAM
ADDITIONAL INFORMATION
EDUCATIONAL AND SPORTS FIELD TRIPS
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ENROLLMENT & STUDENT WITHDRAWALS
ACADEMIC PROGRAM, LEARNING, GRADING & ASSESSMENT
P-12 PROMOTION POLICY
LOWER SCHOOL
MIDDLE SCHOOL
HIGH SCHOOL
VIRTUAL SCHOOL
ANNEX DOCUMENTS
ACCEPTABLE USE POLICY FOR TECHNOLOGY
ARTIFICIAL INTELLIGENCE STATEMENT
SCHOOL SAFETY AND TRANSPORTATION NORMS
STUDENT-ATHLETE HANDBOOK
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HISTORY
The American School of Guatemala is an independent, non-profit, non-denominational, college preparatory institution
that offers a rigorous academic program modeled after the United States of America’s best educational practices and
methodologies. CAG is founded on the principles of a co-educational, bicultural (Guatemala-United States), bilingual
(Spanish-English) program. The school serves the Guatemalan community and other families who value a holistic
approach to education. Respect for religious, political, social, and cultural diversity is a fundamental part of the school’s
identity.
New England Association of Schools and Colleges
CAG is fully accredited in the U.S. by the New England Association of Colleges and Schools and is recognized by the
Guatemalan Ministry of Education as a Laboratory School. As a member of the Del Valle Grupo Educativo, CAG is
actively committed to the development of education in Guatemala.
AMERICAN SCHOOL
OF GUATEMALA
OVERVIEW
Grupo Educativo Del Valle
As a member of Grupo Educativo Del Valle, CAG benefits from the synergy that the Foundation inspires across the
entities that define it; the CAG Board of Trustees supports the mission and vision of the Foundation of the Universidad
de Guatemala (FUVG). As such, the Board collaborates with each of the FUVG entities.
AASCA and AMISA
CAG actively participates in the Association of American Schools of Central America (AASCA) and the American
International Schools in the Americas (AMISA, formerly AASSA) supporting and encouraging faculty and governance
development, academic, artistic, athletic, and cultural interaction between international schools that offer a U.S. type
education.

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MISSION
VISION
The mission of the American School of Guatemala is to empower its students to achieve their full potential and to
inspire them to lead meaningful lives as responsible members of a global society.
In fulfilling its mission, CAG provides students with the opportunity to
• Be actively engaged in and responsible for their own learning.
• Be prepared to continue their studies in universities in Guatemala, The United States, or other countries.
• Acquire the skills essential for fluency in speaking, reading, writing, and communicating in both English and
Spanish.
• Develop systems thinking, critical thinking, and problem-solving skills, which will enable them to analyze,
synthesize, and apply information.
• Acquire competencies in the use of technology which will allow them to access resources and communicate in a
useful and responsible manner.
• Develop an appreciation of and love for reflective learning, which will encourage them to become self-motivated,
lifelong learners.
• Strengthen positive character traits and ethical values in order to contribute actively and conscientiously to the
local and global communities.
• Exhibit a sense of environmental awareness and responsibility.
• Demonstrate understanding and appreciation of diversity.
• Enhance their creativity and talents through participation in a variety of curricular and extracurricular activities
such as sports, music, and visual/performing arts.
• Develop habits and attitudes conducive to physical and emotional well being.
• Interact with highly qualified faculty who facilitate the process of constructing knowledge and achieving
understanding within the context of a student-centered learning environment.
The vision of the American School of
Guatemala is a legacy of meaningful lives
that brings value to Guatemala and global
communities.
WE BELIEVE
• Our students, as individuals, have
unique intellectual, social, emotional,
and physical characteristics and needs;
• All students can learn, and they learn
most effectively when they are actively
engaged in the learning process,
when they are faced with challenging
expectations and when they are held to
clearly defined standards of excellence;
• Learning should take place within a
physically and psychologically safe
environment;
• All members of the school community,
which includes faculty, staff, parents,
and students, share the responsibility
for accomplishing our mission;
• Continuous improvement is essential
to providing quality educational
opportunities for our students.

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HOW OUR SCHOOL WORKS
CAG functions with a strategic structure that steers the school’s vision and mission. Every member of the school
community plays an important role in inspiring and empowering our students.
Technical Direction
• Student Database Management
• Ensures the school’s fulfillment of the requirements of
the Guatemalan Ministry of Education
The Board of Trustees oversees the school’s mission and
vision, hires, supports, and evaluates the General Director and
overlooks his/her strategic planning.
The General Director directs the strategic planning and
supervises its execution, ensuring that the program that the
school offers is effective and at the forefront of education.
With the Technical Director’s support, the General Director
ensures the school’s fulfillment of the requirements of the
Guatemalan Ministry of Education.
The Advancement Department ensures the optimal
income streams through four functional areas that work
together to “advance” the school’s goals so that the school
can operate:
• Admissions
• Marketing and Communications
• Public Relations and Alumni Affairs
• Development and Fundraising
The Operation Department manages the school’s income
and ensures the proper distribution of resources to guarantee
the institution’s financial sustainability. This department
oversees the following areas:
• Finance and Accounting
• Human Resources
• Transportation
• Security
• Facilities/Projects Infrastructural Technology
STUDENTS
The Curriculum, Teaching, and Learning
Department guarantees professional and academic
excellence, providing professional development opportunities,
ensuring our faculty achieves world-class standards, aligning
our school curriculum, and providing children with the support
they need to find success in their learning. This department
oversees the following areas:
• Learning Laboratory
• Educational Technology
• Library and Media Services
• Professional Development
• Social-Emotional Support ServicesFacilities/Projects
Infrastructural Technology
Sections: Lower School, Middle School, and High
School manage the day to day logistics and activities that
each section embarks on. They lead, supervise, and support
teachers and establish academic and behavior standards that
students must meet.
The Student Life and Athletics Departments foster
a student-centered and well-rounded educational experience,
managing enriching programs that integrate with our
academic curriculum. They oversee extracurricular activities,
sports teams, summer camps, travel educational excursions,
internships, and service-learning programs.
Our faculty guides and supports students in their everyday
learning experience. They plan, execute, and evaluate based
on their grade-level curriculum and contribute directly to each
student’s development.

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DEFINITION OF LEARNING
Aspirational Learning at CAG is a dynamic and iterative process that engages learners in authentic experiences that
further develop their unique values, voice, and purpose. In a physically, socially, and emotionally safe environment,
learners are empowered to be the co-designers and creators of their own learning as they collaborate, innovate, and act
ethically and empathetically to make an impact on an ever-changing world.
STUDENT
EXPECTATIONS

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SOCIAL-EMOTIONAL LEARNING
STUDENT CONDUCT
Knowing and valuing all learners is an important part of CAG’s student-centered mission and philosophy. This begins
by making sure teachers and students build nurturing relationships throughout a CAG education in which students
can grow and develop in an environment that is nurturing and empathetic to the stages of child development and the
challenges of a student’s life. At CAG, we believe if students feel respected and safe in their learning environment and
have teachers who advocate for them outside of the demands of the academic classroom, they will build confidence
and courage to explore learning in dynamic and creative ways and will learn to love their school as an extension of their
family. Therefore, advising is a central part of the CAG experience.
CAG offers an aligned advisory program in grades 6-12. The advisory program is designed by teacher representatives
at each grade level and adapts to student’s needs as they progress through the educational levels at CAG.
All students are expected to
• Follow the norms established by teachers and the school
• Be safe, be kind, be respectful, and be responsible
• Accept others’ differences and recognize their strengths
• Respect others’ property and the environment
• Resolve conflicts peacefully
• Accept responsibility for one’s actions and one’s own belongings
• Demonstrate self-control, self-regulation, and a growth mindset
• Make healthy and responsible decisions
• Communicate effectively and appropriately
• Be lifelong learners
• Be punctual

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PHONE POLICY
Students in grades 4 through 12 may bring phones, phone watches, and earbuds to school.
CAG Yondr Pouches: Students will receive a CAG Yondr pouch to store these devices. We will distribute pouches to
students, train them on how to use them, and teach them to take responsibility for their school-issued pouches.
• If a student damages or loses their pouch, the family will be responsible for purchasing a replacement.
• If a family chooses not to send their student with these devices, they do not have to check out a pouch.
Students will store their devices in a locked pouch during school hours, from 7:30 AM to 2:00 PM
• If a student has trouble following this policy, their devices will be taken to the section offices, where their parents
need to pick them up.
• If a parent needs to communicate with their student during school hours, they may contact the section offices or
CAG’s official WhatsApp channel.
CAG is a phone-free
campus during school
hours, from 7:30 AM to
2:00 PM.

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PROFILE OF A GRADUATE
Pursue personal excellence through active engagement and taking responsibility for learning as a reflective, goaloriented,
self motivated, lifelong learner prepared to continue studies in Guatemala, the U.S., or other countries.
• Communicate fluently by speaking, reading, writing, and listening in Spanish and English, as well as through
effective and responsible use of technology.
• Apply systems thinking, critical thinking, and problem-solving skills by applying, analyzing, and evaluating
information.
• Demonstrate innovative, creative thinking through intellectual risk-taking.
• Make meaningful contributions to local, global, and digital societies by applying positive character traits and
ethical values.
• Exhibit a sense of environmental awareness, respect, and responsibility.
• Understand and respect human diversities.
• Demonstrate habits and attitudes conducive to physical and emotional well-being, including participation in areas
of personal interest.

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DUAL LANGUAGE
LOWER SCHOOL
The American School of Guatemala facilitates learning through a robust and comprehensive Dual Language program
model. This program promotes bilingualism and biliteracy, high academic achievement across program languages
(English-Spanish), and cross-cultural competency. All of these aspects are integral for students to recognize their full
potential and lead meaningful lives that bring value to Guatemalan and global communities.
PHILOSOPHY OF STUDENT
RECOGNITION
CAG recognizes individual and collective student achievements. Student Recognition happens differently across the
sections in ways that are appropriate for the ages and stages of our learners.
• Stellar Hornet recognition will be provided throughout the year for being safe, respectful, responsible, and kind.
Academic recognition for Grades 4 and 5 is given at the end of the school year. Students will receive academic
recognition in the following categories:
• Distinguished Honor Roll: for students who have achieved both high academic and citizenship standards as
recognized by the classroom teachers.
• Honor Roll: for students who have achieved high academic standards as recognized by the classroom
teachers.
• President’s Education Award Program: This award is given to students in Grade 5.
• Silver Award: for students who are in the 90th percentile of higher in English reading or
Mathematics during the fall and/or the spring MAP test and also receive the Distinguished Honor Roll
recognition. The students’ reading level also needs to be at or above grade level.
• Gold Award: for students who are in the 90th percentile of higher in both English reading or
Mathematics during the fall and/or the spring MAP test and also receive the Distinguished Honor Roll
recognition. The students’ reading level also needs to be at or above grade level.

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MIDDLE SCHOOL
ATHLETIC RECOGNITION
Students receive academic recognition in several categories:
• Honor Roll: for students who reach an overall AS average in all academic and practical classes. An additional
requirement is that they have passed all their courses with at least PS.
• President’s Education Award Program: This award is given to students in Grade 8 that have achieved
honor roll. They must also have obtained a score equivalent to the 90th percentile in the mathematics or English
section of a standardized test.
HIGH SCHOOL
Students receive academic recognition in several categories:
Sports recognition is given to student-athletes from all sections. Each team in each section will receive the following
recognitions:
• Most Valuable Player: The most impactful player contributes to their team’s overall success through their
on-the-field play and their positive leadership and sportsmanship. This player makes their teammates better
players and people by being around them and has a high level of attendance at practices and games. This player
may or may not be the best player on the team.
• Hornet Pride Award: The player who most displays pride in being a Hornet student-athlete. This student
exudes the school colors and proudly wears “Hornets” across their chest. Continuously makes personal
sacrifices for the betterment of the team.
• Coaches Award: The player who exhibits the highest level of dedication, hard work, and coachability. They
always display a positive attitude and serve as a good role model to their teammates.
• Male and Female Student-Athlete of the Year: Two athletes from any sport who best embody the term
“student-athlete,” combining excellence in the classroom and on the playing surface. Being a multi-sport athlete
is a plus.
• Honor Roll: A student can be part of the Honor Roll at the end of each evaluation period if his/her overall
average is 90% or above. An additional requirement is that they have passed all their courses with at least 80%.
• President’s Education Award Program: This award is given to students in the graduating class who have
maintained a 90% or more average in each grade in high school. They must also have obtained a score equivalent
to the 90th percentile in the mathematics or English section of a standardized test.

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DRESS CODE
Following the school dress code shows a student ́s pride in the institution and
demonstrates respect for the educational process. Students are required to come to
school according to the following established dress code:
Shirts: White and maroon polo shirts with the CAG logo - either short sleeve or long
sleeve. The student may wear a black, maroon, white, or gray shirt underneath. Any
approved special program t-shirt, such as CAG Seniors, AASCA, Destination Imagination,
National Honor Society, and others, may also be worn. The P.E. shirts can also be worn as
part of the dress code.
Pants/Shorts/Skirts: Black, gray, or khaki pants or jeans of a conservative cut that
are casual and neat in appearance can be worn. Khaki or jeans skirts or shorts must not be
above the knee. Rips, holes, or tears in clothing are not permitted. Plain black leggings/
joggers can be worn by girls only.
Sweaters: Only CAG school sweaters or sweatshirts are permitted. Only seniors can
wear their senior sweatshirts or college sweatshirts.
Shoes: Only footwear enclosed at the toe and heel and conservative in color are
permitted. Beach footwear and cleats are not permitted.
PARENT
EXPECTATIONS
P.E. Uniform: On days when students have P.E. class, they must wear the gym uniform
and tennis shoes. Students from Pre Kinder - Grade 8 wear their uniforms to school, and
high school students Grades 9-12 bring their P.E. uniform to school and change clothes.
Students should bring a bag with their swimming suit, swimming cap, goggles, and towel.
Additional guidelines for school dress include:
• Only discreet jewelry for all students.
• Makeup is prohibited for all students in all grades except high school.
• A plain polo or Oxford-style shirt without the school logo is required for field trips.
• Black or khaki pants are often required for special ceremonies and group
photographs.
• Selling products or clothing with the CAG logo is prohibited. Only authorized
providers are allowed to sell these items.

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PARENTS AS PARTNERS
PARENT CHATS
At CAG, we deeply value our parents and the important role they play in our community.
As with all members of our community, we expect parents to model our core values: Be Safe, Be Kind, Be
Responsible, and Be Respectful.
While Parent Chats are not an official school communication channel, they serve as a valuable tool for
parents to interact with one another, share information, and stay connected as a community.
These chats are most effective when used constructively and respectfully, with the shared goal of supporting our
students. We ask that families approach these interactions with a solutions-focused mindset. The most important goal
is always to protect and support our children—academically, socially, and emotionally.
We ask parents to be thoughtful ambassadors of the school and follow these Parent Chat Expectations:
Important Note: Parents are reminded that any mention of minors—whether students or other children—in a Parent
Chat should be avoided. In accordance with Guatemalan law (Ley de Protección Integral de la Niñez y
Adolescencia, “Ley PINA”), all children have a right to privacy, dignity, and protection. Any parent who shares
information, photos, or commentary involving a minor on these platforms may be held legally responsible under this
legislation.

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PARENT VOLUNTEER NETWORK
CAG’s Parent Volunteer Network supports the school administration actively and positively. These volunteers
contribute to school activities that help foster a strong sense of community and a warm, family-friendly atmosphere—
enriching the overall experience for all members of the school community.
Throughout the year, they assist the school in organizing various events that promote meaningful parent-school
involvement and help preserve CAG’s long-standing traditions.
SCHOOL GUIDELINES
& GENERAL
INFORMATION

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SCHOOL BUS ACCESS
Students are supervised by monitors on arrival and dismissal routes. The Security and Transportation Agreement
details parents’ and students’ use of this service and is part of the Enrollment Process for new and returning students
through PowerSchool.
Our drivers and monitors are trained to ensure our student’s safety. It is expected that students comply with their
instructions and recommendations and that they are treated with the courtesy and respect they deserve.
Although the bus routes are extensive, the school cannot guarantee that they will perfectly meet every family’s
needs. If bus service is considered by the parent to be inadequate, it will be the parent’s responsibility to provide the
necessary transportation. Nevertheless, we do our best to add buses to specific routes to improve them and minimize
overcrowding.
All students have access to the bus service for daily or periodic use and extracurricular activities and must be assigned
to a bus route in SchoolAid. Additionally, school bus service is available for students to use for field trips and sports
events. This requires that all parents and their children read and agree to the Security and Transportation Agreement on
PowerSchool during the enrollment/re-enrollment online process.
The school’s transportation service is not a door to door service. Bus routes are subject to changes in itinerary, course,
and schedule whenever considered necessary by the School’s administration.
At the pasarela, teachers supervise students’ dismissal through gates designated for each section and at gates
designated for students with private security. Students in the Lower School Section must wait for their parents or
drivers to meet them at the gate to be dismissed. Students in the Middle and High School are dismissed upon visual
confirmation of their vehicle in the parking lot.
CAR ACCESS
Families will be granted with electronic access to the parking/drop-off area for students who arribe or leave campus
by car. Additional electronic access may be requested and purchased for a fee. Parents must submit the corresponding
form, including the license plate number of each vehicle and name(s) of any people who provide private security and
needs access to the parking lot, to the Security Office (CE-2). The form includes the expectations for the use of this
access.
IMPORTANT: The only approved vehicle drop-off area is the Pasarela, at gates #10 or #10A. Under no circumstance
must a student be dropped off at the school’s main gate, as this is dangerous and interferes with the normal flow of
traffic. Any parent, driver, or guardian who intends to leave students will be directed to “Pasarela” and is subject to
possible fines from the Transit Authority (EMETRA/PMT) if they block traffic in the process.
Drivers, bodyguards, and any other personal staff must follow the school’s rules and regulations. Vehicles or staff
must never block doors, crosswalks or any access to the school. The school’s security guards may ask them to move if
determined necessary. If they fail to comply, they will be reported, and the family will be informed. We reserve the right
to limit their access to the school campus to those that don’t comply.

