Navigating Success: A Guide for Parents and Students
Parent Student Handbook
We encourage you to familiarize yourself with the handbook to ensure you have access to important information, policies, and resources.Please note that this handbook may be updated at any time based on the needs of the school. Any changes will be communicated to families.
Non-Discrimination & Inclusive Community Statement
Schutz American School is committed to providing a safe, inclusive, and respectful learning environment for all students and families. We believe that every member of our community deserves to be treated with dignity and respect.
Schutz American School does not discriminate on the basis of race, color, religion, national origin, gender, age, disability, marital status, or any other characteristic protected by applicable law. This commitment applies to all aspects of school life, including admissions, academic programs, student activities, and school policies.
At Schutz American School, Schutz is Family. We work in partnership with families to create a community where students feel safe, supported, and valued, and where diversity is respected. Discrimination, harassment, or bullying of any kind is not tolerated, and all members of the school community are expected to contribute to a positive and inclusive school culture.
OUR SCHOOL
Schutz American School is a vibrant, inclusive learning community with a proud history of academic excellence and global citizenship. Located in Alexandria, Egypt, Schutz provides a nurturing environment where students from diverse cultural backgrounds are empowered to become lifelong learners, critical thinkers, and compassionate leaders. Through our inquiry-based, student-centered approach, we emphasize the development of resilience, respect, responsibility, integrity, and compassion—core values that underpin our school culture. At Schutz, we are committed to fostering student agency, helping students discover and pursue their passions, and connecting learning to real-world applications. Our graduates are well-prepared to navigate an ever-changing world, thrive in top universities, and create a positive impact in their local and global communities.
DAILY LIFE
Daily life at Schutz American School is dynamic, engaging, and rooted in our commitment to holistic education. From the moment students arrive on campus, they are welcomed into a supportive and inclusive community where they are encouraged to explore their passions and take ownership of their learning both inside and outside of the classroom. Classrooms buzz with inquiry-based discussions, collaborative projects, and hands-on activities that connect learning to real-world applications. Beyond academics, students participate in a variety of extracurricular activities, including sports, arts, service projects, fostering creativity, teamwork, and personal growth. Our diverse and caring faculty prioritize student well-being and creating a safe and nurturing environment where every individual feels valued. At Schutz, each day is an opportunity for students to grow academically, socially, and emotionally, preparing them to succeed and make an impact in a global society.
ASSESSMENT
Philosophy
At Schutz American School, we believe that student assessment drives meaningful improvement in teaching and learning. Through continuous, precise insights, assessment provides evidence of our students’ evolving knowledge, skills, and dispositions. This empowers both students and educators to make informed decisions, ensuring personalized growth and equipping our learners to thrive as confident global citizens in an ever-changing world.
Assessment at Schutz American School will effectively utilize data to:
- Personalize learning: Identify individual student strengths, weaknesses, and learning styles to tailor instruction accordingly.
- Optimize assessment: Develop adaptive assessments that adjust in real-time based on student performance.
- Predict future outcomes: Identify potential challenges or areas of excellence to provide proactive support.
- Foster global citizenship: Reflect on students’ dispositions, such as resilience, respect, integrity, compassion, and responsibility, ensuring a holistic understanding of their growth and development beyond academic achievement.
This approach ensures that assessments are not just evaluative but also transformative, actively supporting our mission to develop well-rounded, inquiry-driven individuals.
We believe assessment:
- Drives purposeful planning that is responsive to students’ needs.
- Inspires students to work toward meaningful, desired outcomes.
- Serves as an integral part of our global community, connecting students to broader perspectives and real-world contexts.
- Centers on feedback focused on growth, fostering resilience and improvement.
- Empowers students to take ownership of their learning journey.
- Supports personalized learning that acknowledges each student’s unique strengths and aspirations.
SCHOOL ABSENCES AND PUNCTUALITY
Punctuality and regular attendance are essential for creating a positive and productive learning environment. Arriving on time helps students establish a routine, maximizes learning time, and minimizes disruptions for both the teacher and classmates. Consistent attendance is equally important, as it allows students to stay on track with their learning and fully engage in the school community. Being on time and attending school regularly also encourages responsibility and respect for others’ time.
Educators understand that emergencies, such as unforeseen family crises or natural disasters, can significantly impact a student’s ability to attend school and complete work. In such cases, students will not be penalized for circumstances beyond their control. Open communication with the school in these situations is encouraged so that appropriate support can be provided. If a student will be absent, parents are asked to notify the school as soon as possible to ensure accurate attendance records and to help teachers provide any necessary catch-up work.