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PEDESTRIAN ACCESS
Students who walk to school may do so through access permitted at the following entrances and according to the
following criteria:
• Pedestrian access can’t be by the “Garita Principal.”
• The North Gate (Puerta Norte) is for the exclusive use of residents of the Jacarandas or Bouganvilias de Cayalá
neighborhoods and only with an authorized, annually-renewed identification card for that purpose. The approval
for this access is granted by the Junta Directiva of the Jacarandas neighborhood.
• The UVG Gate is for the exclusive use of the children of UVG employees or residents of adjoining neighborhoods,
and only with an authorized, annually-renewed identification card are they allowed to use it.
To request the use of these two access points, parents must complete and submit the form available in the school’s
Security Office (CE-2) at any time during the school year. This process must be completed annually.
Pedestrian access through these entrances is included in the tuition fee and is part of the enrollment/re-enrollment
process; a fee is charged for replacing any lost or damaged cards. Residents of “la 16 Avenida, VH III” may enter that
gate of the pasarela parking lot on foot only. Cars are not permitted to access the parking lot from that entrance.
An adult must accompany students in the Lower School section to access these entrances at the
beginning and end of the school day.
*Special Note: The school does not provide supervision before 6:45 AM
SPECIAL ACCESS
If a student is injured and requires direct access to the campus, the parent/guardian must contact the School ́s
Security Department and the section administrator for authorization to drive onto the campus and drop off / pick up the
student for a specified time.

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Permission Slip Protocol:
All parents must download the SchoolAid app regardless if their child travels by bus or car since
this app plays a major role in home-school communications.
SchoolAid is CAG’s transportation solution to help support our parent community monitor where their child is at in realtime
while using our bus service. CAG currently uses the bus tracking features for the a.m. and p.m. routes that they
are on.
Changes in transportation arrangements.
Throughout the school year, occasions may arise when parents need to make changes in their children’s transportation
arrangements.
Some of the most common changes in the normal transportation arrangements are:
• Sending another person to collect your child
• Taking the child before the regular dismissal time
• Changes to the regular transportation method for a day or a specific period of time (bus to car, car to bus)
To ensure the safety of our students, parents must inform the school about any change in the student’s regular
transportation routine by submitting a request through the SchoolAid app before 10:00 AM. Parents are responsible
for updating the app periodically.
Any transportation change must be requested through the SchoolAid app.
For security reasons, requests made by e-mail or phone call will not be approved by the section and we cannot rely on
verbal messages delivered by any student. We want to do everything we can to ensure your child’s safety so we ask for
your cooperation in this matter.
All transportation changes or permission slips should be submitted before 10:00 AM
Section Offices will approve or reject the request:
• If a permit is rejected, parents must complete the missing information before 10:00 AM
• If parents don’t make the corrections before 10:00 AM, they must contact their section office.
After 10:00 AM, the app will block the permission slip module, and parents can only submit Emergency Permits by
sending an e-mail to the section office.
Section principals approve Emergency Permits.
What is considered a personal/family emergency?
• Death of a friend or family member
• Health situation
• Personal security situation
• Accident
Anticipated Absence and Absence Notice Protocol:
1. The ‘Anticipated Absence Notice’ must be completed through the SchoolAid app for students to be able to makeup
missed work. Families must assume responsibility to avoid excessive absences and communicate with the
school promptly when they are anticipated.
2. The ‘Absence Notice’ must be submitted the day your child will be absent in case of an emergency, sickness,
or appointment. In the case of frequent absences related to illness, the school reserves the right to request a
physician’s medical note/certificate.
In the case that the school announces emergency dismissal circumstances (due to citywide situations causing delays
or natural disasters), SchoolAid may be opened for an extended period of time for parents to make transportation
changes. During this time-frame, the school will not accept requests for changes in transportation made via telephone
calls or text messages.

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ATTENDANCE
The American School of Guatemala believes that student attendance in classes and school events is fundamental
to learning and student achievement. Students ́regular attendance is a shared responsibility between the home
and school. Parents and students must take measures to avoid excessive absences. Parents are responsible for
communication with the section office regarding absences.
The school understands that unforeseen circumstances, family responsibilities, and religious observations arise
in which students must miss school days. The CAG attendance policy considers this. CAG policy requires 90%
attendance in class. Parents are expected to monitor student attendance using the school information system and take
responsibility for their children’s academic achievement as a result of absences.
Section leaders will communicate with parents when a student exceeds the 10% of absences allowed by The American
School of Guatemala and will discuss any academic and/or behavioral issues as a result of missed class time.
For federation and other elite performance-sponsored events the school requires and must approve requests signed and
stamped by corresponding officials in advance. We ask parents to review and consider the school calendar and section
specific information before allowing their child to miss class time. Absences negatively impact student opportunities
and learning (academic and extracurricular). As illness or emergencies may always arise, we expect that students are
only absent when necessary.
Parents are expected to make arrangements to ensure the timely arrival of their children. Tardiness to school disrupts
the learning of all. Students who arrive late to school must report to the section office and sign in. Students who have
excessive tardies will be addressed accordingly.
TARDY POLICY
All classes begin promptly at 7:30 AM. Students who arrive after 7:30 AM must go to their Section Office to collect a
Tardy Pass to be permitted to enter class.

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SCHOOL CALENDAR
At the beginning of the year, parents should access the school calendar on the website http://www.cag.edu.gt/ with
official dates of activities planned for the school community, school breaks, and holidays. Also, parents receive email
reminders about upcoming events through school sections and other publications. It is the parents’ responsibility to
continually check the calendar for possible changes and events to come. Parents can link the school calendar to their
personal calendar using the RSS feed on our website’s calendar.
SCHOOL HOURS
In a typical school year, the mandatory academic schedule begins promptly at 7:30 AM for all students, ending at 1:55
PM for Lower School and at 2:00 PM for the Middle and High School, Monday through Thursday. During the 2025-
2026 school year all students will be dismissed at 1:00 PM on Fridays. If the School is required to modify schedules
due to conditions, the mandatory academic schedule will be communicated to parents in advance. We encourage
parents to make an effort to have their children at school on time.
Students are encouraged to participate in optional extracurricular activities and sports that are scheduled in two
different sections: Session 1: from 2:05 PM - 3:05 PM Session 2: from 3:10 PM - 4:10 PM on designated days.
Upon arrival, students who arrive before 7:30 AM should go directly to their assigned area as designated by the
section. Please note that the school does not provide supervision before 6:45 AM, and for that reason, students should
not arrive before that time.
Students are required to remain on campus during the school day. Students may leave early after a parent or guardian
sends a request through the SchoolAid app before 10 AM, and the section office has accepted the request. The section
offices will then print out a pass that the students must present when they exit the school. For security purposes,
telephone calls or emails will not be accepted to request permission to leave early.
When parents pick up a student early, they will be welcomed in the section office, where the classroom will be informed
so the student can meet the parent in the office.
Special Schedules
Throughout the
year, there are
days when the
school schedule
is shortened for
various reasons.
Parents are responsible for arranging
alternative transportation for students and
making the corresponding transportation
changes through SchoolAid as students will
not be allowed to remain on campus after
dismissal on these days.
Student Class Assignments
Students are
assigned to
sections/
classes to ensure
balance and
heterogeneity.
Placement of students in classes
is determined by the school sections to
underscore a concern for children as
individuals, ensure standards of excellence,
and to establish best teaching practices.
Chatbot: +502 3056 8118
CAG offers an
official WhatsApp
channel to
facilitate
communication
between school
and home.
This resource helps circulate communication
from school to parents and is also a valuable
tool for parents to ask questions.
HOME-SCHOOL
COMMUNICATION
The school uses various forms of communication to inform
parents/legal guardians of Pre-Kinder - Grade 12 events, activities
and news. The official communication channels are:
• Chatbot: Official WhatsApp channel
• Website: http://www.cag.edu.gt/, including the calendar of
activities
• E-mails from administration, section and department offices,
and teachers
• Social media channels: Instagram, Facebook, and YouTube
• SchoolAid
Images of students may be included in any of these forums for
educational purposes. Students may be identified by first name and
last initial. Students under the age of 18 are identified with their
full names only with parents’ consent.
CAG emphasizes the importance of parent-teacher communication
regularly. Parents /legal guardians can request meetings through
section secretaries or contact the teacher directly by e-mail.
Parents /legal guardians should schedule appointments in advance
to ensure availability.
Opportunities for parent-teacher conferences are provided
throughout the year. If a parent has met with teachers and feels
they may need to meet with a section administrator, they may
contact the office to schedule an appointment.

38 39
COMMUNICATION POLICY
WEBPAGE AND SOCIAL MEDIA
(Taken from http://www20.csueastbay.edu/ua/communications/social-media-guidelines.html)
At CAG, digital and social media channels are used to communicate and connect with our community. While social
media can be fun and valuable, there are specific guidelines you need to keep in mind when using these tools. As
members of the CAG community, the School expects you to follow these basic principles:
USE GOOD JUDGMENT AND BE RESPONSIBLE
• We expect every member of the CAG community to behave in a way that will make you and others proud and
reflect well on the School.
• Regardless of your privacy settings, assume that all of the information you have shared on your social network is
public information.
• Do not badmouth your School, this damages the school reputation and ultimately reflects poorly on you.
• Understand that no individual or family represents school authorities’ official voice when voicing opinions about
the School or children of the School.
BE RESPECTFUL
• Always treat others in a respectful and considerate manner. Treat others as you would like to be treated.
• Respect the channels of communication in the institution when expressing concern or opinions about your child’s
education. This means parents will start by talking to the teacher, the advisor, then the counselors, then section
leadership, deputy director, and the last point of contact will be the General Director’s office.
• Respect yourself and the School responsibly, honestly, and in ways that align with the values of the School on all
School associated social media and communication channels.
BE CONFIDENTIAL
• Do not publish or post information that is considered confidential. Online conversations are never private.
• Respect the confidentiality of any academic or behavior discussion related to your family and that of other
children.
SPECIFIC SOCIAL MEDIA, WEBPAGE, AND EXTERNAL
COMMUNICATION GUIDELINES
• Respect brand, trademark, copyright information, and/or images of the school. No individual or third party may
use the brand logo(s), name, or tagline(s).
• No individual or a third party may participate in social media on behalf of CAG. Do not open or manage an
account under the school name or brand.
• The communications office will ensure that all photographs published and used for communication purposes are
respectable and promote student-centeredness.
• Students can be identified in communication photographs by their full name with prior parental approval. Parents
may choose not to authorize the identification of their children.
• Student achievements are recognized through the school’s communication channels when the achievement has
been obtained while representing the school.

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41
EMERGENCY COMMUNICATION
LIBRARY AND MEDIA CENTER
The school uses various communication forms to push out emergency information to parents that include email,
WhatsApp messages, and push notifications sent by SchoolAid.
Parents are responsible for updating their contact information during the enrollment process and throughout the school
year by notifying their child’s corresponding section office.
TECHNOLOGY
Each student must comply with the regulations stipulated in the “Acceptable Use Policy” (AUP) and with the “Bring
Your Own Device Policy” (BYOD, for grades 5-12 only.)
The Acceptable Use Policy and the Bring Your Own Device Policy can be found in the appendix of this document.*
The Founders’ Library and Media Center is open to all CAG families from 7:30 a.m. to 3:00 p.m. Monday-Friday during
the school year. The library operates on a reduced schedule during the summer months and activities during this period
will be announced. The Library and Media Center collection (Spanish - English - Korean) consists of periodicals, books,
ebooks, and online materials.
Based on the school’s mission of empowering students to be responsible members of a global society, at the American
School students can check out books as part of regular library classes as well as on their own during break times.
The hope is that this will motivate students to develop the habit and pleasure of reading. For this reason, we request
parents’/ students’ collaboration in the following areas:
• Care of Library and Media Center Materials: The responsibility of these materials allows the staff to purchase
new materials rather than replacing damaged materials. Therefore, fees may be charged for damaged articles.
• Returning Library and Media Center Materials: All materials must be returned in any book return bin placed
throughout campus.
• Renewals: On the book’s back-cover, students will find a card with a stamped due date. Students should return
the book by that date or come by the library to renew the book at the circulation desk.
• Library Fines and Fees: The American School of Guatemala does not charge a fine to any borrower who fails to
return Library and Media Center materials on or before its due date. We hope to continue this policy, but we need
the cooperation of the student body. Please adhere to due dates. However, borrowers are responsible for the
replacement cost of library materials that are declared lost or damaged. After being notified by the school, all
damaged or lost materials must be paid for at the cashier’s office/caja within one month. If the item is returned
within a month of being charged, the money can be refunded.
• Printing: Please print at home whenever possible. The library printer should be used sparingly.
• Parent/Family members: CAG is committed to developing lifelong readers. Adults modeling reading for pleasure
has many positive results. Therefore, we encourage parents to visit and check out books and make reading a
family activity.

42 43
Universidad del Valle de Guatemala Library: High school students who need to consult the Universidad del
Valle de Guatemala Library must request permission in the high school office.
FOOD AREAS
The following guidelines should be followed when using CAG’s on-campus food services:
During recess and lunch, students must report to their assigned food zones. They may bring lunch from home or
purchase it on campus.
Lower and Middle School students are required to remain in their designated areas until dismissed by a supervising
teacher. High School students may access the cafeteria during these times.
All students are expected to keep food zones clean and tidy after use. They should be respectful of others and wait their
turn patiently when using food services.
TIENDITAS
• There are two snack kiosks, known as ‘tienditas,’ available for students in Grades 2–12.
• The Lower School tiendita is located in the playground area known as ‘Montañita,’ while the Middle and High
School tiendita is situated in front of the Middle School basketball courts.

44 45
CAFÉ BARISTA
• Café Barista is open during school operating hours and on weekends for special activities.
• Lower School students can bring a healthy lunch to school or purchase a hot meal from the Café Barista and have
it delivered to the classroom.
• Middle and High School students may purchase food and beverages during recess and lunchtime.
• Lower School students are allowed to purchase food and beverages only after school hours or during approved
special events, and only when accompanied by an adult.
• Students should not make any purchases during class time unless the teacher allows it as a special prize.
SAÚL
PERSONAL PETS
There will be times the school will allow pets to support the
educational program. Official invitation to section administration for
approval must be required to ensure a healthy and safe environment
for students and animals.
• Saúl is open during school operating hours and on weekends for special activities.
• Middle and High School students may purchase food and beverages during recess and lunchtime. Lower School
students may only purchase food and bevarages after school hours with an adult. Parents may not deliver food
from Saul or any other on campus vendors during the school day to the classroom.
• Students should not make any purchases during class time unless the teacher allows it as a special prize.
• Parents and faculty may purchase food and beverages during regular operating hours.
TOYS
All toys should be left at home unless a special privilege is allowed.
Special Note: CAG does not support the ordering and delivering of food for students. Students can bring their food
from home or purchase it from the services available on campus.
PARTY INVITATIONS
In Lower School, we do not celebrate individual student birthdays by
bringing in food or treats for the class section. Parents may request
the teacher to help distribute invitations to parties ONLY when there
is an invitation for every child in the section. Parents are expected to
make other arrangements to distribute invitations when only a few
children from the section can be invited.
VISITORS
Visitors must submit a formal request in writing to section
administrators prior to the visit. Section administrators may authorize
visitor entrance and will communicate with security. All visitors must
comply with school guidelines.
Parents’ access to the school may be limited to pre-scheduled
appointments, picking up a sick or injured child, or making payments.

46 47
PARENT VOLUNTEER NETWORK
CAG’s Parent Volunteer Network supports the school administration actively and positively. These volunteers
contribute to school activities that help foster a strong sense of community and a warm, family-friendly atmosphere—
enriching the overall experience for all members of the school community.
Throughout the year, they assist the school in organizing various events that promote meaningful parent-school
involvement and help preserve CAG’s long-standing traditions.
BOOSTER COMMITTEE
This committee is made up of parents whose purpose is to encourage enthusiastic support and interest in the school’s
established sports program by:
• supporting the school’s mission and values and the school’s sports philosophy promoting activities that
contribute to the advancement and needs of the sports program at all levels
• recognizing the endeavors and achievements of teams and athletes
KOREAN PARENTS COMMITTEE
This committee promotes the understanding of Korean culture and encourages the advancement of ethnic tolerance
within our community.
STUDENT LIFE &
ATHLETICS
SCHOOL CRITERIA FOR ENDORSEMENT FOR SUPPORT OF SPECIAL
EVENTS INVOLVING STUDENTS
The school has established the following criteria for endorsing special events involving students planned by members of
the school community:
• The event cannot include any illegal activities.
• Precautions to suppress any possible illegal activity are adequately anticipated.
• The school must approve the event. Organizers must present a proposal of the event by submitting a Special
Events Form to the respective section or department, and the General Direction must authorize the event.
• The event cannot be inconsistent with CAG bylaws and policies.
• The event cannot be inconsistent with any Board Policy.*
*Special Notes: If there is credible information that a CAG student is abusing alcohol or drugs off-campus, it is
the responsibility of the school administrators to notify the parents of the students involved. If such substance use
continues, the school directors are authorized to make decisions to protect the welfare of other students and the
school’s standing in the community. (Board Policy Manual section 6.12.2)

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49
EXTRACURRICULAR ACTIVITIES
(ECAs)
CAG is committed to student growth and to providing a quality Extracurricular Activities (ECA) program. This program
exists beyond students’ academic school day to enrich our students’ athletic, educational, social, and intellectual
experience by accessing opportunities to explore and develop their interests and talents.
SCHEDULES
Extracurricular activities take place Monday through Friday, with two sessions offered each day from Monday to
Thursday, and one session on Fridays.
Schedules may vary according to the School’s mandatory academic schedule of classes.
Most fees for participation in sports and clubs are included in the school ́s tuition, but special items such as additional
required uniforms are paid by the parents/guardian.
Students are encouraged to participate in optional extracurricular activities sponsored by CAG
after the regularly scheduled school day. These activities include sports and clubs, such as
art activities, leadership groups, service groups, and other activities. Students and parents receive
information about the annual program of extracurricular activities from their child’s respective section at the beginning
of each year.
SESSION 1
SCHEDULE
2:05 - 3:05 PM
BUS DEPARTURE TIME
3:15 PM
Clubs are offered for students from Kinder to Grade 12, and sports are offered for students from Grade 2 to Grade 12.
For students from Kinder and Grade 1, we provide recreational sports that are part of our extracurricular activities and
an optional premium program of enrichment may be available for students in these grade levels.
Semester and year-round activities exist to provide various options for students.
Parents will be informed of procedures for registration at the beginning of each school year. Only students who are
enrolled in specific activities may remain on campus after school. Parents are responsible for notifying the school of
any change in the student’s schedule through SchoolAid, before 10:00 AM.
Parents are responsible for arranging alternative transportation on the days that extracurricular activities are canceled
due to special events or emergencies..
The school reserves the right to withdraw a student from an extracurricular activity or sport based on behavior issues
and excessive absences.
SESSION 2
3:10 - 4:10 PM 4:20 PM

50 51
ABOUT THE
ATHLETIC PROGRAM
At the American School of Guatemala (CAG), students are provided with
a well-rounded educational experience that fosters the development
of mind, body, and character. Athletics is an integral component of
this holistic approach, offering students invaluable opportunities for
personal growth, teamwork, and leadership.
OUR SPORTS
ATHLETICS DEVELOPMENT OPPORTUNITIES
Our Athletics Department partners with leading sports organizations to provide more opportunities for student and
coach development. This includes specialized clinics, age-appropriate training, and skill-building sessions.
HIGH PERFORMANCE DEVELOPMENT PROGRAM
This program offers focused, professional training in soccer and basketball, in collaboration with coaches from La Liga
and the Junior NBA.
Take Note: We are constantly working to expand our offerings with specialized clinics and training in a variety of
sports.
• Soccer
• Baseball
• Basketball
• Swimming
• Volleyball
• Track & Field
• Cheerleading
• Table Tennis
ELIGIBILITY & ATTENDANCE
• Participation in athletics is a privilege, NOT a right.
• Students in Middle School (Grades 6-8) may be eligible to
participate in High School sports.
• Student-athletes are expected to attend practices and games.
For more information about the athletic program, see the annexed
student-athlete handbook.
Lower School: learn to play and learn the different sports
Middle School: learn to compete
High School: compete at the highest possible level

52 53
ADDITIONAL INFORMATION ABOUT
EXTRACURRICULAR ACTIVITIES
LOWER SCHOOL
Student Government Association
Modeling democracy, the Student Government Association (SGA) provides students an opportunity to develop
leadership skills as elected representatives of their peers.
SGA consists of the Student Body Officers and the Student Advisory Council. The Student Body Officers consists of
eighth-graders who serve as Student Body president, vice- president, and eighth or seventh graders who serve as
secretary and treasurer.
Extracurricular Activities (ECA) are an extension of learning and provide students with fun, hands-on and engaging
activities that build social skills and develop new interests and passions connected to real-world knowledge.
Lower School offers various ECA, including robotics, cooking, jewelry, and sports.
MIDDLE SCHOOL
STUDENT LEADERSHIP ORGANIZATIONS
National Junior Honor Society
Focused on service, the National Junior Honor Society (NJHS) honors students for their contributions to the school and
provides them even more opportunities to serve others.
Seventh and eighth-grade students may be nominated by their teachers based on scholarship, service, leadership,
and character. All teachers will have the opportunity to rate nominees, and based on a numerical rating, the sponsor,
principal, and counselor will make final decisions.
Student Body Officers serve as models to other students and as such are expected to maintain good academic and
behavior standing at all times.
The Student Council consists of representatives from each grade level. Council members serve as part of SGA by
representing the needs and interests of the members of their grade levels. They work with other SGA members to plan
activities for the middle school as well as for specific grade levels.
Students interested in serving as a grade level representative must express interest to the club advisor. Members are
responsible for active participation, cooperation, and respectful behavior.
Student Ambassadors
Student Ambassadors serve as ambassadors for kindness and inclusivity in our Middle School. As Ambassadors, they
act as a welcoming committee to new and prospective students, drive initiatives to recognize kindness in action in their
classmates, and look for ways to create more inclusive spaces within our student body.
Students who are interested in joining should contact one of the SED Specialists in Middle School.
NJHS members work to develop leadership potential through a variety of activities and workshops throughout the year.
Students in NJHS may retain membership for two years based on academic standing, as defined by the section, positive
conduct, and active participation. NJHS students meet or exceed the standards in each class and must
have an overall average of AS or above.
Special Note: All students considered for NJHS must demonstrate the 4 Bs.

54 55
HIGH SCHOOL
STUDENT LEADERSHIP ORGANIZATIONS
Student Government Association
The Student Government Association (SGA) is an organization that represents students and promotes student
belonging. The SGA plans and coordinates student activities as well as encourages high levels of cooperation and
school spirit.
National Honor Society
The National Association of Secondary School Principals in the United States established the National Honor Society
(NHS).
The organization recognizes outstanding high school students who have demonstrated excellence in scholarship,
leadership, service, and character.
Scholarship: Students must have a minimum average of 95 points in the most recent marking period.
Character: Students show character by consistently exemplifying these qualities: cooperates with school policies
and regulations and codes of student conduct; takes criticism willingly and accepts recommendations graciously;
demonstrates the highest standards of honesty, integrity, and reliability; regularly exhibits courtesy, concern, and
respect for others.
Service: Students must volunteer in community service activities, be willing to share personal time to help other
people, and actively participate in community activities. Students go beyond the 30-hour service learning requirement
set by the school.
Students interested in being involved in the SGA should be aware that commitment and
dedication are required to carry out the role successfully. Students choosing to run for Executive
Council positions must have an overall academic average of 85%.
SGA members must be enthusiastic and responsible students, committed to teamwork, represent the values of our
school (4Bs), must have time (during or after school), and be willing to listen to others’ opinions.
The SGA is advised by a teacher appointed by the High School Administration. Each class section selects a class
representative and an alternate.
Community Service
Students must report a minimum of 30 hours of community service in grades 9, 10, and 11 each year. Service
programs and special service participation are not to replace school schedules and work; service is an added
contribution to the regular school day and workloads.
Should a student have a unique opportunity or a specialized service project during the school day, they need special
permission from the High School office.
Leadership: Students exemplify strong leadership qualities of problem-solving, teamwork, and initiative.
• Eligible students are notified and informed that they are to complete the candidate information form for further
consideration for selection.
• The Faculty Council reviews the candidate forms. The leadership, service, and character of all candidates are
carefully considered. If necessary, the Faculty Council can interview the candidate.
• A formal notification is sent in writing to all selected candidates and their parents. Students who were not
selected are also informed.
NHS places importance on all four requirements in considering membership, going beyond only academic performance.

56 57
OUR PROGRAMS
We have partnered with over 40 leading companies that will provide our high school students with these skills and are
willing to mentor and bring them closer to their professional goals and help our students relate their learning to the
workplace in Guatemala.
CAG is committed to student growth and to providing quality activities and programs. These activities exist to enrich
our students’ educational, social, and intellectual experience by exploring and developing their interests and talents.
COMMUNITY SERVICE/SERVICE LEARNING
Along with rigorous academic work, CAG students undertake creative pursuits, physical activities, and service projects.
An excellent service experience should be challenging and enjoyable, a journey of self-discovery that takes students
out of their comfort zones. One of the primary roles of CAG is to have an impact on students so that they impact their
community. Partnerships with outreach organizations help reach this goal. From environmental groups to supporting
animal shelters, there is something for every student, no matter their passion.
Through active participation, students will
• Foster a lifetime commitment to community involvement as an integral part of a meaningful life.
• Promote a sense of social responsibility and global citizenship.
• Cultivate an awareness of human circumstances and differences that extends beyond the student’s typical
classroom or home experience.
• Motivate reflective, empathic, and sensitive personal responses to the needs and experiences of others.
• Enrich the learning experience through reciprocal and sustainable partnerships with outside organizations,
institutions, and/or foundations.
CAG distinguishes between service (contributing time and talent to a cause) and charity (donating money or goods for
a cause) and provides opportunities for students, faculty, and educational staff to engage in service through a variety of
ways:
• Grade-level-wide service learning projects as an extension of the values program in Lower School and Middle
School
• Individual community service requirement for Grades 9-11 in High School
• Optional service activities for students, faculty, and staff beyond the school day
The Student Life Department builds a network of community service partners, shares contact information with faculty
and staff, and promotes engagement in the different service opportunities throughout the year.
INTERNSHIP PROGRAM
CAG’s Internship Program provides 10, 11, and 12- grade students tremendous opportunities to learn business skills,
partner with a mentor, build a network and gain real-world experience before graduation.
HORNET CAMPS
BUZZ CAMP
This camp is designed to to support incoming Pre-Kindergarteners as they adapt to new routines, build new friendships,
and discover the joy of learning, easing the children’s transition into their new CAG experience.
HIVE MINDS CAMP
This camp is designed for incoming 9th and 10th graders in the Young Scholars Academy (YSA) scholarship program.
It offers a full orientation to CAG. Students will also receive academic support to address any gaps in math, science,
and computer science, while building confidence in English for success in mainstream classes. Social-emotional
activities are an integral part of the experience, helping students bond with one another and connect with current YSA
and CAG students as they transition into their new academic and social environment.
HIGH FIVE CAMP
This camp offers enriching and recreational activities that will help students express themselves creatively, develop
different skill sets, and form meaningful relationships.
FUNDAMENTALS CAMP
This camp is organized in conjunction with other sports venues. It offers a different experience each day both on and off
campus.
HIGH PERFORMANCE CAMP
This camp gives student athletes the opportunity to refine their skills in either soccer or basketball by training with
professional coaches from the Junior NBA and La Liga.
• High Performance Camp: Basketball (Grades K-12)
• High Performance Camp: Soccer (Grades K-12)

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EDUCATIONAL AND SPORTS FIELD
TRIPS
Educational and sports field trips off campus enhance student learning. Parents must sign and return school permission
slips in advance for students to participate in field trips of any kind. Expectations for conduct while en route to and from
the location and at the field trip site are the same for all school activities on campus – respectful, safe, cooperative,
orderly, and responsible. Consequences for inappropriate conduct on field trips may include detention, suspension from
future field trips, conditional re-enrollment, or school suspension.
*High School student reporters may accompany the teams on international trips. All eligibility requirements apply to
them as well.
The section administration makes all decisions regarding eligibility. Students or parents may not lobby with individual
teachers about changing results to favor eligibility.
Attendance Requirements:
• Students must attend classes and all club or team practices.
• Students must not have more than 10% school absences.
Behavior & Conduct Requirements:
• Students must demonstrate a consistent record of appropriate behavior.
• The following behaviors may result in ineligibility:
1. Suspensions (in-school or out-of-school)
2. Office referrals
3. Disciplinary committee reviews
4. Repeated inappropriate behavior
5. Misconduct during previous trips
Financial Requirements:
Make-up work must be submitted by the student to the corresponding teachers no more than seven days after
returning from the trip.
Coaches and activity sponsors are expected to encourage team members to participate in academic reinforcement
activities such as Middle School’s Student Center (and a similar equivalent in high school - to be determined) -
especially when the student’s academic eligibility is at risk.
Elegibility Criteria for Participation in School - Sponsored
Extracurricular Activities Off Campus and International Trips
Participation as a representative of CAG at school-sponsored events - in Guatemala and internationally - is a privilege
authorized by the school’s administrators.
The following criteria apply for a student to be eligible to participate in any school-sponsored extracurricular activity
that takes place off- campus, including international trip such as Model United Nations, MathCounts, Destination
Imagination; games, tournaments or AASCA events that require students to be absent from class for any duration of
time.
Academic Requirements:
• Maintain a minimum overall average (GPA Y1) of 70 across all classes.
• No failing grades (64 or below) in any individual subject.
• Final grade checks will be conducted two weeks prior to the departure date of the event/trip.
• Lower School: Students must not have any academic hold in order to participate.
• Tuition must be paid in full up to the month when the first trip payment is due.
• No refunds will be issued once payments are made.
• Documentation Requirements:
1. Submit all required travel documents.
2. A valid passport is required for international trips, with at least six months of validity from the return
date.
3. If a visa is required, it must also be valid for at least six months from the return date and must be
secured in advance by the family.
Payment and Gear
All associated costs—including:
• Prorated registration fees
• Chaperone expenses
International Travel Insurance:
• must be paid to the CAG Cashier by the established deadlines.
• Purchase of the official travel clothing is mandatory.
*Special Note: Guatemalan educational law requires schools to excuse student absences for participation in Federationlevel
events, documented by an official letter of invitation from the Federation. For this reason, CAG’s eligibility criteria
cannot be applied to determine participation. However, it is strongly recommended that the section administration
meets with the parents of any Federation athletes whose academic, attendance, and conduct status would be at greater
jeopardy should the parents choose for the student to be absent from school to participate in the Federation event.

60 61
HEALTH SERVICES
Health services are provided on-campus by a full- time physician. The role of the School Doctor and Nurse is to respond
to emergencies, assess immediate concerns and make recommendations regarding students and personnel who are ill
or have sufferred accidents while at school. The school’s Medical Clinic is located in #2A and is the triage center, and
its staff oversees the maintenance of the student health database through Power School.
STUDENT SERVICES
1. Parents are notified by the medical office electronically at medicalclinic@cag.edu.gt or by telephone when their
child has become ill or has been seriously injured.
2. The school physician may administer prescribed medication to students only with parents’ written permission
and a medical form signed by the prescribing physician. Parents will bring the medicine to school in its original
container with the student’s name written outside.
3. Non-prescription medication must have a note from the parent, written to the school, and administration
instructions. No medicine will be received in an envelope, foil, or mislabeled container.
4. As part of the enrollment and annual re-enrollment process, parents are requested to provide the school with
updated specific information with signed release forms each school year, permitting staff to attend minor cuts or
injuries. Parents may be required to provide additional information about the status of students’ health such as
through daily responses to the Wellness Survey in SchoolAid.
5. Parents whose children have special physical conditions are expected to communicate directly with the school
doctor and a section administration member.

62 63
Parents of students with injuries requiring special equipment (i.e., crutches or wheelchairs) are requested to borrow,
rent, or purchase equipment for use at school. For student safety reasons, mobility scooters are not permitted. Please
notify the Security Office immediately of any cases of students with limited mobility. The Security Office can make
temporary arrangements for the school to authorize a drop-off and pick up at the parking lot on the main campus.
Wheelchair Use: the school wheelchair is only used at the moment of the emergency on the campus. It is not to be used
by students for extended periods.
Students must follow the procedures of each section when visiting the school physician to avoid any issued of
unauthorized absences from class.
*Special Notes: Parents are expected to provide medical attention immediately to children with infectious diseases
including, but not limited to, measles, mumps, chickenpox, mononucleosis, and conjunctivitis. Your child must be feverfree
for 24 hours before returning to school or until they are healthy and do not present a health risk for the community.
STUDENT ACCIDENT INSURANCE
CAG provides all students with a collective school insurance plan to cover students who suffer from school-related
accidents and injuries on or off-campus. This insurance offers 24-hour coverage and is valid for the duration of the
school year. At the beginning of each school year, all parents receive instructions about using the insurance coverage
for student injuries and accidents.
If the accident occurs while the student is at school, the school physician will be notified immediately. Once the
student has been examined and determined that the injuries warrant greater medical attention, the school will call its
ambulance service that will provide ground ambulance service only for school events or programmed school activities.
Parents will also be informed, and the school will use medical services and hospitalization provided by Centro Médico,
Hospital El Pilar, or Hospital Herrera Llerandi which have already been approved by the insurance company.
CAG has a special claims office located in the central administrative offices that can assist families with any schoolrelated
claim. Families with personal and individual insurance policies can apply their own claims for any uncovered
expenses after all CAG insurance claims are processed and billed.

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65
SOCIAL EMOTIONAL
DEVELOPMENT
CAG is a student-centered school. Children and their well-being are our priorities. We provide our students with proper
social/emotional support, education, and a developmental health curriculum. These services address appropriate topics
for growing students through all ages and development stages in our Pre-Kinder to grade 12. At CAG, we believe this
is important in supporting students to be safe, healthy, happy, and compassionate people.
Among other activities, counselors aid families by liaising and facilitating communication between school and home.
SED Specialists do not provide diagnosis, psychological counseling, or therapy to students.
In cases where more information is needed, the SED Specialists and administrators will refer the parents to
external professionals. Parents of students who are receiving assistance from external professionals will maintain
communication with the SED Specialists. The attending professionals should maintain contact with the school.
HEALTH EDUCATION
CAG has qualified Social Emotional Development Specialists assigned to each section to support students, parents, and
teachers in the area of social and emotional development and external support personnel to coordinate emotional and
academic assistance provided for students. Parents are encouraged to contact the SED specialists directly about any
concerns they might have.
CAG provide health education in all sections and does so fully aware of its responsibility to provide a health and
wellness program that respects the culture, tradition, and values of the host nation (Guatemala.)
CAG provides health education at all levels. The program includes topics such as: nutrition, well being, hygiene,
drug and alcohol awareness, personal safety, making healthy choices and physical, emotional and mental health.
Parental consent/permission will be requested for specific topics related to human growth and development. Health
programming is integrated across languages and classes and is both, developmentally appropriate and culturally
sensitive.
The guidance program reflects the school’s philosophy and is designed to meet the
developmental needs of students and their families. Guidance is provided to students in the
following areas:
• behavioral;
• social-emotional development and well-being;
• human growth and wellness;
• self-regulation;
• dealing with personal problems;
• peer relations;
• conflict resolution
• values education;
• study habits and skills;
• stress management;
• college and career counseling.