Guidelines for Different Grade Levels:
- Middle and High School Students:
- Students are responsible for communicating with their teachers as soon as they are able to regarding their situation.
- They should work with their teachers to develop a plan for completing missed assignments or assessments within a reasonable timeframe.
- Early Childhood and Elementary School Students:
- Parents are responsible for notifying the school and their child’s teacher about the emergency.
- Parents will collaborate with teachers to ensure their child receives the necessary support and materials to catch up on missed work.
Educator Support:
- Teachers will provide flexibility and understanding while helping students recover academically from an emergency.
- Assignments and tests will be adjusted as necessary, with a focus on ensuring students can demonstrate their learning without undue stress.
School related absences:
School-related absences, such as participation in Model United Nations (MUN), school sporting events, or other school functions, are valuable opportunities for students to develop skills and represent the school community. However, these absences also require careful planning to ensure students remain responsible for their learning and academic progress.
Expectations for Students:
- Plan Ahead:
Students are expected to notify their teachers of anticipated absences well in advance. This allows teachers to provide any necessary resources, assignments, or instructions to keep the student on track. - Communicate with Teachers:
Students should schedule conferences with their teachers before their absence to and within three days upon return:- Understand upcoming lessons or activities they will miss.
- Receive guidance on assignments and deadlines.
- Clarify expectations for any make-up work.
- Stay Organized:
It is the student’s responsibility to:- Complete assignments by their due dates or make alternative arrangements if necessary.
- Follow up on missed lessons or materials promptly upon returning to school.
- Leverage Available Resources:
Students are encouraged to use tools such as Google Classroom, class notes, or recorded lessons (if available) to stay updated on what they missed.
Brief Absences (1-4 days):
In the event of a short illness, students are responsible for taking ownership of their learning and ensuring that missed work is completed.
- Student Responsibility:
It is the student’s responsibility to proactively reach out to their teachers upon returning to school to gather information about missed assignments, lessons, and any additional instructions. - Collaboration with Teachers:
Teachers will work with students to determine appropriate deadlines for completing missed work, but students are expected to manage their time effectively and prioritize catching up. - Use of Resources:
Students should utilize available resources, such as Google Classroom, peer notes, or teacher-provided materials, to stay up to date on missed content.
Longer Excused Absences (5 or More Days):
For extended absences due to circumstances such as a death in the family, prolonged illness, sporting competitions, and religious commitments students will be given the opportunity to complete missed work in a way that supports their academic progress while accounting for their situation.
Guidelines for Students:
- Communication with the School:
Students or their families should inform the school as soon as possible about the reason for the extended absence and maintain ongoing communication, if needed. - Completion of Missed Work:
- Students are responsible for working with their teachers to develop a plan for completing assignments and tests missed during their absence.
- The assignments and tests provided will be reasonably equivalent to, but not necessarily identical to, the ones missed.
- Deadlines and Flexibility:
Teachers will set reasonable deadlines for the completion of missed work. Students are expected to meet these deadlines to the best of their ability, and extensions may be considered based on individual circumstances. - Full Credit for Satisfactory Work:
Students will receive full credit for work that is completed satisfactorily within the agreed-upon timeframe.
Unexcused Absences (e.g., Family Holidays):
Unexcused absences, such as family holidays, require proactive communication and collaboration among the parent, student, and teacher to minimize the impact on the student’s learning. Parents are encouraged to inform the school in advance of any planned absences so that teachers can provide guidance on missed work and help the student stay on track. It is important for all students to be present when classes are in session to maximize their learning opportunities and maintain consistency in their academic progress. Regular attendance ensures that students stay engaged and benefit from the full educational experience.
Guidelines for Unexcused Absences:
- Family Responsibility:
- Families must inform the school as soon as an unexcused absence is planned or known.
- Parents should take the initiative to coordinate with the school to understand the implications of the absence and the required steps for maintaining the student’s progress.
- Collaboration on Assignments:
- The parent, student, and teacher must work together to determine appropriate work that the student can complete during or after the absence.
- Teachers may provide resources or assignments, but it is the student’s responsibility to complete the work and stay up to date.
- Accountability for Missed Content:
- Students should plan to catch up on any missed lessons or assignments promptly upon their return to school.
- Teachers will support students by providing guidance but are not obligated to re-teach missed content.