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STUDENT SUPPORT SERVICES
Areas of Focus
CAG’s SED program addresses a range of topics tailored to student developmental stages:
Student Support Services (SSS) integrates academic and social-emotional development under a unified, schoolwide
framework grounded in Multi-Tiered Systems of Support (MTSS). Our department includes learning specialists and
licensed social-emotional development (SED) professionals who collaborate to address each student’s academic,
behavioral, and emotional needs. This holistic approach allows us to support the whole child, building a culture of
belonging, empowerment, and growth. We deliver services across three tiers:
• Tier I: Universal Supports provided to all students through inclusive, differentiated classroom instruction
and proactive emotional development.
• Tier II: Targeted Supports for students needing short-term academic or behavioral interventions delivered
in small groups or during Hornet’s Time.
• Tier III: Intensive, Individualized Services for students with diagnosed needs or who require ongoing,
personalized support. These services are coordinated through formal learning or behavior plans.
• Emotional regulation and personal problem-solving
• Healthy peer relationships and conflict resolution
• Study habits, anxiety management, and executive functioning
• Human development, wellness, and values education
Collaboration with Families
Parents are encouraged to reach out directly to the SED Specialist in their child’s section with any concerns. While
our specialists do not diagnose or provide long-term therapy, they play a critical role in supporting early intervention
and guiding families to appropriate external services. In cases where a student is working with an outside specialist,
the SED team collaborates with families to ensure consistent support and aligned communication between home and
school.
SOCIAL EMOTIONAL DEVELOPMENT
(SED)
Our Social Emotional Development (SED) program supports students from Pre-K through Grade 12, helping them
build the skills they need to navigate relationships, manage emotions, resolve conflicts, and develop self-awareness
and resilience. Fully integrated within our Multi-Tiered System of Support (MTSS), SED services are delivered through
proactive programming at Tier I, targeted interventions at Tier II, and individualized supports at Tier III. Our licensed
SED Specialists collaborate with learning specialists, teachers, administrators, and families to support the whole
child—ensuring that all students feel safe, connected, and empowered to learn.
What We Do
SED Specialists support students, families, and staff in a variety of ways:
• Supporting transitions between grade levels and sections
• Providing short-term counseling and small group work focused on self-regulation, social skills, peer dynamics,
and wellness
• Supporting the implementation of prevention programs and curricula, including
• Responsive Classroom, Second Step, and Character Strong
• Collaborating with faculty to adapt support to class or individual needs
• Consulting with families and, when necessary, referring students to qualified external mental health
professionals

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ACADEMIC LEARNING SUPPORT
CAG’s Learning Support services are led by our Spanish and English learning specialists, who collaborate closely with
teachers to enhance academic progress. These supports span Tiers I through III and are implemented using a range of
instructional approaches:
• Step 4: Referral for Learning Support Services (Tier III): If intensive, ongoing support is required,
the SST refers the student for formal services through the Student Support Services department. This may
include placement on the SSS caseload and the creation of a learning plan.
• Step 5: Request for Evaluation: In some cases, the SST may recommend a full psychoeducational
evaluation to better understand the student’s profile and guide instruction. Evaluations are coordinated by the
Dean of Student Support Services. Students receiving services should be re-evaluated every 3–5 years to ensure
continued support is aligned to need.
Co-Teaching Model
In our co-teaching model, learning specialists work alongside classroom teachers to deliver differentiated instruction,
support small groups, and provide one-on-one help as needed. Co-teaching occurs in both Spanish and English
classrooms and looks different depending on the structure of each section.
Targeted Academic Supports
For students with diagnosed learning differences—such as ADHD, dyslexia, or executive functioning challenges—or
those struggling with foundational skills, we offer:
• Consultation: Specialists work with teachers to tailor classroom instruction.
• Push-In: In-class support for individuals or small groups.
• Pull-Out: Individual or small-group sessions outside of class. Students must go through the referral process to
be added to the SSS caseload. Each student then receives a personalized learning plan managed by an assigned
Case Manager.
SSS REFERRAL PROCESS
CAG’s referral process is designed to ensure that students receive the right support at the right time, using a Multi-
Tiered System of Support (MTSS). This tiered model relies on early intervention, consistent progress monitoring, and
collaboration among teachers, specialists, and administrators. The referral process is structured to be iterative and
responsive, beginning with classroom-based interventions and progressing to more formal services when needed.
• Step 1: Tier I Interventions: When a concern arises, the teaching team collaborates with learning or SED
specialists to implement Tier I strategies—such as differentiated instruction, behavior supports, or classroom
accommodations. These strategies are monitored over several weeks to assess progress.
• Step 2: Tier II Supports: If the student continues to struggle, more targeted supports may be introduced—
such as small-group instruction, check-ins with specialists, or short-term pull-out services. These interventions
are temporary, data-driven, and tailored to specific learning or social-emotional needs.
• Step 3: SST Referral: If additional support is needed, the case is elevated to the Student Success Team
(SST). This multidisciplinary team includes administrators, SED and learning specialists who meet regularly to
review referral forms, student data, and input from the educational team. The SST develops action plans and
determines next steps, which may include further Tier II interventions or the transition to Tier III services.
GIFTED AND ENRICHMENT
SERVICES
Colegio Americano de Guatemala offers Gifted and Enrichment Services as part of its Multi-Tiered System of Supports
(MTSS) to meet the needs of students who demonstrate advanced cognitive abilities, creativity, and/or a passion for
learning. Services are offered across three tiers of support:
• Tier 1: All students have access to a high-quality curriculum that is differentiated within the general education
classroom. Teachers are trained to extend learning opportunities for advanced learners through enriched content,
flexible grouping, and rigorous academic challenges.
• Tier 2: For students who require more targeted enrichment and talent development beyond Tier 1, both inclass
and out-of-class opportunities are provided. In grades 2–5, this includes small-group enrichment in math,
reading, and inquiry during Hornet’s Time. These groups are designed to deepen critical thinking, creativity, and
problem-solving skills for students showing advanced performance or potential in specific domains.
• Tier 3: Students demonstrating an ongoing and exceptional need for gifted education may be referred for Tier
3 services. These services are highly individualized and offered through a pull-out model with a gifted education
specialist. These services are designed to support students’ intellectual curiosity, depth of understanding, and
critical thinking across multiple domains through autonomous, interdisciplinary inquiry. Families of students
who qualify for and decide to participate in Tier 3 services are billed a monthly fee over 10 months beginning in
August. A full agreement outlining terms of participation and cancellation policies must be signed by families
before services begin.
GES Referral and Assessment Process
Students may be referred for screening by teachers, parents, or the student themselves. Referrals are based on
observed indicators such as advanced classroom performance, creativity, critical thinking, and high levels of curiosity.
The goal of the screening process is to determine whether a student may benefit from Tier 3 Gifted Services, which
provide individualized enrichment and academic challenge beyond what is available through Tier 1 and Tier 2 supports.

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If a referral moves forward, the following process applies:
• Parent/guardian consent is required prior to testing, along with agreement to pay a fee for the evaluation.
• Once consent is received, testing is scheduled during one of the two assessment windows: August or
January.
• The student will complete cognitive testing using the WISC-V (Wechsler Intelligence Scale for
Children – Fifth Edition).
• Determination of the appropriate tier of service is based on:
A. The results of the WISC-V
B. A holistic review by the Gifted and Enrichment Services (GES) Committee, which considers
classroom performance, student interests, and teacher observations.
• Once results are obtained, parents will be notified and invited to a meeting to review the findings and
discuss the appropriate level of support.
SPANISH AS AN ADDITIONAL
LANGUAGE (SAL) SERVICES
The Spanish as an Additional Language (SAL) program is designed to support multilingual students in Pre-K through
Grade 8 as they acquire the academic Spanish needed to thrive in immersive classroom settings. Led by the SAL
Learning Specialist, this program provides individualized and small-group support to help students develop language
proficiency and transition into fully Spanish-instructed classrooms as quickly and confidently as possible.
ORTON-GILLINGHAM (OG)
SERVICES
The Orton-Gillingham (OG) Program at CAG offers specialized reading intervention for students with dyslexia or related
reading-based learning differences. This structured literacy approach is direct, explicit, multisensory, and backed by
more than 80 years of scientific research on how children learn to read and write. Our goal is to intervene early and
support lasting progress in literacy.
Structure of OG Services:
• Eligibility & Instruction: Students are assessed and added to the OG caseload based on indicators of
dyslexia or significant literacy challenges. Services are provided one-on-one or in small groups of up to three
students.
• Scheduling: OG sessions are scheduled during the regular school day in coordination with classroom teachers,
ensuring students maintain access to core instruction.
• Instructional Approach: Instruction is customized to each child’s pace and needs. Most students complete
the program in approximately two years, but the timeline depends on mastery of skills.
• Family Communication: Parents receive regular updates and attend meetings to discuss progress and next
steps. The OG Specialist also collaborates with counselors and external professionals when necessary.
• Continuation of Support: As students transition to Middle School, services and accommodations are
adjusted to ensure continuity.
Key Elements of the SAL Program:
• Assessment & Placement: The SAL Specialist uses tools such as the AVANT assessment to evaluate
Spanish proficiency and place students appropriately.
• Case Management: Each SAL student is assigned to the Specialist, who tracks progress, monitors
development, and ensures a smooth transition into immersion.
• Instructional Support: The SAL Specialist provides direct instruction and also collaborates with Spanish
Learning Specialists to coach teachers in strategies for language learners.
• Program Alignment: The SAL curriculum is aligned with CAG’s bilingual program to ensure consistency and
clear benchmarks for language development.
• Family Communication: Parents receive regular updates and accessible resources to help support Spanish
language development at home.
• Collaboration: The SAL Specialist works closely with grade-level teams, curriculum leads, and Student
Support Services to ensure students are receiving the right support at the right time.
Fee for Services:
The OG Program is optional and carries a monthly fee. Services begin in September, and families are billed monthly for
as many months as the student receives services. Billing ends once the student completes the OG curriculum, even if
this occurs mid-year.
A full agreement outlining terms of participation, attendance, and cancellation policies must be signed by families upon
enrollment in OG services.

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SCHOOL & PERSONAL PROPERTY
1. PERSONAL VALUABLES
Students of grade 5 and above are required to bring a laptop to support their learning and are responsible for
supervising and protecting said item while at school. The school will not accept the responsibility for broken, stolen, or
lost items.
Students who bring any items of value are responsible for appropriate storage of care of those items while at school
and on the school bus.
2. LOST & FOUND
In each section and the security office, lost items will be stored for a limited time. It is the student’s responsibility to
check the lost and found area for any missing item during approved hours. Uncollected items without students’ names
will be donated periodically throughout the year. Laptops and musical instruments are kept in the Security Office. The
school, its teachers, staff, or administration are not responsible for any items lost on campus of the bus.
3. SALES ON CAMPUS
Sales of products or services from student to student or staff to students are not permitted on campus. Any exclusive
sales for fundraising for school activities must be approved by the corresponding section administrator, central
administration or the Development Office.
PBIS & CAG’s
APPROACH TO
DISCIPLINE

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Positive Behavioral Interventions and Supports (PBIS) is a well-researched, evidence-based framework
for supporting student’s behavioral, academic, social, emotional, and mental health. Our approach promotes positive,
predictable, equitable, and safe learning environments where everyone thrives. Our focus is on prevention, not
punishment.
To support this process of growth and learning, CAG faculty and staff adhere to the following statements of belief:
WE BELIEVE
Purpose of Discipline Section
The purpose of this section of the Family Handbook is not to prescribe every possible infraction that a CAG student
must avoid, but rather to promote values and guiding principles that, if followed, will ensure that any student is
behaving in a manner consistent with school culture and expectations. What follows is not a collection of rules; it
is a statement of philosophy and how we teach our students and community to fully actualize the promise of a CAG
education.
PBIS School-wide Expectations - The Simple 4!
The foundation of our program is our school-wide PBIS expectations and pledge, established by the School-wide PBIS
Leadership Team in the spring of 2024. In following these basic principles, our community members are acting in
accordance with school rules and expectations. By definition, they will be well within school guidelines and setting an
example for others to follow.
Our 4 PBIS expectations:
• Be Safe
• Be Kind
• Be Respectful
• Be Responsible
Our pledge:
“Today, I will choose to be kind. I will be responsible and respectful of myself, others, and property. I will be safe in this
world I explore. I am a Hornet – Part of it! Proud of it!”
Relying on these four essential values, each Section (LS, MS, & HS) has appointed a PBIS Leadership Team responsible
for articulating how these values are actualized in the daily lives of their students. This work is ongoing and guided
by data about student behavior reported by our faculty. With every opportunity, the adults in our community teach
appropriate behavior, empowering our students to be self-aware and to make good decisions that will grant them the
opportunities they deserve.
• Our students, as individuals, have unique intellectual, social, emotional, and physical characteristics and needs;
• All students can learn, and they learn most effectively when they are actively engaged in the learning process
when they are faced with challenging expectations, and when they are held to clearly defined standards of
excellence;
• Learning should take place within a physically and psychologically safe environment;
• All school community members, including faculty, staff, parents, and students, share the responsibility to
accomplish our mission;
• Continuous improvement is essential to providing quality educational opportunities for our students.
As we work to be safe, kind, respectful, and responsible, the adults in our community will support students in their
learning in the following ways:
Teaching Values Every Day, Everywhere!
Because our students are developing and learning from their experiences, we expect that they will behave in ways
that require us to intervene and teach self-awareness and self-regulation. For example, talking and disrupting class
is a common behavior exhibited by most students at some point in their educational journey. It is a clear example of a
student not behaving in a manner that upholds our values of respect and kindness.
In cases where a student demonstrates these kinds of behaviors, the supervising adult(s) will address the issue and
implement a range of interventions, always reinforcing what the appropriate behavior would have been in the specific
context.
Supervising adults are always intentional about listening to students and seeking to understand their perspective. We
hope to help them gain an increased sense of self-awareness and learn to effectivly manage their behaviors.
When such behaviors are repeated or severe, the supervising adult will inform the administration. Based on the nature
of the behavior and specifics of the student(s) involved, the administration will determine the ideal course of action.
In response to all of these common kinds of behaviors, the School’s goal is to redirect and teach appropriate ways of
interacting in our community that uphold the PBIS School-wide values of safety, kindness, respect and responsibility.
The CAG Community & Statements of Belief
The American School of Guatemala is a community of diverse individuals entitled to rights and responsibilities. Each
person has the right to be treated with respect and kindness in a safe environment where personal responsibility is
promoted; with these rights comes an obligation to treat all members of the school community with respect. Our PBIS
program is designed to intentionally teach and practice the skills necessary to understand these rights and meet our
obligations.

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Addressing More Serious, or Repeated Behaviors
STOP! Behaviors & Immediate Action
While we expect to teach appropriate behaviors in our school continuously, we recognize that more serious behaviors
need more intervention. We judge the seriousness of a behavior by the degree of risk it presents to the student and
community. The range of behaviors that fall into this category include (but are not limited to) the following:
• Repeated disrespect of supervising adult(s)
• Repeatedly failing to follow instructions of supervising adult(s)
• Repeated inappropriate use of devices
• Repeated public displays of affection
• Repeated or threatening issues of personal integrity
• More serious issues of academic dishonesty - cheating on assessments, intentional plagiarism, etc.
• Repeated or threatening issues of diversity
• Threatening aggression towards another student(s)
In cases where a student demonstrates these or any similar behaviors, the supervising adult(s) will address the
issue in the moment to ensure the safety of the student and community and then follow up by reporting the incident
to the administration. In-the-moment interventions are much the same as those for minor offenses; however, the
administration will follow up for these more serious behaviors. Administrators will ensure the following in these cases:
• Administrator investigates the situation listening to all parties involved
• Parents are notified of the incident
• Accurate information is documented in the student’s record
• Administrative interventions are communicated to the supervising adult(s)
Administrative interventions might include (but are not limited to) the following:
• Meeting with parents, teachers, and/or student
• Parent/School agreements & plans
• Written reflection and restorative justice plan
• Written warning that outlines future possible consequences
• Ongoing student check-ins with counselor or dean
• Required, coordinated outside support with specialists
• Temporary suspension, either on or off campus
• Potential frozen and/or conditional enrollment
To maintain a safe learning environment where our community
can actualize our mission and definition of learning, some
behaviors demand immediate and extreme action. We call these
behaviors STOP Behaviors because, quite simply, they must cease
immediately to ensure the safety of the students and/or community.
These behaviors include (but are not limited to) the following:
• Bringing guns and/or dangerous objects, including toys that
look like or mimic dangerous objects, to school
• Bringing alcohol and/or drugs to campus
• Being under the influence of alcohol or mood-altering
substances at school
• Bringing and/or using tobacco (including vapes, etc.) to/at
school
• Acts of violence against anyone in our community
• Bullying and/or harassment
• Cyberbullying and/or egregious use of social media
• Vandalism or damaging of school property
• Stealing/Theft
In such cases, supervising adults should determine the best course
of action in the moment, being certain to accomplish the following:
• Address the behavior to establish a safe learning environment
• Notify the administration and, when appropriate, Campus
Security
Students exhibiting these kinds of behaviors will experience
immediate and appropriate consequences. These include (but are
not limited to) the following:
• Immediate removal of the student(s) from campus
• Meeting with parents, teachers, and/or student
• Parent/School agreements & plans
• Ongoing student check-ins with SED Specialist or Dean of
Students
• Written reflection and restorative justice plan
• Written warning that outlines future possible consequences
• Required psychoeducational evaluation to determine mental
suitability to attend school
• Required, coordinated outside support with specialists
• Temporary suspension, either on or off campus
• Potential frozen and/or conditional enrollment

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OTHER IMPORTANT BEHAVIOR EXPECTATIONS
There are a few key concepts that we recognize as essential to our community and mission. These explanations of
school values are intended to prepare our families to enter our community successfully and to partner with us as we
work to prepare their children for college and life.
RESPECT FOR DIVERSITY
At CAG, we intentionally foster an atmosphere of respect in which all members of our community feel safe. It is our
objective to raise sensitivity and awareness of diversity in the world and specifically in our school community.
Our stated beliefs drive us to maintain an environment that demonstrates and values respect for human differences.
Our definition of diversity includes (but are not limited to) characteristics such as ethnicity, religion, nationality, culture,
language, socio-economic level, physical appearance, physical disabilities, family situation, gender, sexual orientation,
opinions, age, and learning differences.
In an academic, college preparatory program, students will occasionally be exposed to information and assignments
that are different from their personal beliefs and worldviews. These assignments are not meant to contradict religious
or cultural beliefs but rather to encourage students to understand the world in a more profound and complex manner.
As a School, CAG is committed to upholding our mission and vision to empower students to live meaningful lives of
purpose and to understand their role as global citizens.
ACADEMIC INTEGRITY
The independence and integrity of each student ́s individual academic work is a fundamental principle of school
life throughout all sections at the American School of Guatemala. For this reason, understanding the value and the
importance of academic integrity is an ideal that is taught throughout the grade levels, starting in the Lower School and
counting through High School.
Students who abide by these values in their daily work and interactions are positively reinforced. We want our students
to experience the rewards of a life of integrity, and for them to be well prepared for college expectations for academic
honesty world-wide. As our graduates complete their CAG experience, they will have been taught the values, skills, and
information necessary to respect and abide by the highest standards of academic integrity.
Demonstrations of academic integrity include the following:
• Avoiding any and all kinds of plagiarism, defined as copying and presenting as one ́s original work any published
materials (or parts thereof) which includes, but is not limited to, books, magazines, pamphlets, digital media, and
AI generated text (such as ChatGPT).
• Proper citation of quoted text, and/or ideas other than those of the student.
• Properly referencing the use of translation devices, platformas, etc.
• Relying on one’s own efforts in accordance with stated guidelines by not using or being in possession of notes or
any type of unauthorized materials before or during an exam.
• Presenting one’s efforts without copying or using another student ́s work or test.
• Supporting one’s peers in their learning by not providing help on any task (not allowed by the teacher) before
or during an exam, not allowing another student to copy one’s work or exam paper, not offering to sell, selling,
purchasing work and/or submitting another’s work as one’s own.
• Submitting one’s own work that was not completed by anyone other than the student, including other students,
parents, tutors, etc.
While the school teaches academic integrity at every level in our program, we also understand that academic
dishonesty is a serious matter. As students mature, the consequences for failing to demonstrate academic integrity
naturally increase.
In the Lower School, students who struggle to understand academic integrity engage in reflection and are given
opportunities to re-do their work. In Middle and High School, students who have been academically dishonest engage in
a variety of opportunities to learn from their mistakes. These include by are not limited to the following: re-do of task,
reflection meeting and tasks, deduction of task grade, meeting with teacher, meeting with parents, suspension, and
possibly jeopardizing re-enrollment. In each case, decisions made by the administration are guided by past incidents,
the severity of the incident in question, and the developmental stage of the student.
We teach all members of the school community to take pride in their own thoughts and opinions and model for our
students how to articulate and defend their thoughts with confidence and assurance.
In turn, we also teach all members of the school community to value the thoughts of others, and when using information
to support their ideas, to do so with respect and integrity.
Reporting of failures to maintain academic integrity
In the Middle and High Schools, incidents of academic dishonesty are reported in PowerSchool. In the High School,
these incidents must also be reported to universities, per the university’s requirements to report.
Because academic dishonesty is an abstract concept, students are taught important study habits and build upon
research skills each year. Academic dishonesty is a serious offense at any age but is seen as a critical, teachable
moment for younger students in the Lower School as they develop into independent thinkers and emerge into the High
School section.

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BULLYING & HARASSMENT
STUDENT BEHAVIOR OFF CAMPUS
All students have a right to learn in an environment in which they feel safe to be themselves. Bullying and harassment
threaten the core values of the school, pose a threat to a student ́s safety, and interfere with the learning environment
CAG is committed to fulfilling.
What is Bullying?
According to the American Psychological Association, “Bullying among school-age youth is a pervasive problem that
challenges the teaching and learning environment, increases mental health and behavior problems, diminishes school
connectedness and violates the right of students to receive equal educational opportunities in a safe environment.”
CAG defines bullying as “any unwanted aggressive behavior(s) by another student or group of students who are not
siblings” that involves an “observed or perceived power imbalance and is repeated multiple times or is highly likely to
be repeated” (APA.org). Bullying may involve “physical, psychological, social or educational harm” and is targeted,
meaning that the victim of bullying is intentional and attacks on this target are repeated (or likely to be repeated).
Bullying can occur in-person and/or through technology (cyber-bullying) using email, chat rooms, instant message,
a website, text message or social media, etc. CAG treats any and all bullying with a serious, appropriate and active
response.
What is Harassment?
According to the American Psychological Association, “harassment, unlike bullying, does not have to include intent
by the perpetrator to harm, be directed at a specific person or involve repeated incidents” (APA.org). CAG defines
harassment as threatening, harmful or humiliating conduct based on race, religion, color, national origin, sexual
orientation, gender identity, gender expression, disability and other actual or perceived characteristics that place a
student at risk in a school community.
Alcohol & Drugs
If there is credible information that a CAG student is abusing alcohol or drugs off campus, it is the responsibility of the
school administrators to notify the parents of the students involved. If such substance use continues, the administration
is authorized to make decisions to protect the welfare of other students and the School ́s standing in the community
through disciplinary action.
Citizenship & School Representation
It is an honor to be a member of the CAG community, and we teach our students a sense of pride in their school and
the opportunities it affords. We expect our students to carry this pride with them when they leave our campus and to
understand that as CAG students they are always representing our community and the values we hold. CAG students
have a reputation for demonstrating the following behaviors:
• Consideration for the rights of others;
• Courtesy, decency, and wholesome relationships with others;
• Respect for and proper use of property;
• Compliance with the accepted norms and values of the community;
• Conformance with civil law.
If there is credible information that a CAG student is failing to live up to these expectations when off campus and that
this behavior reflects poorly on the School and/or our community, it is the responsibility of the school administrators
to notify the parents of the students involved. If such behaviors continue, the administration is authorized to make
decisions to protect the School ́s standing in the community through disciplinary action.
DISCIPLINARY MEASURES & PROCEDURES
At CAG we are committed to ensuring that all disciplinary measures are fair, objective, and appropriate for the behavior
and age of the student. Our express goal is to help the student understand that the sanction is a consequence of
inappropriate behavior and that the student can learn from his/her errors.
THE RIGHT TO QUESTION
School officials reserve the right to question a student for any reason at any time. However, when doing so, the
Principal will ask for another staff member to be present and students’ parents will be notified.

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THE RIGHT TO SEARCH
RECOMMENDATION TO NOT ENROLL A STUDENT
The school reserves the right to search lockers, belongings of students, any electronic devices (laptops, cell phones,
etc.) and if necessary, the students themselves. Searches of lockers and belongings are to be carried out in the
presence of the student and at least two staff members. In the case of serious incidents, students’ parents will
immediately be notified.
DETENTION
Requiring a student to remain at school after his/her regular school hours. School professional personnel are authorized
to require a student to stay at school outside of regular school hours in response to misconduct. The goal is to allow
time for the student to reflect on their choices and plan for improvement. When a student is required to stay for
detention, the student ́s parents are notified in advance.
SUSPENSION, IN AND OUT OF SCHOOL
A student may be temporarily suspended from a class/school for a reasonable period as the administration determines
to be appropriate.
Suspended students are considered absent. As the school believes that students should not be penalized academically
for disciplinary issues, students will be afforded the opportunity to make-up work and submit homework within specific
timelines.
The American School of Guatemala reserves the right to require that a student remains out of class should there be
safety concerns that need to be addressed or a serious situation that requires gathering information. In either case, the
objective is to resolve the situation as quickly as possible and have the student return to class, if appropriate.
The General Director, in conjunction with the Deputy Director and section principals, may determine that a student will
not be allowed to continue studies at CAG. Generally, these decisions are made after June of the current school year,
and parents are notified in writing by the section principal that they will not receive a enrollment contract.
In cases where a disciplinary action is in response to a STOP behavior, and/or circumstances that violate the law and
potentially place the school community in harm ́s way, the student may be required to continue his/her studies from
home for the remainder of the school year. In such cases, a decision about re-enrollment for the following year will be
made after June of that same school year, and parents are notified in writing by the section principal that they will not
receive a re-enrollment contract.
APPEALING DISCIPLINARY CONSEQUENCES
Parents and students may appeal disciplinary consequences for the final determination by the General Director or his/
her designee. The reasons warranting appeal include a review of fact finding and questions about due process. The
appeal will be reviewed by the General Director and appropriate personnel (Principals. Deans, SED Specialists, etc.) in a
timely manner and future actions will be determined and communicated by the General Director or section principal.
REPORTING DISCIPLINARY ACTIONS
The school is responsible for reporting any student ́s involvement in disciplinary situations upon request from a
university or other educational institution to which it is known that the student has applied for admissions.
This information is managed confidentially and communicated with the student and family; it is available only to other
educational institutions that request the information. If possible, the school may opt to speak with an admissions
counselor over the telephone to convey such messages about disciplinary situations.
Suspensions may be either “in-school” or “out-of-school” at the principal’s discretion. “In-school” suspensions require
the student to attend school and work alone on school assignments until the end of the school day. Morning break and
Lunch will be given at a different time than usual. “Out-of-school” suspension prohibits the student from entering
campus. In both cases, the student is responsible for completing all assigned work.
CONDITIONAL ENROLLMENT
A period of time when a student ́s behavior must meet specified conditions. The Discipline Committee is authorized
to recommend that students be placed on conditional enrollment. When a student is placed on conditional enrollment,
the student and parents must know precisely, in writing, what behavior is expected or prohibited, the length of time
involved, and the consequences of failure to meet the standards. In most cases, the conditions set are those most
students fulfill as a matter, of course.
Students may be placed on conditional enrollment for low academic achievement or for conduct contrary to that
established by our PBIS values. All notices regarding probation will be written and signed by the Principal and parent.

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CHILD SAFEGUARDING
CAG is an educational institution committed
to safeguarding the rights of all children in
the school’s care, supporting the effective
compliance with Guatemala ́s Child Protection
Law, which includes the basic guidelines of the
UN Convention on the Rights of the Child. Both
regulations raise global concerns about child
abuse and neglect, preventing any violation of
their human rights.
According to these regulations, the school must
ensure that all children under their care are
provided with a safe and secure environment in
which they can grow and develop both at school
and away.
SECURITY &
EMERGENCY
PROCEDURES
Therefore, CAG recognizes that it has an
institutional role as a protector of children,
seeking to be a haven for students who may be
experiencing abuse or neglect in any aspect of
their lives.
In this sense, CAG within its jurisdiction
establishes a responsible set of appropriate
professional practices, protocols, and policies
to ensure that staff, operations, and programs
do not cause harm to children, and if harm is
expected then staff, operations, and programs
have the inherent responsibility to report any
concerns and suspicions. The distribution of
the policy of safeguarding children occurs
annually to all members of the CAG community
by communicating through staff training,
distribution of the parent and student handbook.
In doing so, CAG affirms its commitment
towards the safety of children, and by reviewing
this policy annually for the commitment towards
compliance and effectiveness in its practice.

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CAMPUS SECURITY
As a security measure and to ensure the best service to the community, parents’ access to the school may be limited
to pre-scheduled appointments or to pick up a child who is sick or injured. For such visits, parents should park in the
Pasarela lot #3 and may be asked to show identification to the guard. Visitors will be required to sign in and out with
the guard and will be issued a temporary visitor’s pass, which must be worn in a visible place and returned to the guard
when leaving campus. Only with special permission from the Medical Clinic are parents allowed to park on the campus
to pick up or drop off an injured or sick child. Nannies, bodyguards and other family employees are not allowed on
campus without special permission. Weapons are not allowed inside the campus.
At the American School of Guatemala, cameras are used to keep everyone safe. Camera footage may be used by school
personnel only to ensure the safety of all community members. Security cameras are not used for looking for lost
items.
EMERGENCY COMMUNICATION
The school uses various communication tools to push out emergency information to parents that include email and push
notifications through SchoolAid and Chatbot.
EMERGENCY PROCEDURES
Emergency drills and building evacuation procedures will be practiced throughout the year and the CAG Crisis
Management Team is trained in methods for handling emergency situations. In Power School’s Parent Portal, parents
are expected to include Emergency Contacts: people whom the school is authorized to contact should the parents not
be available in the case of an emergency and those who are approved by the parents to pick up the student in the case
of an emergency dismissal from the campus. Please make sure your contact information is up-to- date to receive all
communications.
ENROLLMENT
& STUDENT
WITHDRAWALS
CHANGING OFFICIAL INFORMATION
Parents are responsible for updating the student’s official information (such as contact information, allergies, custody)
during the enrollment and re-enrollment process through Power School’s Parent Portal and during the school year by
notifying their child’s respective section.

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ENROLLMENT
Under a centralized admissions office, the American School of Guatemala intends to enroll students who meet all
essential entrance requirements.
A qualified student is likely to find success in the school’s dual language college preparatory
program and would positively influence the CAG educational community.
This determination shall be made by the school through various means, including a review of the online application
form, relevant school records, confidential recommendations, and the assessment. After a thorough review of all
admissions criteria by the Admissions Committee, the Admissions Office will communicate the final decision.
The school offers spaces base on availability per grade level and complying with current class size policiy, per the
priority scale.
The Pre-Kindergarten application process occurs from April to July of the year before enrollment (the enrollment
deadline for Pre-Kindergarten is subject to change according to the number of applications received.)
CAG receives applications for Kindergarten to Grade 11 throughout the school year based on availability, and
publishes admission assessment dates on the application process webpage.
In exceptional cases, the school will consider admission for Grade 12 when a student has a history of academic and
social excellence. Applications open at the beginning of December for the following school year.
The school will provide equal opportunity for
admissions consideration to and in treating
all applicants during the admissions process.
Visitation screening/assessment for Pre-Kinder
to Grade 3 is required for admission purposes.
Other grade levels may require an internal or
external standardized assessment administrated
by a professional to determine the student’s
academic grade-level skills or other relevant
skills needed to establish admissibility.
Qualified applicants coming from local schools
or schools on a different academic calendar will
only be considered if the parents are willing to:
• have their child audit the grade level they
have already completed in their local
school.
• have their child begin the same grade level
they previously started in a local school.
Qualified students will be considered
for enrollment based on the following
priority scale:
1. Siblings of enrolled students who meet the
admission criteria
2. Alumni children who meet the admission
criteria
3. Other children who meet the admission
criteria
If a grade level is at its full capacity, the
Admissions Office will maintain a wait pool.
The wait pool is intended for the applying year
only; all applicants interested in the following
academic school year must re-apply. During
times of large intake groups, qualified students
will be considered for enrollment based on the
priority scale.

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ENROLLMENT FOR RETURNING
STUDENTS
WITHDRAWALS
Families may withdraw their child from the school to transfer to another school through the following steps:
The school informs parents in writing about the costs for the following school year and the process of enrollment for
returning students prior to the enrollment season.
In the case of the lack of fulfillment of academic and/or conduct expectations, the section administration will
communicate the final decision regarding enrollment for a returning student’s eligibility after the last day of school.
The student’s space in the school will be reserved until this confirmation is made.
The parents who do not fulfill the requirements of enrollment for returning students within the time period allotted
forfeit their child’s space in the grade for the following school year.
Requirements for enrollment for returning students:
1. Financial solvency to the school according to the date specified in the enrollment information.
2. Fulfillment of academic and conduct expectations per student as clarified by each section’s administration.
3. Submission of online information and documentation (including, but not limited to, medical information and
emergency contact information) by the enrollment for returning students due date.
4. Payment of enrollment fee by the enrollment for returning students due date.
5. Access the Withdrawal Form on PowerSchool’s Parent Portal for each child in the family withdrawing. The online
withdrawal form, including a parent survey, is submitted along with the requested information.
6. Fulfill any outstanding payments to the school.
7. The Technical Director’s office will contact the parent after all the steps in the process are completed to receive
official school documentation.
Upon request, CAG will provide letters of reference and copies of academic records for this purpose.
Situations may arise when a family wishes to withdraw their child from CAG for an extended leave of absence
temporarily.
If the absence is for a maximum of 12 months, the family may reserve a space for their child for the following academic
year for which all tuitions and fees must be paid. Parents must complete the Family Request for Leave of Absence from
CAG.
Admission for returning students will not be automatic after any absence exceeding one full academic year. Admission
for returning students will be contingent upon space availability and the submission of all documents and exams for the
admission process.

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INFORMATION REQUIRED OF
PARENTS
The school’s annual enrollment process requires parents/legal guardians to submit the following information:
• the names and contact information of living parents/legal guardians
• emergency contact information of at least two people who the parents/legal guardians authorize to receive
official communication from the school and/or take responsibility for the care of the student when the parent(s)/
legal guardian(s) is/are not available
• any medical information, including the student’s physical conditions, medication and personal emergency
services to be used for the student
Parents/legal guardians are responsible for updating this information in the school’s student information system.
In the case that a parent’s/legal guardian’s custodial rights and/or temporary rights to access to a student change
since the date of enrollment, the parent/legal guardian is responsible for submitting to the school’s Technical Director
a court order signed by a judge, including the dates of duration of the change in legal status. The School will abide by
the requirements made by the judge. In the absence of such legal documentation, both parents/legal guardians will
maintain the same rights to information and access to the student and school.
ACADEMIC PROGRAM
LEARNING, GRADING &
ASSESSMENT

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PROMOTION POLICY
Promotion at the American School of Guatemala is based on demonstrated proficiency in the academic standards for
each grade level. Students who complete the requirements of their grade will be considered eligible for promotion.
The School recognizes that physical, social, emotional, and academic growth varies among students, and these
differences are considered in the planning of learning activities and grade-level placement. Instruction is tailored to
accommodate the diverse needs, interests, and developmental patterns of students.
All section administrators collaborate with the School’s Technical Director to ensure that program placement
recommendations comply with national evaluation regulations set by the Guatemalan Ministry of Education
(MINEDUC).
LOWER SCHOOL
Students in Pre-K through Grade 4 must meet the school’s expectations for academic and developmental progress to
be promoted to the next grade level at CAG.
For Grade 5, the minimum level of proficiency required for promotion is Partial Evidence (PE) on the school’s
proficiency scale. Students who do not meet this requirement will be assigned recuperation exams. These exams apply
specifically to Grade 5 students in Language Arts, Mathematics, and Lenguaje.
Families will be notified by the Lower School office if recuperation exams are necessary. To be promoted to Middle
School, students must successfully complete and pass their assigned recuperation exams. Once completed, students
will receive an updated report card, and an official addendum will be added to their academic records.
P-12

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MIDDLE SCHOOL
In Middle School, the final grade indicator for each subject will be determined by averaging the three ratings for the
trimesters. The minimum passing grade for promotion at the American School of Guatemala is a PE (Partial Evidence of
Progression Toward Standard).
To be considered academically eligible for promotion to the next grade level in the Middle School Section students must
pass two or more of the following classes: Lenguaje, Math, and Language Arts. If a student fails two or more of these
courses, they will not be promoted to the next grade level.
As long as the previous condition is met, recuperation activities will be provided for up to three total classes. Students
will complete recuperation in July, immediately preceding the next school year. Students must pass each recuperation
activities in order to be promoted to the next grade level. If a student does not pass one or more of their recuperation
exams, they will not be promoted to the next grade level and may be at risk of not being invited back.
HIGH SCHOOL
To be promoted to the next grade level in the High School, students must pass all of their classes with a minimum
grade of 65%. Students who fail one or two classes may still be eligible for promotion if they successfully pass those
courses through the recuperation process. However, students who fail three or more classes will not be promoted to
the next grade.
Additionally, students in grades 9, 10, and 11 must complete a minimum of 30 hours of community service to qualify
for promotion.
In cases of failure, final decisions regarding a student’s academic path—including promotion, repetition, or alternative
academic plans—will take into account academic performance, behavior, and attendance, and will be made in
collaboration with the administration and families.
For grade 12 students, failed subjects may be recovered if permitted by the Ministry of Education’s Evaluation
Regulations. However, students who fail more than two classes will not receive a CAG diploma unless all necessary
credits are recovered to meet graduation requirements.
CHALLENGED MATERIALS
Parents or teachers may directly express concern about materials in the library to the Library and Media Specialist.
Parents or teachers should communicate with the student’s Section Principal for concerns about any materials used in
the classrooms. The respective leader will follow the school’s established process for reviewing the concern.

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LOWER
SCHOOL
The Lower School, Grades PreK-5, offers a studentcentered
curriculum giving students the opportunity to
learn many skills through a variety of activities. We attend
to the individual differences, developmental milestones,
and growth needs of the students. In every class, there is
an emphasis on creating a community where all students
are learning in different academic areas and reinforcing
social-emotional skills. We promote self-regulation,
language development, critical thinking skills, and social
competencies.