TARDIES FOR MIDDLE AND HIGH SCHOOL
Rationale:
The purpose of this policy is to promote consistency in attendance while ensuring students are supported in improving their habits without excluding them from learning.
Timeline:
Tardies and thus consequences reset each semester. However, please note if students are consistently taking advantage of the reset, then administration has the discretion to escalate consequences quicker.
What is a Tardy?
A student is considered tardy if they are not in class and ready to work by the start of class. One second late? Tardy. Ten minutes late? Tardy. Walking in the door when class starts? Tardy. Students must be in class and ready to work when the scheduled class time begins.
Detentions:
Lunch detention: Will occur during school lunch on designated detention days. Students assigned lunch detention will be notified of the date they are expected to attend. Students will be given the opportunity to work on schoolwork or sit quietly. If a student does not follow the expectations of lunch detention, the student may choose between completing assigned school community service or serving an after-school detention.
After-school detention: Will occur from 3:00–4:00 on designated detention days. Students and their parents/guardians will be notified of the date the student is expected to attend. Students will be given the opportunity to work on schoolwork or sit quietly. If a student does not follow the expectations of after-school detention, the student may choose between completing assigned school community service or serving two additional after-school detentions.
In-school suspensions:
Students will be given work to do for their classes if appropriate by teachers.
If students do not follow the guidelines set for In-school suspension, the parents will be contacted. Parents have the choice to keep the student in school by completing community service (cleaning tables, doing dishes and so on). If parents do not agree to this then the child will be sent home.
If an in-school suspension must occur a meeting with the parent will be held each time.
Above and Beyond:
If students go above the allocated unexcused absences, then a meeting with the parent-student-principal-head of school and assistant principal will be held. During this meeting students will be placed on an attendance contract.
If students go above the allocated unexcused tardies, then a meeting with the parent-student-principal and assistant principal will be held. During this meeting students will be placed on an attendance contract.
Tardy to School:
Tardy to Class:
LEARNING SKILLS
At Schutz American School, the Learning skills develop essential skills that empower students to become independent, lifelong learners equipped to navigate a rapidly changing world.
- Thinking Skills:
Students develop critical and creative thinking skills, enabling them to analyze, evaluate, and synthesize information. They learn to approach challenges with innovation and solve problems effectively. - Communication Skills:
Schutz emphasizes clear and thoughtful communication in both oral and written forms. Students are encouraged to express themselves confidently, listen actively, and engage in meaningful dialogue with diverse audiences. - Self-Management Skills:
Students are guided to take ownership of their learning by developing organizational skills, managing their time effectively, and cultivating resilience. Emotional management and mindfulness are also integrated into this skill area. - Research Skills:
Research is a vital part of learning at Schutz. Students learn to locate, evaluate, and utilize information ethically and effectively. These skills prepare them for academic inquiry and informed decision-making. - Social Skills:
Collaboration is a key aspect of the Schutz experience. Students work effectively in teams, respect diverse perspectives, and resolve conflicts constructively, preparing them for success in group dynamics.
HEALTHY LUNCH AND SNACKS
Providing students with healthy snacks and lunches is essential for supporting their overall well-being and academic success. Nutritious meals help students maintain focus, energy, and concentration throughout the school day, contributing to better learning outcomes and improved behavior. A balanced diet that includes fruits, vegetables, whole grains, and proteins fuels both the body and mind, helping students to stay alert and engaged. We encourage parents to pack well-balanced snacks and lunches that promote healthy eating habits and avoid processed foods high in sugar, salt, and unhealthy fats. By working together to provide nutritious options, we can help students develop lifelong healthy eating habits and create a more productive and positive learning environment.
ARRIVAL AND DISMISSAL
To ensure a smooth and safe arrival and dismissal process, middle and high school students should use the main gate when entering and leaving the school. Elementary students should use the gate near the elementary playground. Middle and high school students who have younger siblings in elementary may use the elementary gate to escort their siblings to school. Students who ride the bus will enter and exit through the back parking lot. We appreciate your cooperation in following these procedures to help maintain a safe and orderly environment for all students.
CHILD PROTECTION
At Schutz American School, the safety and well-being of every child is our top priority. We are committed to providing a secure and nurturing environment where all students feel protected, valued, and supported. Our comprehensive child protection policies and procedures are designed to ensure the physical, emotional, and mental well-being of every student, aligning with international standards and best practices.
We believe that safeguarding children is a shared responsibility, and we work closely with parents, educators, and the broader community to promote a culture of safety, respect, and transparency. All staff members undergo regular training on child protection, equipping them to recognize and respond appropriately to any concerns.
Students participate in child protection lessons throughout the school year to develop the skills and knowledge needed to recognize and respond to unsafe situations.
For detailed information about our child protection policies, procedures, and resources, parents are encouraged to refer to the Child Protection Handbook. Together, we can create a safe and empowering environment where all students can thrive.
COMMUNICATION
Our Commitment to Resolving Concerns: At Schutz, we believe that open communication and collaboration between parents and school staff are essential for a positive educational experience. Our teachers and principals are dedicated to addressing concerns with professionalism, empathy, and efficiency. We value parental input and will always work towards fair and constructive solutions to ensure the well-being and success of our students.
Formal Grievance Process: If a concern remains unresolved even after the involvement of the Head of School, parents have the right to escalate the matter to the Board of Trustees. This requires submitting a formal grievance letter detailing the issue and previous steps taken. The Board will review the matter thoroughly and respond in accordance with school policies to ensure a fair and transparent resolution.
Communication Flow Chart:
1. Classroom Teacher | Initial point of contact for classroom-related concerns (academics, behavior, social issues) | Attempt to resolve the issue at the classroom level |
2. Principal | Address issues that couldn’t be resolved at the classroom level or school-wide concerns | Work with the teacher and parents to find a solution |
3. Head of School | For unresolved issues at the principal level or broader school-wide concerns | Provide further review and resolution of the issue |
4. Formal Grievance to the Board | If the issue remains unresolved after contacting the Head of School | Submit a formal, written grievance to the Board for consideration |
SUPPORTING STUDENT BEHAVIOR
Rationale
At Schutz American School, expectations for student behavior are rooted in our Core Values. Our ultimate goal is to nurture internationally minded individuals who embody integrity, compassion, responsibility, respect, and resilience. Together, we strive to cultivate a community where every member takes meaningful action to contribute positively to our shared environment.
Both positive behaviors and behavior concerns will be documented in Toddle. This provides consistent information across the school, allows us to recognize positive behavior, and helps us identify patterns when students may need additional support.
Moving Between Levels of Support
Students may move between levels of support depending on their needs. Three documented behavior concerns within a two-week period will prompt a Student of Concern review.
At this meeting, the Vice Principal, Principal, and Learning Support Coordinator will review the concerns, identify patterns, and consider the strategies that have already been tried. The team will then determine the appropriate next steps for the individual student.
If targeted support is not needed, the student will return to Tier 1. The team will provide strategies for both the student and teacher, and the student’s progress will continue to be monitored.
If targeted support is needed, the student will remain at Tier 2. The team will identify appropriate interventions and monitor the student’s progress.
If the student responds positively to the interventions, the student may return to Tier 1.
If the student continues to need targeted support, the student will remain at Tier 2, and interventions may be adjusted.
If the student does not respond to Tier 2 interventions, the team may recommend moving to Tier 3, which provides more individualized and intensive support in collaboration with the Head of School.
The process for triggering a Student of Concern review is consistent for all students. However, the support provided and movement between tiers will be based on each student’s individual needs and response to intervention.
DRESS EXPECTATIONS
At Schutz American School, we encourage students to dress in a way that reflects our high standards as learners and shows respect for Egyptian culture and our school community.
General Guidelines:
- Clothing should be appropriate for a school setting and conducive to a focused learning environment.
- Items such as short-shorts, tank tops, bare midriffs, low-cut pants, and shirts with inappropriate language or imagery are not acceptable.
- Clothing, accessories, tattoos, piercings, or grooming that disrupts the learning environment will be addressed by the administration.
- Footwear: Students must wear closed-toe, closed-heel shoes that fit securely to the foot. Sandals, slides, flip-flops, Crocs/clogs, slippers, and other open or loose-fitting footwear are not permitted.
Corrective Action:
If a student’s attire is found to be inappropriate:
- The student will be asked to change into suitable clothing.
- If necessary, the student may be sent home to change and will be welcomed back to class once appropriately dressed.
Our aim is to maintain a respectful, inclusive, and focused learning environment for all students while honoring the cultural sensitivities of our community.
BUS SERVICE
At Schutz American School, we are pleased to offer a convenient and safe bus service for a limited number of students for an additional fee. This service is designed to ensure that students arrive at school and return home comfortably and securely.