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OUR PROGRAM
Each classroom has certified teachers who provide instruction in either English or Spanish in all academic areas.
Applied Arts classes are taught by teachers with certifications specific to each area. These classes include art, music,
P.E., library, STEAM, swimming, robotics, and technology. In the Lower School, we use a co-teaching approach to
learning. Students work with a combination of classroom teachers, learning specialists, and auxiliary teachers in both
languges throughout the day.
COMMUNITY MEETING
Students begin their day building a strong sense of community. During this time, students are greeted by their
classmates and teachers, share personal experiences, and grow in their social-emotional development.
HORNETS TIME
Hornets Time is an dynamic educational program where students in grades 2 through 5 receive individualized support.
Grade-level teams collaborate to create focused instruction for small groups of students during a common block of
time This collaborative approach focuses on student-centered learning, fostering the unique development of each child.
PROJECT-BASED LEARNING
Throughout out the school year, Lower School students have the opportunity to engage in deep exploration of various
topics through collaborative and hands-on experiences. Project-based learning is rooted in student voice and choice,
with each class representing their learning in unique ways.
PREKINDERGARTEN EXPERIENCE
ELECTIVES
In grades 4 and 5, students participate in different electives such as sports, technology, art, and music. During elective
time, students are given the choice to explore different classes based on their personal interest. These electives expose
students to more specific skills beyond their regular classes and may change each trimester. Students in Grades 4 and
5 may also have the opportunity to be a member of the Lower School student council.
CAG’s Prekindergarten program empowers our youngest learners through a dynamic, play-based, inquiry-driven
approach that prioritizes student-centered learning and authentic experiences. We deeply value the school-home
partnership and work to strengthen it throughout the year.
Pre-K students and their families have the opportunity to choose from a variety of elective options, allowing for unique
learning experiences that extend and enrich their educational journey.
HOME LEARNING CONNECTION
All Lower School families are encouraged to develop a postivie reading culture at home. Families should create routines
that involve reading within their home. Classroom teachers can give recommendations for length of reading at home
based on the age of the child.
We hope that reading will become part of everyday life and that it will help children become even more curious and
interested in the topics we are discussing in the classrooms.
Some grade levels may have some assignments that require technology at home. Parents should ensure access to
a device with an Internet connection at home for students to access school-purchased software and other websites.
Students will be given all necessary passwords at the beginning of the school year.
Each month, parents can find information in the Parent Portal about what their child is learning. By reviewing this
information, parents can help connect learning between home and school.

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STUDENT BEHAVIOR
We believe our students learn through self-reflection and are at an age where they can learn from their experiences
in order to be successful citizens in our community. We foster each student’s social-emotional development through a
team approach with the classroom teachers, SED specialist, parents, and administration. When a disciplinary situation
arises, the first point of contact is the teachers. Based on the situation and the age of the student, consequences will be
determined by classroom teachers and administration.
When students are not meeting the expectations of their classroom community, age appropriate consequences will
be given by the teacher. If further action is needed, the Lower School administration will intervene. We work to guide
students to reflect on their behavior and how they can make different choices in the future.
SUPERVISION
Supervision is provided at school beginning at 6:45 a.m. Students are always supervised for safety and security during
arrival and dismissal times, lunch, snack, and recess times. Teachers actively supervise wearing neon-colored vests and
walk around so that the students can locate a teacher when they need help.

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EVALUATION & GRADING
Evaluation processes are designed to develop students’ abilities and capacities, as well as identify their interests,
needs, and pace of learning. Periodic assessments provide the school with data and evaluation to guide instructional
and curricular planning.
The school year is divided into three evaluation periods, called trimesters, each of approximately the same length.
Teachers use various tools throughout the trimester to evaluate student work and report on levels of progress,
including but not limited to observations, rubrics, checklists, established criteria, and quality of work.
EVALUATION IN ALL GRADE LEVELS IS DESIGNED TO ACHIEVE THE
FOLLOWING:
• Students´ strengths and areas of growth
• Determination of requirements for the Ministry of Education
GRADING FOR LEARNING REPORTING
The Lower School section uses a Grading for Learning continuum to communicate progress towards learning standards
on all assignments and assessments:
PROFICIENCY SCALE FOR ACADEMIC STANDARDS AND CHARACTER
TRAITS
LOWER SCHOOL DESCRIPTORS
LS/MS
ACHIEVEMENT
DESCRIPTORS
* AS PS PE NE
Evidence of Advance
Level Work
)Enrichment(
PREKINDER DESCRIPTORS
R
IP
Achieving Standard
Student’s work fully
meets the requirements
for the standard/skills
Progressing towards
standard/skills
independently, but not
yet achieved
Partial Evidence of
students progressing
towards standard/skills
Little or No Evidence
of the estudent
progressing towards
standard
A student has reached proficiency when they are consistently able to demonstrate the expectations of the standard or skill.
A student is in progress when they are demonstrating growth towards the expectations of the standard or skill.
The minimum passing grade for promotion at the American School of Guatemala is a PE. Recuperation exams will apply
to Grade 5 students in Language Arts, Mathematics, and Lenguaje. Parents will receive information from the Lower
School office if recuperation exams are needed. To be promoted to the next grade level, Grade 5 students in need of
recuperation must pass the exam(s). The minimum passing grade for promotion at the American School of Guatemala
is a PE. Recuperation exams will apply to Grade 5 students in Language Arts, Mathematics, and Lenguaje. Parents will
receive information from the Lower School office if recuperation exams are needed. To be promoted to the next grade
level, Grade 5 students in need of recuperation must pass the exam(s).
It is common for students to earn marks of “PS” at the beginning of the trimester as they learn and practice mastering
educational concepts.
Please be aware that individual assignments and assessments are NOT averaged to determine the final grade reports.
Teachers will evaluate a student’s progress toward grade-level understanding at the end of each trimester. Students
will demonstrate achievement towards learning outcomes through projects, classwork, portfolios and/or assessments.
Teachers post reports on PowerSchool at the end of each trimester for the core academic subjects.
Parents are always welcome to arrange a meeting with teachers throughout the year to discuss student achievement
and/or concerns. All parents are expected to attend parent-teacher conferences in the fall and student-led conferences
in the spring.
EXTERNAL STANDARDIZED TESTS
As a part of the evaluation process, students in Kindergarten through Grade 5 are assessed through the Measures of
Academic Progress (MAP) Reading Fluency assessment. The MAP Reading Fluency assessment is given three times
annually to students in Kindergarten through Grade 5 to measure foundational reading skills, including phonological
awareness, phonics, and oral reading fluency.
In addition, students in Grades 3-5 complete the MAP Growth Assessment, a computerized adaptive test administered
twice per year to evaluate academic levels in English reading, English mathematics, and Spanish reading* (for Grades 4
and 5 only).
The results of these assessments are used to provide the school with important information about students’ skill levels
compared to those from the United States and other countries, and help the teachers identify what the students are
ready to learn next on a learning continuum. Parents will only have access to the MAP Growth results and can access
them in PowerSchool.
S
A student is starting when they have been introduced to the standard or skill, but have demonstrated little or no growth towards
the expectations.
EN BLANCO
Not evaluated during this period.

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MIDDLE
SCHOOL
The Middle School, grades 6-8, provides a learning
environment designed to meet the unique needs and
interests of young adolescents. The Middle School section
is a bridge between the Lower School and High School and
where the journey towards a meaningful life continues to
solidify. The purpose of the CAG middle school experience
is to help students acquire skills for future success in
school and life, while following a balanced and ageappropriate
program that transitions them to a more indepth
and more robust learning experience. Our curricular
programs address academic excellence, developmental
responsiveness, character development and relationship
and community building.

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OUR PROGRAM
CORE CLASSES
OFFICE HOURS
If students need additional assistance outside of school hours, teachers are available during after school office hours
each week. While these are not times for entire lessons to be retaught, they serve an essential function of providing
one-on-one or small group support to students who may just need a little extra push to understand the materials.
The core classes in the Middle School which all students take include Language Arts, Math, Social Studies, Science,
Sociales, and Lenguaje.
PRACTICAL CLASSES
RECESS AND LUNCH
Students in Middle School have a recess and lunch block every day. During recess, students are able to access the
tiendita. During lunch time, students are able to access the tiendita, cafeteria, and/or the Saúl stand.
Additional classes in the Middle School which all students take include PE, Health, Media Technology, Art, Music, and
Drama.
GRADE 8 ELECTIVES
Upon entering Grade 8, students register for one class in the category of music, drama, or art, that is a year-long class.
These classes are specialized and offer students the opportunity to explore a more in-depth passion in the area of the
arts.
STUDENT ENRICHMENT AND EXPLORATION
At the heart of our Middle School experience is a commitment to cultivating curiosity, creativity, and a love of learning
that extends beyond the walls of a traditional classroom. We believe that student growth is not limited to core
academic subjects but is enriched through opportunities that foster inquiry, independence, and real-world connections.
Our enrichment and exploration programming is designed to help students broaden their horizons, discover new
passions, and build skills that serve them both in and out of school.
One key example of this is our middlemester program. Middlemester courses challenge students to step outside
their comfort zones. Whether it’s building sustainable structures, creating public art, or working directly with local
organizations, each Middlemester is designed to provide a meaningful and productive divergence from traditional
academics.
ADVISORY
All students in the Middle School are placed in an advisory class that meets almost daily. Our advisory program aims
to build meaningful communities that support students as they establish and maintain social relationships, develop
emotional well-being, and strive for academic success. The advisor serves as the advocate for their students as well
as acts as the primary point of contact between the school and home. Additionally, advisors facilitate student-led
conferences.

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EVALUATION & GRADING
REPORTING STUDENT PROGRESS
The following are methods of formal communication with students and parents regarding academic progress:
• PowerSchool is the platform used across the school to enter and communicate student progress throughout
the year. The school encourages parents to monitor their child’s progress on PowerSchool regularly and
communicate with teachers regarding any questions.
The school year is divided into three equal evaluation periods (Trimesters). As the Lower School, the Middle School
uses Grading for Learning continuum to communicate progress towards achieving the standards to students and
parents. Through formative and summative assessments, teachers use various tools and techniques to evaluate student
progress and provide feedback to students throughout the trimester. (See chart below.)
We report student growth and success using descriptive indicators. The indicators reflect where the student is as a
learner and display a continuum that allows for individualized enrichment opportunities. This same scale is also used to
report on individualized Habits for Success.
COMMUNICATING STUDENT PROGRESS
While teachers and advisors regularly communicate regarding student performance via email, the Middle School has
the following formal communication points throughout the year:
• Teacher-Directed Parent Conferences are held for all students in the Fall, other conferences are scheduled as
requested by teachers or parents.
• Student-Led Conferences will take place once a year in conjunction with the second trimester.
• MAP Test Results will be available through PowerSchool.
WHAT IS USED TO DETERMINE STUDENT PERFORMANCE?
MIDDLE SCHOOL DESCRIPTORS
LS/MS
ACHIEVEMENT
DESCRIPTORS
* AS PS PE NE
Evidence of Advance
Level Work
)Enrichment(
FORMATIVE ASSESSMENT
Achieving Standard
Student’s work fully
meets the requirements
for the standard/skills
Used to measure student progress on a particular standard
or skill. While formative assessments make up a small portion
of a student’s grade, they are critical in providing students the
opportunity to practice a particular standard or skill as well as to
receive feedback about where they in relation to the standard or
skill.
Formative assessments may include, but are not
limited to:
Exit tickets, quizzes, journals, conferring, teacher observation,
student share-outs, classwork, homework
FINAL EXAMS-ABSENCE
Progressing towards
standard/skills
independently, but not
yet achieved
Partial Evidence of
students progressing
towards standard/skills
SUMMATIVE ASSESSMENT
Little or No Evidence
of the estudent
progressing towards
standard
The end of unit assessments used to measure student mastery
of a particular standard or skill. These assessments form the basis
on which student grades are majoritively decided and provide
the most accurate snapshot of what a student can ultimately do
independently in relation to a standard or skill.
Summative assessments may include, but are not
limited to:
Unit tests, projects, essays, portfolios, final exams, presentations
Final assessments are aligned with the school calendar and end of trimesters. Students who miss final assessments
due to an unexcused absence may result in a NE (no evidence for the assessment.)
In addition to these formal communications, individual teachers, advisors, teams, the principal, and any combination
thereof may contact and/or make arrangements with parents regarding notification of student progress.

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OUR PROGRAM
All students in high school, Grades 9 - 12, engage in a rigorous college preparatory program where they have the
incredible opportunity to earn two diplomas. Students are automatically enrolled in both the Guatemalan Bachillerato
and the High School Diploma programs. Through these programs, students have the opportunity to take a wide variety
of courses to help prepare them for success in their High School educational journey.
The Ministry of Education authorized the High School Program by Ministerial Agreement No. 308 on July 8, 1996. This
agreement equates the High School program of studies to the Bachillerato en Ciencias y Letras program. The Ministry
of Education validates the certificate of studies and the diploma so that local universities will accept it. Since the
2005-6 school year, the students in the Bachillerato en Ciencias y Letras program also receive a High School diploma.
BACHILLERATO EN CIENCIAS Y LETRAS DIPLOMA
This diploma is a Guatemalan national degree that shows completion of secondary studies. This diploma is a required
component for students to continue undergraduate studies in Guatemala and beyond.
CAG HIGH SCHOOL DIPLOMA
This is a United States accredited diploma which offers a curriculum that is diverse in coursework and includes
advanced courses which can potentially earn students university course credit. This program prepares students for
university studies in the United States and beyond.
HIGH
Students who are only in the country for a limited time, or have been in another international system outside of the
Ministry of Education of Guatemala, may opt to enroll only in the High School Diploma program.
SCHOOL
We celebrate the growth and transformation of our
students as they engage in a dynamic learning experience
preparing them for university and beyond. We believe
in the agency of our students, the ownership they have
over their lives, their choices, and their future. We are
committed to being a part of this final journey at CAG
where we foster a community of positive relationships and
a sense of belonging.

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Within either of these two programs, students have the additional opportunity to earn the following diplomas:
AP CAPSTONE DIPLOMA
The College Board Advanced Placement (AP) Capstone Diploma Program is based on two year-long AP courses:
AP Seminar and AP Research. The AP Seminar and AP Research courses use an interdisciplinary approach to develop
the critical thinking, research, collaboration, time management, and presentation skills students need for college-level
work.
Students have the opportunity to apply at the end of Grade 10 to become a part of the program in Grade 11. Once
in the program, students choose between two options: AP Capstone Diploma or the AP Seminar and Research
Certificate.
ADVANCED PLACEMENT COURSES
Since 2000, students have had the opportunity to take College Board Advanced Placement courses (AP) offered
by the American School of Guatemala. AP courses offer students from Grades 9 - 12 the opportunity to engage in
college-level content within the existing High School or Bachillerato Programs. Students have the opportunity to earn
university credits if they obtain a passing grade on the AP exams near the end of the school year. All students who are
enrolled in an AP course will automatically be signed up to take the AP Exam. If a student does not want to take the AP
Exam, they can complete the ‘opt-out’ process.
These exams are administered during May and sent to Princeton, N.J. in the United States, for grading. The cost of each
of these exams has been approximately USD 125.00, however, the College Board establishes this price yearly and
is subject to change. Grades are reported on a scale from 1 to 5 points, 5 being the highest grade. Depending on the
university, students may obtain university credits with grades from 3 to 5. Students who participate in the AP Program
may graduate from the Academic Honors Program. Only AP courses that are taken at CAG will be included in the
student´s official transcript.
ACADEMIC HONORS PROGRAM
• Maintain an overall average of 80%
• Complete 6 Advanced Placement courses and pass them with a grade of 80% or more.

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YOUNG SCHOLARS ACADEMY (YSA)
COLLEGE COUNSELING
The Young Scholars Academy (YSA) is a scholarship program that attracts talented students in Guatemala who might
not otherwise have access to a CAG education.
CAG hosts 15 students in each graduating class from Grades 9 - 12, providing them with the enrichment and rigor of
the academic program and access to national and international leading faculty. A successful completion of the YSA
program provides our students with benefits for ongoing scholarship opportunities at the college level, as well as
social, athletic, and leadership opportunities. The four years culminate with the issuance of a dual diploma including the
Bachillerato en Ciencias y Letras diploma issued by the Guatemalan ministry of education and the High School diploma
issued by CAG, a NEASC accredited school.
ADVISORY PROGRAM
Our Advisory Program’s purpose is to build meaningful connections with our students to support them in exploring
how to become leaders in their communities by integrating the 4 B’s into their daily lives. The advisor serves as a guide
and support for students around academics and social-emotional growth, while fostering students’ independence and
agency.
VIRTUAL COURSES
Students can take virtual courses from an accredited transcript providing institution. Courses may be taken when
students are interested in a course that is not offered at CAG, when their schedule does not permit them to take
a course offered at CAG, and in other special circumstances. The school registers the students and monitors their
progress. Students are responsible for paying the tuition, textbooks, and other materials, including their shipping. The
course appears on the report card and transcript. Students take these courses in addition to their full course load. All
final evaluations for virtual courses can be proctored on campus if required by the virtual course provider.
WIN (WHAT I NEED) TIME
CAG´s Office of College Counseling strives to help students discover who they are and articulate what they are hoping
for from their post high school experience. Through partnerships with CAG teachers, the Office of College Counseling
brings workshops into the classroom to help students identify their strengths, areas of challenge or growth and goals,
and provide practical and timely information about applying to universities worldwide.
The Office of College Counseling also support CAG parents to understand the multiple facets of the college application
process and provides strategic guidance to the students and their families about the timeline expectations, finding the
best-fit schools, admissibility profiles, resumé development, interview preparedness, and general awareness of cost
and fees associated with the university level education.
The High School College Counselors provide support for students and families in preparation for college admissions,
including:
• developing relationships with students to create a multi-year plan that aligns with their goals for post-CAG
experiences.
• working with parents of middle and high school students by appointment to discuss the school curriculum and
how it aligns with the student’s personal and academic goals.
• motivating students to continue striving towards academic and personal success.
• exploring interests through career counseling, personality tests, summer enrichment, and athletics.
• college admissions preparation, including college visits, test prep, scholarship searches, essay/resume writing,
and parent workshops.
• processing official transcript requests.
• finding the “best fit” when researching colleges.
The American School of Guatemala is an official testing site for the PSAT, SAT, and ACT college entrance exams.
Students who are interested in taking any of these exams should contact the college counselors directly. Students
who choose to take college entrance exams or go on university tours during schools hours will need to accept the
corresponding unexcused absences.
With the goal of developing and fostering independence in our students, there is time provided in the weekly schedule,
where students can seek their teachers, do makeup work, meet with group members to work on a project, work on
homework or anything else they need.
OFFICE HOURS
The purpose of Office Hours is to offer students and teachers an additional opportunity to connect. Teachers will
designate specific times during the week, occurring after instructional time between 2:00-3:00pm, when they are
available to provide support to students.

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EVALUATION & GRADING
In the High School at CAG, students have many different opportunities to show their learning throughout each
trimester, and throughout the school year. Students are assessed through formative assessments and summative
assessments.
HIGH SCHOOL LETTER AND PERCENT GRADE REPORTING
A-F
0-40
PERCENT
SCALE
A B C D F
90-100 80-89 70-79 65-69 0-40
• 40% of the grade is formative assessment.
• 60% of the grade is summative assessment.
At the end of the school year, a student’s overall grade for each course is obtained by averaging the grades for each
trimester. The passing grade is 65%.
GRADE POINT AVERAGE (GPA)
• The GPA appears on transcripts shared with colleges, universities, and other educational institutions.
• GPA is calculated at the end of each school year and is reported as a percentage.
• It is determined by averaging the final grades from the courses taken during that school year, with AP courses
carrying an additional weight of 10 percentage points added to the final grade.
• Because of this additional weight, AP courses have a greater influence on a student’s GPA.
• Courses with a higher credit weight also have a greater impact on the overall GPA.
• An AP course has a greater impact on a student’s GPA due to the added value.
• A course with a greater number of credits has a greater impact on the student’s GPA.