Key Features of Our Bus Service:
- Safety First: A dedicated monitor is present on all buses during morning and afternoon routes to prioritize the safety and well-being of our students.
- Clear Communication: To avoid confusion, any changes to your child’s usual transportation schedule should be promptly communicated to the bus monitor or driver.
Bus Schedule:
- Buses depart promptly at 3:20 p.m. each school day.
- Students are expected to arrive on time to ensure a smooth and efficient departure.
Contact Information:
If you’re interested in enrolling your child in the bus service or have any questions, please contact the SAS main office or email your divisional Administrative Assistant.
LEARNING AT SCHUTZ
Programs at Schutz American School
At Schutz American School, our programs are carefully designed to cater to the developmental, academic, and social-emotional needs of students at every stage of their educational journey. Each division offers a tailored curriculum and enriching experiences to foster growth, curiosity, and success.
EARLY CHILDHOOD PROGRAM
The Early Childhood Program at Schutz provides a nurturing and stimulating environment for our youngest learners. The curriculum is play-based, fostering creativity, exploration, and foundational skill development in language, math, and social-emotional growth. Key components include:
- Hands-on, experiential learning activities.
- Emphasis on social skills, empathy, and cooperation.
- Age-appropriate literacy and numeracy development.
- Regular communication with families to support home-school connections.
Intimate Care Guidelines
Introduction
Schutz American School (SAS) is committed to ensuring that all staff responsible for the intimate care of children undertake their duties in a professional manner. Staff responsible for the intimate care of children will always undertake their duties in a professional manner. SAS recognizes that there is a need to treat all children with respect when intimate care is given. No child should be attended to in a way that causes distress, embarrassment, or pain.
Definition
Intimate care is any care given when meeting the toileting and hygiene needs of a child. The scope of this care can range from minimal to full depending on age, special needs, disability, or illness. Examples include care associated with toileting, continence, medical procedures, or menstrual management as well as assistance and supervisory tasks such as overseeing washing, toileting, or changing clothes. Most people usually carry out intimate care tasks themselves, but some children are unable to do because of their young age, physical disabilities, or other special needs.
Approach to Best Practice
The management of all children with intimate care needs will be carefully planned. The child who requires intimate care will be treated with respect at all times. The child’s welfare and dignity are the top priorities of SAS staff and will be maintained through a high level of privacy, choice, and control. To achieve these objectives:
SAS staff who provide intimate care are trained in child safeguarding and protection, moving and handling children, and best practice in intimate care. Only members of staff will carry out intimate care with children at the school. It is not appropriate to have students or parent helpers carrying out this role. Staff behavior must be open to scrutiny and staff must work in partnership with parents and caregivers to provide continuity of care to children wherever possible.
SAS students and staff should have access to clean bathrooms with equipment that is safe and in good working order. There should be a designated staff bathroom and designated student bathrooms. Within the constraints of the country and school, the most suitable equipment and facilities will be provided to assist with children who need special arrangements.
SAS staff will ensure that all the normal precautions are taken to avoid infection such as the use of disposable gloves when appropriate and the proper disposal of waste.
In the case of a child with a specific medical or developmental condition, which could impact toilet training, advice should be sought by the parents or guardians from a pediatrician. That advice should then be shared with the school to create a toileting plan for the child.
Staff will be supported to adapt their practice in relation to the needs of individual children taking into account developmental changes. Staff will be alert and responsive to each child’s reaction to care and provide appropriate support and reassurance.
SAS staff supports each student to achieve the highest level of autonomy that is possible given their age and abilities. Staff will encourage children to do as much for themselves as they can. This may mean, for example, giving the child responsibility for washing themselves. Individual intimate care plans will be drawn up for particular children as appropriate to suit the circumstances of the child. All children will be taught personal safety skills carefully matched to their level of development and understanding.
Each child’s right to privacy will be respected. However, to protect the adult and the child, no adult will be left alone with a child behind a fully closed door when carrying out intimate care procedures. Careful consideration will be given to each child’s situation to determine how many caregivers might need to be present when a child is toileted. Where possible one child will be catered for by one adult unless there is a sound reason for having more adults present. If this is the case, the reasons will be clearly documented in the child’s intimate care plan.
Wherever possible staff should only care intimately for an individual of the same sex. However, in certain circumstances this principle may need to be waived where failure to provide appropriate care would result in negligence, for example, female staff supporting boys as no male staff are available.
Intimate care arrangements will be discussed with parents and/or guardians upon enrollment and during conferences. The needs and wishes of children and parents will be respected within the constraints of staffing and host country regulations.