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GRADUATION REQUIREMENTS
To graduate, a student must have:
GRADUATION RECOGNITION,
REQUIREMENTS, AND CRITERIA
• Passed all courses with a 65% or higher.
• Fulfilled all the requirements to obtain the Bachillerato and/or High School diplomas.
RECOGNITION OF ACHIEVEMENT
RECOGNITION TYPE
REQUIREMENTS OR CRITERIA
Academic Honors Program
Gold Cord and Diploma
Seniors who have taken at least 6 AP courses throughout
Grades 9-12 and earned at least 80% in each one.
AP Capstone Program
Silver Cord
Seniors who have enrolled in and passed the AP Capstone
Program classes, taking both AP Seminar and AP Research.
National Honor Society
Blue Cord
Senior members must have completed their 12th grade year
with the cumulative weighted grade point average of 90%
and at least 50% attendance of meetings (Silver or Gold
membership status).
Completing service through an NHS project during both
their Junior and Senior years.
Student Government Association (SGA)
Gray and Maroon Cord
Seniors who have held any of the following leadership
roles within the SGA: president, vice president, treasurer,
secretary, and publicity coordinator.
Seniors who have served as a student government
representative for at least two years in high school and have
a minimum of 80% attendance to SGA meetings/activities.
Sports
Blue and Yellow Cord
Seniors who have participated in at least one sport during
grades 11 and 12.
Have 80% attendance (minimum) in all sports.
Clubs
Multicolored Cord
Seniors who have participated in at least one club during
grades 11 and 12.
Have 80% attendance (minimum) in all clubs.
Graduating with honors
Graduation Ceremony
Recognition (no cord)
Seniors who have an overall grade point average of 90
points in Grades 11 and 12
*Any major disciplinary infraction may impact eligibility for any of the cords listed above.

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PARENT GUIDELINES FOR CAG
VIRTUAL SCHOOL
OVERVIEW AND GOAL OF VIRTUAL SCHOOL
The goal of CAG Virtual School is to ensure learning continues in the event of school closure. Our goal is to provide an
enriching learning experience through a virtual format where the teacher facilitates the learning direction. At the same
time, students independently extend their learning, ensuring continued progress toward established learning targets
for all of our students. In keeping with CAG’s commitment to exceptional education, Virtual School experiences are
developed to be robust and meaningful.
ORGANIZATION AND STRUCTURE OF VIRTUAL SCHOOL
VIRTUAL SCHOOL
Toddle and Google Classroom are the official and universal online platforms for Virtual School at the American School
of Guatemala. Toddle and Google Classroom are accessible online through your computer, laptop, and handheld device
as long as you have internet connection or cell service. If using a cell phone or tablet to connect, please make sure you
have downloaded the Toddle or Google Classroom apps and sign in using your CAG email.
In the event of school closures in grades 2-12, virtual school classes, small group meetings, and assignments will be
posted and scheduled on Google Classroom or via Google Hangouts/Meet by the teachers. Please expect students to
interact with learning in a variety of ways, including videos, activities, discussion threads/posts on Google Classroom,
creation activities, or other online tools they are already using in their classes such as FlipGrid, Epic, Khan Academy,
among others.
In grades Prek-1, parents of students will receive emails from their teachers with links and directions for students and
their parents to guide the virtual learning experience. Teachers may also arrange video formats for content instruction
to support the work and projects completed on Toddle and the CAG student’s gmail account.
A few important details we want our students and their families to know:
1. A Virtual School Day schedule will look different than a regular class day. This is because Virtual Learning time is
often more focused and specific to content and assessment.
2. Grades 2-12 students will be expected to log-on and report to virtual class on Google Classroom according to
the schedule and instructions provided.
3. All Teachers will post instructions and assignments for the day’s scheduled classes.
4. Students will have time to log in, experience instruction, and get clarity on assignments, ask questions, and
interact with teachers and peers. Activities and classwork can be completed as homework according to the
deadline expected by the teacher.
5. It is essential to understand; virtual school is contingent upon a number of factors. We do expect there to be
glitches and challenges. We will be working with faculty to identify these issues to address them for future
Virtual School Days.

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SETTING UP FOR/SUPPORTING
STUDENT SUCCESS AT HOME
DURING CAG VIRTUAL SCHOOL
Students will need:
• Their laptop or tablet and reliable internet access. Parents should contact the teacher and school principal if
there is no device available for student use.
• A dedicated place to focus on their learning, free of distractions.
• Breaks & opportunities for social engagement, exercise, creativity, family time, and fun (as would happen in
school!)
• A responsible adult to support learning; this may include providing structure to the day, general encouragement,
or assistance in processing learning. Students may need varying degrees of support in accessing and
approaching the learning tasks. An adult may need to facilitate much of the child’s education, such as being at
the child’s side to read, talk about, and encourage learning. The younger the student, the more adult support will
be necessary to fulfill learning tasks.
• To understand the expectations for participation and work completion. Allow time to reflect at the end of the day
on what worked and what the challenges were.
• To communicate questions or challenges directly to teachers and specialists. It is not expected that parents know
teaching strategies, so please direct all questions to the teachers. We are here to support students all along the
way and know that there may be challenges to overcome. Please be patient, flexible, and communicate openly
and positively with us to best support you and your student in their Virtual School experience.
All students are expected to participate in Virtual School. Any learning activities or assessment will be documented in
PowerSchool in alignment with Ministry and diploma requirements. In exceptional circumstances or illness, parents of
students who cannot participate should notify the school as they would for any school absence. In the event of extended
virtual school, teachers will be flexible during Virtual School when it comes to deadlines, as we know the challenges for
students vary widely. Please contact teachers if work cannot be turned in by the deadline for any reason.
Students are responsible for their learning and thus must take even more responsibility during
Virtual School Days.
• Come to class dressed for class. Students do not need to wear your CAG uniform, but it is still a classroom
space, so if you are in a live Google Hangout/Meet in your Google Classroom, you must dress appropriately (no
pajamas, bathing suits, or otherwise inappropriate clothing).
• Check all Google Classroom courses for the day you would typically meet with that class.
• We encourage you to ask questions when you have them, just like you would in class, but instead of raising your
hand, ask them directly in the Google Classroom newsfeed. Your classmates may have the same question, and
asking may also help others. If it’s a more personal question, you may contact your teacher directly via their CAG
email.
• Follow the teacher’s instructions and again, ask questions on the Google Classroom main feed if they are for the
good of the whole class.
• Turn in work on time according to teacher instructions and meet the expectations of your teachers.
• Daily attendance will be monitored through your participation online and turning in of expected work. Teachers
will record this attendance each day in PowerSchool.
• If you are struggling, be proactive and contact your teachers for guidance.
Parent Expectations:
• Support your child in checking Toddle and Google Classroom and CAG email daily for the expectations posted by
teachers.
• Please support your child according to the published schedule for Virtual School.
• Teachers will make decisions about assignments, projects, and assessments on a class by class and individual
basis.
• If your child has questions, advise them to contact their teacher directly.
• Monitor screen time for your child. They will have more than usual screen time because of Virtual School; please
ensure they take a break from screens and have active time.
• Consider where in the house your child will work. Ideally, this would be a location where they will not be
distracted and can be supervised accordingly.
• Be diligent; make sure you are checking in with your child on their progress. Be supportive and encouraging.
• If students are unwell or for any other reason unable to participate in Virtual School, parents should report to the
school as they would any regular school absence.
• Spend time engaging with your child: play board games, card games, or word games; do puzzles; build things
with Lego, blocks, or similar construction materials; cook together. Be creative and resourceful; the possibilities
are endless!
Credit to: International Schools Services, International School of Beijing, and AAIE for resources and support

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ANNEX #1
ACCEPTABLE USE POLICY FOR TECHNOLOGY - STUDENTS
SECTION 1. PURPOSE OF TECHNOLOGY USE
The American School of Guatemala provides technology resources to its students solely for educational purposes.
Through technology, the School provides access for students and teachers to resources from around the world.
Expanding technologies take students and teachers beyond the confines of the classroom, and provide tremendous
opportunities for enhancing, extending, and rethinking the learning process. The goal in providing these resources is to
promote educational excellence in the School for elementary, middle and high school by facilitating resource sharing,
innovation, and communication with the support and supervision of teachers, support staff and parents.
ANNEX DOCUMENTS
The School is committed to creating a safe and caring learning environment. We have designed a curriculum that
includes safety and security, manners and values, bullying and ethics, research and information fluency. Through this
curriculum we encourage the development of a personally responsible, collaborative community. Our values program
supports and reinforces all these aspects.
SECTION 2. THE OPPORTUNITIES AND RISKS OF TECHNOLOGY USE
With access to computers and people all over the world comes the potential availability of material that may not be
considered to be of educational value in the context of the school setting, or that may be harmful or disruptive. Because
information on networks is transitory and diverse, the School cannot completely predict or control what users may
or may not locate. The American School of Guatemala believes that the educational value of unlimited access to the
information, interaction, and research capabilities that technology offers outweighs the possibility that users may
obtain or encounter material that is not consistent with the educational goals of the School.
The School utilizes filtering software to limit users’ internet access to materials that are obscene, pornographic,
harmful to children, or otherwise inappropriate, or disruptive to the educational process, notwithstanding that such
software may in certain cases block access to other materials as well. At the same time, the School cannot guarantee
that filtering software will in all instances successfully block access to materials deemed harmful, indecent, offensive,
pornographic, or otherwise inappropriate. The use of filtering software, as explained in this agreement does not negate
or otherwise affect the obligations of users to abide by the terms of this policy and to refrain from accessing such
inappropriate materials.
SECTION 3. PRIVILEGES AND RESPONSIBILITIES
The School’s electronic network is part of the curriculum and is not a public forum for general use. Student users
may access technology for only educational purposes. The actions of student users accessing networks through CAG
network reflect on the School; therefore, student users must conduct themselves accordingly by exercising good
judgment and complying with this policy and any accompanying administrative regulations and guidelines. Students
are responsible for their behavior and communications using their computers and the CAG network.

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Student users of technology shall:
Internet Safety:
• Use or access technology only for educational purposes.
• Comply with copyright laws and software licensing agreements.
• Understand that email and network files are not private. Network administrators may review files and
communications to maintain system integrity and monitor responsible student use.
• Respect the privacy rights of others.
• Be responsible at all times for the proper use of technology, including proper use of access privileges, complying
with all required system security identification codes, and not sharing any codes or passwords.
• Maintain the integrity of technological resources from potentially damaging messages, physical abuse, or
viruses. Abide by the policies and procedures of networks and systems linked by technology.
• Use The Golden Rule (“Don’t do anything to others you wouldn’t want them to do to you”). Be a good cybercitizen
by respecting all others while using CAG electronic resources.
• Must cooperate with the installation of certificates or any other new measures deemed necessary by the
Technology Department.
• Set the default browser to Google Chrome, and set Google as the default search engine. Other browsers such as
Safari, Mozilla Firefox, or Microsoft Edge are allowed, but the default must be Google Chrome.
• Follow the same rules of conduct established in the CAG Family Handbook. Students are expected to use the
same common sense on CAG electronic resources as they would in any other area or activity.
Students may not use the technology for improper uses. These uses include, but are not limited
to:
• Any and all illegal purposes;
• Any and all obscene or pornographic purposes, including, but not limited to, retrieving or viewing sexually explicit
material;
• Any and all discriminatory purposes, including harassment and bullying of individuals based on race, gender,
religion, sexual orientation, or disability, among others;
• Any use of profanity, obscenity, or language that is offensive or threatening;
• Reposting or forwarding personal communications without the author’s prior consent;
• Reposting or forwarding of junk mail, chain letters, or inappropriate or offensive jokes;
• Destruction, alteration, disfigurement or unauthorized access of hardware, software, or firmware;
• Obtaining financial gain or Transacting any business or commercial activities;
• Plagiarizing (claiming another person’s work or ideas as your own);
• Political advocacy;
• Disrupting the use of others to any process, program or tool, including downloading or otherwise spreading
computer viruses;
• Engaging in hacking of any kind, including, but not limited to, the illegal or unauthorized access;
• Allowing others to use Property issued without authorization, including students whose access privileges have
been suspended or revoked;
• Soliciting or distributing information with the intent to incite violence, cause personal harm, damage a person’s
character, or to harass another individual.
• Any and all other purposes that would violate the Student Code of Conduct.
Students must take steps to ensure their safety on the internet, including, but not limited to, the following rules:
1. Students should not share their private information or that of other people online. Private information includes:
name, address, phone number, name of the school, activities which reveal schedules and/or locations.
2. Students should not provide their full name or other contact information at any time.
3. High School students do not have to provide personal contact information unless required by another school
for educational purposes, including admission to universities, jobs or activities of academic and professional
development.
4. Students should not agree to meet in person with someone they have met in cyberspace.
5. Students must notify a school leader, teacher or school employee regarding any message they receive that is
inappropriate or makes them feel uncomfortable.
Email
CAG provides email service to be used for projects/educational activities and all communication within the school
community. The email account is not intended to be used for event invitations or fundraising purposes. Responsible
digital citizenship is expected at all times while using this account. Mass emails must be approved in advance.
Expectations for Use
Personal email accounts can be accessed through the school network for educational purposes only (access or sending
documents related to educational activities such as tasks, projects or links).
Users must avoid signing for a third party or impersonating someone else.
All teachers and students must use their CAG email account for all school activities and check it frequently.
Users must avoid forwarding private messages without the original author’s consent or emails that contain private
information about another person.
When a student is no longer a member of the school community, their account will be closed and deleted from the
system within one month after their last day. They should report a personal email address to contact them in the future.
Students must share their username and password with their parents.
Every community member needs to sign the agreement form when their account is created/activated and comply with
the established email address format. For students, the following format is used:
username: ID number
password: same password used to log into the network account.

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Social Media
Websites and Web Pages
Communication Policy Webpage and Social Media
At CAG, digital and social media channels are used as a way to communicate and connect with our community. While
social media can be fun and valuable, there are specific guidelines you need to keep in mind when using these tools. As
members of the CAG community, the School expects you to follow these basic principles:
Use good judgment and be responsible
• We expect every member of the CAG community to behave in a way that will make you and others proud and
reflect well on the school.
• Regardless of your privacy settings, assume that all of the information you have shared on your social network is
public information.
• Do not badmouth your school, this damages the school reputation and ultimately reflects bad on you. Understand
that no individual or family represents the official voice of school authorities when voicing opinions about the
school or children for the school.
Be respectful
• Always treat others in a respectful and considerate manner. Treat others as you would like to be treated.
• Respect the channels of communication in the institution when expressing concern or opinions about your child’s
education. This means parents will start by talking to the teacher, the advisor, then the counselors, then section
leadership, deputy director, and the last point of contact will be the office of the General Director.
• Respect yourself and the school responsibly, honestly, and in ways that align with the values of the school on all
school associated social media and communication channels.
Be confidential
• Do not publish or post information that is considered confidential. Online conversations are never private.
• Respect the confidentiality of any academic or behavior discussion related to your family and that of other
children.
(applies for social media pages such as Youtube, Facebook, Instagram, Snapchat, LinkedIn, Twitter, etc.)
• The communications office will make sure that all photographs published on the website and used for
communication purposes are respectable, promoting student-centeredness, and is Students are allowed to
publish respectable photographs and students can be identified by their full name with prior parental approval.
Using the first name and initial of the last name can be used to identify photographs of groups or individuals.
Parents may choose not to authorize the identification of their children.
• The material published on the Internet must meet academic expectations with regard to spelling, grammar, and
accuracy of the information and include references or citations.
• The material (graphics, sounds, text, etc.) belonging to another person may not be published without proper
authorization from the author. The authorization note must be included.
• All classroom pages should have a link created to Google sites through the school website or the class.
SECTION 4. SECURITY SYSTEM
The School has a virtual security system that is configured to block spam and sites that are not suitable for educational
purposes. The administrators will monitor sites and determine if any additional sites should be blocked once identified.
Students are held responsible for their personal accounts and must take all reasonable precautions to prevent others
from gaining access to their accounts.
Students must report any identified security problems with their accounts.
Students should not attempt to gain unauthorized access to any of the School’s electronic resources, destroy database
systems or intentionally spread viruses.
Files stored on the School’s network are routinely maintained and monitored, which means no files are completely
private and secure from the senior administration of the School.
SECTION 5. PERSONAL DEVICES (BYOD)
Technology is required to enhance the learning experiences. Using appropriate technology makes the students get
involved deeper in the learning. It also develops higher order thinking skills, technological fluency and they become
better prepared to participate in tomorrow’s world.
Lower School students in Grade 5 are are required to bring a laptop to school each day that meets the minimum
specifications described below.
Middle and High School (Grades 6-12) students can bring any laptop that meets the minimum specs below. iPads and
Android devices do not meet the minimum requirements for a primary device. However, students may bring one of
these tablets as a secondary device to their main laptop.