If a SAS staff member has concerns about any marks, bruises, or injuries on a child’s body, they will immediately report the concern to their superior.
If a child becomes distressed or unhappy about being cared for by a particular member of staff, the matter will be looked into and outcomes recorded. We will contact parents or caregivers at the earliest opportunity in order to reach a resolution. Staffing schedules will be altered until the issues are resolved so that the child’s needs remain paramount. If a child makes an allegation against a member of staff, we will follow the reporting guidelines in the SAS Child Safeguarding and Protection Handbook.
All SAS staff will be required to confirm that they have read the “Intimate Care and Supervision Policy” who provide intimate care for children and young people.
Early Years (2-4-Year-Old Classes) Intimate Care
It is important that toilet training in the early years is identified as intimate care. Early Years teachers and staff should:
Create a written toileting schedule for the early years students that includes the daily schedule of toilet visits (after snack, before lunchtime, before naptime, etc.).
Include the names of staff members who will assist the students with toileting.
Do not force children to use the toilet if they do not feel the need, but rather encourage them to listen to their bodies.
Review intimate care arrangements that have been agreed upon with a parent annually (Parent Letter).
When intimate care is required, report the duty of intimate care to another member of staff and record on an agreed-upon chart (see Intimate Care Record Sheet for sample chart).
Parents, staff, and children should all understand that when the child has an accident, it is not a problem, and the child should not be made to feel that way.
Parents should be informed and agree to the following guidelines. To help your child gain toilet independence:
Children in the 2-year-old class are expected to come to school in underwear only and provide as many changes of clothing as needed; diaper pants (aka “pull-ups”) can be worn during the nap time. Children who wear diaper pants are expected to learn to change back into their underwear with little or no help.
It is the goal that children in the 2-year-old class become independent in the toilet (with only occasional accidents) during the school year.
Children in the 3-year-old class are expected to come to school in underwear only, including during the nap time, and provide changes of clothing as needed.
It is the goal that 3-year-old children show toilet independence (few to no accidents) within the first month of attendance.
Children in the 4-year-old class are expected to come to school in underwear only, including during the nap time, and provide changes of clothing as needed.
Teachers and paraprofessionals will help children to clean themselves and change their clothes if a toilet accident occurs.
Teachers and paraprofessionals will regularly take children to the toilet to encourage a toilet routine. In addition, children can go to the toilet as needed.
Parents agree to actively support toilet training at home, including during school holidays.
Teachers will give parents regular feedback on their child’s toilet training progress on the progress report and in the message book (for children who are not yet independent).
If a child is having particular trouble in toilet training, the teacher and parent will agree on a support plan to follow, including a timeline.
In the event that a child is not showing improvement in gaining toilet independence after a support plan is followed, a child may be asked to leave school for a period of time until progress is made at home, unless there is a documented medical issue that parents are working to address. If there is a medical issue, the school will work with the parents to develop an appropriate care plan.
Procedure for Helping a Child to Change Clothes
Ascertain the child has had an accident.
Offer to help the child to change their clothes and make themselves clean.
Seek out a second adult to provide support if necessary, or inform another adult that you are going to help the child to change.
Ensure all changing equipment and resources are ready.
Take the child to the designated changing area (usually the toilets) and establish that the child is happy and comfortable with being changed by talking to the child throughout and telling them what you are about to do before each step.
Reassure the child and make changing an enjoyable time from beginning to end by chatting and/or singing.
If possible, wear disposable gloves. Please note, the use of disposable gloves is not a substitute for good hand hygiene and hands must still be washed at the start and end of the procedure.
Encourage the child to undress independently where possible. If adult help is needed, the adult is to remove only the clothes required to reach soiled underpants unless further soiling has occurred, and the child needs to be changed fully. Soiled clothing should be placed in a sanitary bag to be sent home with the child.
If possible, instruct the child to clean themselves with disposable wipes and help as necessary, or if the child is not able to clean themselves do it for them.
Help the child to get dressed or encourage the child to dress in clean clothes if they may do so independently. Place dirty clothes into a plastic bag to be given to parents or caregivers when the child is picked up at the end of the day. Staff members will not attempt to wash or rinse the clothes.
Oversee the child’s handwashing.
Determine if the changing area should be wiped with anti-bacterial spray and dried after use.