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CAG recognizes that cellphones/mobile devices are powerful learning and communication tools. Cell Phone use will be
allowed in the classroom at teacher discretion.
Minimum Specifications
The American School of Guatemala does not impose precise computer specifications. Technology offerings are too
wide, vary too often, and as kids grow up, so do their computing needs. The following chart can be used as a starting
point to help you select a laptop for your child; however, keep in mind that actual specs can be adjusted according to
each family’s needs, budget, and kid’s grade level.
Students are expected to:
• Be completely responsible for his/her device and any extra equipment that accompanies the device;
• Label all devices with their name and CAG student account/ID number ;
• Password protect their devices;
• Have the locator activated;
• Comply with the regulations stipulated in this policy.
SECTION 6. LIMITATION OF LIABILITY
The minimum specifications below could be suitable as a first device for younger kids or budget-conscious families;
however, please consider a medium to higher-end computer if your child is taking Graphic Design classes or similar;
for everyone else, the Medium specs should be more than adequate for learning at CAG, and if it is well taken care of,
should provide years of service.
Operating System
Processor*
MINIMUM
Windows 11
(24H2)
macOS Sonoma
14.7.5+
Intel Core i5
AMD Ryzen 5
Apple M1/M2
(or equivalent)
MEDIUM
Windows 11
(24H2)
macOS Sequoia
15.4+
Inte Core i5/Ultra 5
Ryzen 5
Apple M2/M3
(or equivalent)
HIGH
Windows 11
(24H2)
macOS Sequoia
15.4+
Intel Core i7/i9/Ultra 7
AMD Ryzen 7
Apple M3/M4
(or equivalent)
CPU Speed* 2.0 GHz
2.5 GHz 3.0 GHz
Memory 8 GB RAM
16 GB RAM 16+ GB RAM
Storage Capacity 240+ GB SSD
240+ GB NVMe SSD 500+ GB NVMe SSD
Screen Size 11” - 14” Display
13” or higher 13” or higher
Resolution
FHD or higher FHD or higher FHD or higher
The American School of Guatemala is not responsible for any loss, damage to devices, damage caused by malware,
viruses, or any data loss. In addition, the School is not responsible for the accuracy or quality of information obtained or
stored in CAG’s electronic resources.
Parents are highly recommended to do the following:
Purchasing Damage Protection for your devices; Include the device on your personal or home insurance. The laptop
should be insured for accidental damage and loss by fire and theft when outside the home. The insurance can be
purchased with your computer vendor or any insurance company. All insurance claims must be settled between the
parent and the insurance company. Provide access to a printer at home for occasional printing needs.
SECTION 7. DISCIPLINARY ACTIONS
In case of violations of this policy, or any administrative regulations and guidelines governing the use of technology, at
CAG; administrators will determine disciplinary actions. These actions may include, but not limited to, loss of network
access, loss of technology access or use, school suspension or expulsion, or other appropriate disciplinary action or
legal action. Additional disciplinary action may include other consequences, such as:
Use of CAG electronic resources only under strict supervision Restrict the use of personal electronic devices on
campus Conditioned re-enrollment for the following year
Your acknowledgment through the enrollment/re-enrollment process implies that you and your child(ren) have read
and agree to follow the Acceptable Use Policy of the American School of Guatemala.
Graphics
Wireless (WiFi)
256 MB or higher 1 GB or higher 2 GB or higher
802.11 a/b/g/n (both 2.4GHz and 5GHz bands supported by CAG)
*Graphic Design (or similar) students should consider a 500 GB NVMe SSD minimum, regardless of the remaining
configuration.
*Due to the ever-changing and progressive nature of technologies, CAG cannot guarantee that component-level
specifications for Processor Type and CPU Speeds will be accurate at the time of BYOD device purchase; also, CPU
speed could be lower when used with higher-count, multi-core CPUs.

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ANNEX #2
ARTIFICIAL INTELLIGENCE STATEMENT
ARTIFICIAL INTELLIGENCE (AI)
Artificial intelligence refers to computer systems that are taught to automate tasks normally requiring human
intelligence. “Generative AI” refers to tools, such as Bing Chat, ChatGPT, Gemini, Midjourney, and DALL-E, that can
produce new content, such as but not limited to text, images, or music, based on patterns they’ve learned from their
training data. This is made possible through “machine learning,” a subset of AI where computers learn from data
without being explicitly programmed for a specific task. Think of it as teaching a computer to be creative based on
examples it has seen. While generative AI tools show great promise and often make useful suggestions, they are
designed to predict what is right, which isn’t always right. As a result, their output can be inaccurate, misleading, or
incomplete.
GUIDING PRINCIPLES FOR AI USE AT CAG
The following principles guide the appropriate and safe use of AI and address current and future educational goals,
teacher and student agency, academic integrity, and security.
• We use AI to help all of our students achieve their educational goals. We will use AI to help us
reach our community’s goals, including improving student learning, teacher effectiveness, and school operations.
We aim to make AI resources universally accessible, focusing especially on bridging the digital divide among
students and staff. We are committed to evaluating AI tools for biases and ethical concerns, ensuring they
effectively serve our diverse educational community.
• We reaffirm adherence to existing policies and regulations. AI is one of many technologies used
in our school, and its use will align with existing regulations to protect student privacy, ensure accessibility to
those with unique learning needs, and protect against harmful content. We will not share personally identifiable
information with consumer-based AI systems. We will thoroughly evaluate existing and future technologies and
address any gaps in compliance that might arise.
• We educate our staff and students about AI. Promoting AI literacy among students and staff is
central to addressing the risks of AI use and teaches critical skills for students’ futures. Students and staff will
be given support to develop their AI literacy, which includes how to use AI, when to use it, and how it works,
including foundational concepts of computer science and other disciplines. We will support teachers in adapting
instruction in a context where some or all students have access to generative AI tools.
• We explore the opportunities of AI and address the risks. In continuing to guide our community, we
will work to realize the benefits of AI in education, address risks associated with using AI, and evaluate if and
when to use AI tools, paying special attention to misinformation and bias.
• We use AI to advance academic integrity. Honesty, trust, fairness, respect, and responsibility continue
to be expectations for both students and teachers. Students should be truthful in giving credit to sources and
tools and honest in presenting work that is genuinely their own for evaluation and feedback.
• We maintain student and teacher agency when using AI tools. AI tools can provide
recommendations or enhance decision-making, but staff and students will serve as “critical consumers” of AI
and lead any organizational and academic decisions and changes. People will be responsible and accountable for
pedagogical or decision-making processes where AI systems may inform decision-making.
• We commit to auditing, monitoring, and evaluating our school’s use of AI. Understanding that
AI and technologies are evolving rapidly, we commit to frequent and regular reviews and updates of our policies,
procedures, and practices.
RESPONSIBLE USE OF AI TOOLS
CAG recognizes that responsible uses of AI will vary depending on the context, such as a classroom activity or
assignment. Teachers will clarify if, when, and how AI tools will be used, with input from students and families, while
the school system will ensure compliance with applicable laws and regulations regarding data security and privacy.
Appropriate AI use should be guided by the specific parameters and objectives defined for an activity.

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ANNEX #3
SCHOOL SAFETY AND TRANSPORTATION NORMS
The tuition already includes the benefit of using the bus service, as well as access to facilities by
vehicle and pedestrian, with their respective security and safety measures.
The purpose of this document is to ensure the safety of students by clarifying the expectation of
expected behavior during bus service, as well as the policies of the Security Department and
the Transportation Department.
Parents accept this commitment personally and on behalf of their children for regular access to
the facilities, either by vehicle or pedestrian and for the use of the bus service.
Parents must ensure that they comply with the following requirements:
1. The school uses the SchoolAid app, which must be downloaded on mobile devices (Android or IOS). You can
contact the Transportation Department to resolve any questions about the use of the application.
2. They must register their respective itinerary, to have access to the use of the bus service. You will also have
access to the location of your children’s route.
3. Be ready at the bus stop ten (10) minutes in advance of the indicated time. Bus drivers are not allowed to wait at
bus stops, for security reasons.
4. Requests for changes, made in SchoolAid or via e-mail, are authorized or rejected by the respective section
administrations. The Transporation Office is not responsible for making these decisions.
5. Students from Lower School and Middle School must be received at the respective bus stop by an authorized
adult or legal guardian. If there is no authorized adult at the stop, they will not be able to get off from the bus.
6. Middle School students can only get off the bus if they are accompanied by a High School sibling.
7. The name and identification number of the adults responsible for receiving the student at the stop must be
registered in PowerSchool. If the person waiting for the student is not properly authorized, the student will
remain on the bus and return to the school facilities.
8. The student will not be able to get off at any other stop not properly assigned, or that does not have the proper
authorization approved via SchoolAid.
9. Animals are not allowed on the bus.
10. Disciplinary consequences could include suspension of the bus service. Students may lose the privilege of using
the bus service for a set period. There could be additional consequences based on the severity of the offense.
11. It is not allowed to bring any type of firearm or sharp object inside the school premises or on the buses.
12. Access to the school parking lots must only be using the registered access. The school provides electronic
access to the school parking lot (“Pasarela”), as well as access through pedestrian checkpoints, including
Puerta Norte (for families who apply, according to the agreement established with Jacarandas de Cayalá). If the
family requires additional electronic access, it can be purchased at Q200 per access.
13. All parents and private drivers must respect the line inside the parking lot and respect the instructions of the
security guards.
14. For the dismissal of students in “Pasarela”, it is recommended to arrive at the established departure time and no
more than 15 minutes in advance, as this causes unnecessary traffic and warnings by the traffic authorities.
15. The process of arrival and departure of students must be orderly. Parking is not allowed in unauthorized areas or
pedestrian crossings, which could block the flow of people and/or vehicles.
16. The maximum speed allowed within the school facilities is of 10 KMH.
17. Pedestrian access must be with a legal ID (DPI or passport) and observing the rules of pedestrian access.
Responsibility of the students inside the bus:
1. Students should sit facing forward, with their feet facing the floor of the bus and remain seated until the bus
arrives at their stop and/or school. Only when the monitor requests it, they can switch assigned seating. The
monitor assigns a fixed place at the beginning of the school year.
2. All belongings must be kept on the floor, in the space in front of the student’s feet.
3. Food must remain in the lunch box; it is not allowed to eat on the bus. It is allowed to drink water during the
route, each student is responsible for bringing their own water bottle.
4. Students and their belongings must remain inside the bus. It is not allowed to throw objects out the window or
inside the bus.
5. Students must take care of the bus, keeping it clean, picking up the garbage, without destroying the seats and
windows.
6. Students may not use toys or other sharp objects on the bus that could endanger their safety or the safety of
other students.
7. Students should use an appropriate language when communicating with others. Shouting, whistling, singing, or
cheering are not permitted. Students should not distract the driver.
8. School dress code apply when using the bus service.
9. Students must always follow the instructions of the driver and the monitor.
10. Students should listen to and respond to instructions they receive in case of an emergency or drill. The usual
instruction will be to lower the head and wait calmly and quietly.
11. Electronic devices are not allowed to be used, including headhpones. It is the student’s responsibility to be
attentive to any instruction. Each student is responsible for the electronic devices they bring to school. The
school is not responsible for any damage to or loss of any electronic equipment.
12. The rules and expectations regarding the acceptable use of technology within the school also apply when using
the bus service. It is not allowed to take photos or videos inside or to the outside.

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Safety and Transportation Policies
1. In the event of an emergency, bus routes may depart earlier, delayed, or even cancelled as deemed appropriate.
2. Buses will only make the routes and stops indicated by the Transportation Department. Drivers cannot and
should not make changes to routes or stops, except in an emergency.
3. The bus service is organized to serve the different areas of the city. Each year, the routes are established
according to a distribution of the home addresses of the students.
4. The routes are established with routes through main streets and avenues of Guatemala City, which are in good
condition, to offer greater efficiency and certain level of safety and security.
5. There can be no guarantee that the bus service will be adapted to the specific needs of each of the families. If
the service is deemed inadequate, parents should be responsible for providing the transportation they deem
necessary to get to either the school or use the most convenient bus stop.
6. Door-to-door bus service is not offered. There could be consolidated bus stops to improve the time of arrival of
the bus to school and the waiting time for students and parents. To add a new stop, variables such as number of
students, safety and route risks are evaluated.
7. When routes travel through one-way arteries, return routes will be made along the parallel artery deemed most
appropriate.
8. Admission to condominiums or neighborhoods will only be made when having a minimum number of students of
approximately 12-15.
9. The routes are established with the purpose of benefiting the greatest number of students who make use of the
bus service. This does not allow the school to respond to requests from parents to change routes or stops during
the year. Individual suggestions to improve the routes will be considered at the end of the school year.
10. Petition letters signed by multiple parents will not be accepted. Experience has shown that some people sign
petitions as a group because of the pressures they receive from people interested in obtaining signatures.
11. The school is not responsible for the safety of the students on city streets or at stops before boarding the bus or
after getting off the bus. Parents are encouraged to take any security precautions they deem necessary.
12. The school will implement the changes it deems necessary in the routes, to adapt to the sudden changes of the
traffic authorities.
13. School routes are designed to enter the school at least 20 minutes before the start of the school day. The
departure of the buses will be 10 to 15 minutes after the end of the respective schedule. Any delays in routes will
be communicated through SchoolAid.
14. The goal of the Transportation Department is to provide safe and timely service for all students. To achieve this,
traffic conditions are constantly monitored, and changes will be made as deemed necessary.
15. Once the stops are established within a gated community, the driver is not authorized to make stops in front of
the students’ houses in order to avoid increasing the route times.
16. Changes or modifications to routes can be some of the following examples:
• Combining bus routes.
• Route splitting.
• Changing bus units
• Changes in the order in which stops are made.
• Change in the route of buses to or from school.
• Change of routes due to traffic conditions (floods, accidents, blockades, demonstrations, etc.).
• Move the schedules of the morning routes to compensate for the time in transit.
• Modify bus stops, due to constructions and changes in the route.
• Consolidate stops to decrease the number of stops made along the route.
17. Security Policies & Standards:
• The school may restrict access to the campus, walkway, or any pedestrian checkpoing when parents,
students, or security personnel do not follow the school’s rules of respect, especially if they involve
carrying tobacco products, vapes, a weapon or illegal substance and/or thereatening another person.
• The school reserves the right to record images through the CCTV system to identify any activity that puts
the community at risk, both within the school premises and inside the buses.
• Meetings with section staff must be duly authorized and scheduled to avoid any delay or inconvenience at
the entrance to the school.
• Exceptions are not allowed for families to avoid lines inside the parking lot, or to access restricted areas.
• Parking for High School students is limited. They are granted based on the availability of spaces. An
access card must be purchased at a cost of Q.200.

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ANNEX #4
STUDENT-ATHLETE HANDBOOK
High School:
Student-athletes will not be cut in High School sports. All teams may have player limits set forth by the Athletic
Director and/or Head Coach. Failure to attend practices or games can lead to disqualification of being on the team.
ATHLETIC DEPARTMENT STATEMENT
All student-athletes of the American School of Guatemala must first and foremost adhere to all the policies and
procedures outlined in CAG’s family handbook. Please refer to the family handbook for the CAG’s mission and vision
and a full description of the school’s policies. Some additional responsibilities and expectations accompany being a
student-athlete at the American School of Guatemala, outlined in the following sections of this document.
THE STUDENT-ATHLETE EXPERIENCE
The decision to participate in athletics at the American School of Guatemala brings individual academic and behavior
responsibilities. The student-athlete is subject to adhere to eligibility rules of AASCA (Association of American Schools
of Central America) and the American School of Guatemala.
Student-Athlete
The student-athlete is expected to be a positive addition to the American School of Guatemala Athletic Department.
If an issue arises, it must be discussed with the coach, he/she must communicate respectfully to find a solution. If a
situation cannot be reached, the Athletic Director may assist. It’s important to remember that student-athletes
will be representing CAG on and off-campus and are expected to conduct themselves in a manner that will reflect
positively upon our program and school. They are expected to be respectful and exhibit ethical behavior in class,
practice, games, and the community. If he/she fails to conduct in a manner that will bring honor and respect to our
teams and school, he/she may be subject to penalties which may include game suspensions, ineligibility, or dismissal
from the team.
POLICIES AND PROCEDURES
Lower & Middle School:
CAG is committed to providing all Lower School and Middle School students the opportunity to participate
and compete in interscholastic competitions. Failure to attend practices or games can affect their privilege of
participation, leading to disqualification of being on the team. We recognize that both Lower School and Middle
School athletics provides the introduction to competitive sports at CAG. Because it is crucial to have players learn the
fundamentals correctly from the beginning, the program’s emphasis will be developing skills and habits. The level
of success achieved in High School athletics is directly related to the skills developed through the Lower School and
Middle School program.
Team Selection/Playing Time
Our goal in team selection is to find opportunities not only for participation but, more importantly, for success. Placing
each student-athlete at the level where he/she can contribute physically and gain positive feelings from his/ her efforts
is essential to the coaching staff. Disappointments are inevitable when teams are selected, and it is imperative that
student-athletes feel the support of teammates, parents, and coaches.
Sportsmanship
The American School of Guatemala is committed to ensuring that fans, spectators, coaching staff, and student- athletes
behave in a sportsmanship manner, especially during interscholastic competitions. Unsportsmanlike conduct shall be
subject to individual disciplinary sanctions, including removal from the playing facility or area. Additionally, our goal is
to ensure a safe environment for all parties to support their teams and create a healthy competition.
CAG’s athletic personnel reserves the right to remove any person from an athletic contest if there is reasonable
suspicion that the person is a threat to other spectators, staff, personnel, coaches, student-athletes, officials, or
themselves. Examples of unsportsmanlike conduct subject to disciplinary action include but are not limited to:
• Using obscene gestures or profane language/action, whether directed to an official, staff, administrator, student,
coach, or spectator.
• Publicly and unduly criticizing a game official, game personnel, another school, student-athlete, or coaching staff.
• Intentionally or carelessly instigating participants or spectators to be violent or abusive.
WEIGHT ROOM
High School and Middle School Only
• Weight room use is not permitted without Athletic staff supervision.
• Shirt, shorts/pants, and closed-toe/heel shoes are required to use in the weight room.
• No cleats or dirty shoes are allowed in the weight room.
• Water bottles are the only food/drink allowed in the weight room at all times.
• Wipe down and clean all the equipment you use and place it back where you found it.
• Re-rack weights in their correct place once you are finished.
• Weights MAY NOT be removed from the weight room unless otherwise instructed.

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ATTENDANCE
• If a student-athlete will miss a practice, meeting, or game, they must inform their coach at least one day in
advance.
• Missing more than three sessions—whether excused or unexcused—may lead to reduced playing time or
removal from the team.
• Practices are held rain or shine unless the coach says otherwise.
• If a student-athlete is absent from school, they cannot participate in practices or games that day.
• Any classwork missed due to an athletic event must be made up.
PRACTICE AND GAME CANCELLATION
If the coach must cancel a practice, it is the coach’s responsibility to notify the team and parents. Inclement weather
does not determine whether a practice will be held—the coach makes the determination. When available, indoor
facilities may be used to hold training in these circumstances. If a change is made in the practice schedule, parents
and student-athletes will be notified as soon as possible. In most cases, it is the responsibility of the host school to
make decisions regarding game cancellations. When hosting an event, CAG will make every effort to make cancellation
decisions by 2:00 PM on the day of the event. When a game is canceled, the coach may choose to hold a practice in its
place. If the coach decides to hold a practice in place of the canceled game, he/she will communicate this information
to the parents and student- athletes as soon as possible.
FACILITY USAGE POLICY
The Athletic Director must approve any usage of the facilities. Student-athletes must be accompanied by an approved
faculty supervisor when using the facilities.
AASCA
The American School of Guatemala is part of AASCA (Associations of American School of Central America), where we
participate in high-level competition across schools in Central America.
VISION: Promoting exemplary education in Central America.
MISSION: AASCA provides opportunities for member schools to collaborate to enhance learning, social responsibility,
international-mindedness, and professional growth.
We participate in 5 different sports
• Basketball
• Track & Field
• Soccer
• Swimming
• Volleyball

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PART OF IT, PROUD OF IT
11 calle 79-15 zona 15 Vista Hermosa III Guatemala, Guatemala.
(502) 2500 9595
cag.edu.gt