Record completed intimate care procedures on the Intimate Care log and sign, detailing the procedure carried out and any additional notes, for example if a child was upset or a rash was present. Inform the parent or caregiver of the need to carry out intimate care at the end of the school day.
Class teachers should consider creating an individual healthcare plan for children who require regular changing. This should be written by parents/caregivers and staff and signed by both.
ELEMENTARY SCHOOL PROGRAM
The Elementary School Program at Schutz focuses on building strong academic foundations while fostering curiosity, independence, and a love of learning. Through our Personalized Learning approach, students are encouraged to take an active role in their learning journey while receiving the support and challenge they need to be successful.
Key highlights include:
- A comprehensive curriculum covering English, mathematics, science, social studies, and world languages.
- Personalized learning experiences that recognize and respond to individual student strengths, needs, and interests.
- A co-teaching model that provides targeted support and differentiated instruction for all learners.
- Integration of technology, hands-on learning experiences, and real-world problem-solving.
- A focus on character development through our core values of Respect, Responsibility, Resilience, Integrity, and Compassion.
- Specialist classes in art, drama, music, physical education, and library skills.
- Opportunities for student voice, choice, and ownership through goal setting, reflection, collaborative projects, and independent learning experiences.
Personalized Learning at Schutz American School
At Schutz American School, Personalized Learning is at the heart of our educational approach. We believe that every child is unique and learns differently. Our goal is to ensure that students are appropriately supported, challenged, and empowered to reach their full potential.
Key Features of Personalized Learning at Schutz
Student-Centered Learning
Students are active participants in their learning. They are encouraged to set goals, reflect on their progress, identify areas for growth, and celebrate their successes. By developing these skills early, students become more independent, motivated, and confident learners.
Learning Designed Around Student Needs
Teachers use a variety of data sources, observations, and assessments to understand each student’s strengths and learning needs. This information helps teachers provide targeted instruction, flexible grouping opportunities, intervention, and enrichment when needed.
Meaningful and Engaging Learning Experiences
Students learn through inquiry, collaboration, hands-on projects, and authentic learning experiences. Lessons are designed to encourage critical thinking, creativity, communication, and problem-solving while helping students make connections between what they learn and the world around them.
Building Global Citizens
Our mission is to empower all students to pursue their passions as confident global citizens. Students learn to appreciate diverse perspectives, act with empathy and integrity, and understand their role in creating positive change within their communities and beyond.
Play, Exploration, and Discovery
For our youngest learners, play remains an essential part of the learning process. Through exploration, imagination, and purposeful play, students develop social skills, creativity, independence, and foundational academic skills in a supportive environment.
Reflection and Growth
Students are encouraged to reflect regularly on their learning, identify next steps, and develop a growth mindset. Reflection helps students understand how they learn best and supports the development of lifelong learning habits.
The Schutz Approach
At Schutz American School, Personalized Learning is more than a strategy—it is a commitment to knowing every student as an individual. We strive to create a learning environment where students feel supported, challenged, and inspired to pursue their interests and reach their personal best.
Through strong relationships, high expectations, and meaningful learning experiences, we help students develop the knowledge, skills, and confidence needed to thrive in school and beyond. Our goal is to create empowered learners who are prepared to adapt, contribute, and succeed in an ever-changing world.
MIDDLE SCHOOL PROGRAM
The Middle School Program supports students as they transition from elementary school to high school, providing the academic challenge, guidance, and opportunities needed during these important developmental years. Our program focuses on building independence, responsibility, and the skills students need to become confident learners and engaged members of their community.
Highlights include:
- A broad curriculum that includes core academic subjects and electives designed to explore student interests and passions.
- Personalized learning experiences that provide the right balance of support and challenge for each student.
- Advisory programs that support student well-being, personal growth, and academic success.
- A focus on critical thinking, problem-solving, communication, and collaboration.
- Leadership opportunities through student council, service projects, Model United Nations, and other student-led initiatives.
- Participation in athletics, extracurricular activities, and experiential learning opportunities such as Week Without Walls.
Personalized Learning in Middle School
At Schutz American School, middle school students are encouraged to take increasing ownership of their learning. Through goal setting, reflection, and regular feedback, students learn to understand their strengths, identify areas for growth, and develop the habits needed for future success.
Key Features of the Middle School Experience
Student Ownership of Learning
Students play an active role in their education by setting goals, reflecting on their progress, and making choices about their learning. As students develop greater independence, they are encouraged to advocate for themselves and take responsibility for their growth.
Meaningful and Relevant Learning
Learning experiences are designed to connect classroom learning with real-world issues and authentic challenges. Students are encouraged to ask questions, think critically, solve problems, and apply their learning in meaningful ways.
Personalized Support and Challenge
Teachers use a variety of assessment data and learning evidence to understand student needs and provide targeted support, intervention, or enrichment. Flexible grouping and differentiated instruction help ensure that every student continues to grow.
Development of Essential Skills
Middle school is a critical time for developing the skills students need to be successful learners and future leaders. Students strengthen their abilities in:
- Research and inquiry
- Communication
- Critical and creative thinking
- Collaboration
- Self-management and organization
- Reflection and goal setting
Leadership, Service, and Global Citizenship
Students are encouraged to make a positive impact within their school and community. Through service learning, leadership opportunities, Model United Nations, and community projects, students learn the importance of responsibility, empathy, and active citizenship.
The Schutz Approach
Our middle school program is designed to meet the unique needs of young adolescents while preparing them for the increased expectations of high school. We challenge students academically while providing the support necessary for them to grow socially, emotionally, and academically.
Through strong relationships, personalized learning, and meaningful learning experiences, we help students become confident learners, thoughtful problem-solvers, and compassionate global citizens who are prepared for success in high school and beyond.
HIGH SCHOOL PROGRAM
The High School Program prepares students for success in higher education and beyond, emphasizing academic excellence, personal growth, and global citizenship. Highlights include:
- A diverse curriculum with Advanced Placement (AP) courses and electives.
- Guidance and counseling services for college and career readiness.
- Internship opportunities and a Global Impact Diploma program.
- Co-curricular activities including sports, arts, and leadership opportunities.
- Senior projects to demonstrate mastery of skills and knowledge.
At Schutz, we are committed to providing a well-rounded education that supports every student’s journey from early childhood through high school, preparing them for a lifetime of learning and achievement.
GLOBAL ONLINE ACADEMY (GOA)
Schutz American School is a member of Global Online Academy (GOA), an international consortium of schools that provides students with access to a wide range of rigorous online courses taught by experienced educators from around the world. GOA courses allow high school students to explore subjects and interests that may not be available within the regular Schutz course offerings while collaborating with students from a global community.
Students in Grades 9–12 may apply to take approved GOA courses as part of their high school program. Upon successful completion, students may earn Schutz high school credit, with the course and grade recorded on their transcript in accordance with school graduation requirements. GOA courses emphasize independent learning, collaboration, real-world application, and student choice.
ADVANCED PLACEMENT COURSES
Schutz American School offers Advanced Placement (AP) courses to provide high school students with the opportunity to engage in college-level studies while still in high school. These courses are designed to challenge students academically, develop advanced skills, and prepare them for success in higher education.
Key Features of AP at Schutz:
- Rigorous Curriculum: AP courses at Schutz follow a curriculum developed by the College Board, offering students the depth and challenge of college-level coursework.
- Diverse Subject Offerings: Schutz provides a variety of AP courses to meet the diverse interests and academic goals of our students. Examples may include AP Biology, AP Calculus, AP English Language and Composition, and more.
- AP Exams:
- AP exams are taken at the end of the academic year, offering students the chance to earn college credit or advanced placement at many universities worldwide.
- Students enrolled in AP courses are expected to take the AP exams in the month of May.
- Exams are scored on a scale of 1 to 5, with scores of 3 or higher often eligible for college credit.
- College Readiness:
- AP courses at Schutz help students develop critical thinking, problem-solving, and academic writing skills, providing excellent preparation for university-level studies.
- Students gain an edge in the college admissions process by demonstrating their commitment to academic rigor.
- Global Recognition:
- The AP program is widely recognized by colleges and universities in the United States and abroad, enhancing opportunities for our students on an international scale.
Through our AP offerings, Schutz American School ensures students have access to advanced academic opportunities, empowering them to achieve their full potential and excel in their post-secondary endeavors.
GRADUATION REQUIREMENTS
To graduate, students must earn the following minimum credits in each area of study:
Subject | Graduation Requirements |
English | 4 credits |
Social Studies | 3 credits |
Mathematics | 3 credits |
Science | 3 credits |
World Language | 3 credits |
Fine and Practical Arts | 2 credits |
Physical Education | 2 credits |
Electives | 3 credits |
Total | 22 credits |
Notes:
- Any course taken beyond the minimum credit requirement in a given subject area is considered an elective in that subject area.
- A cumulative GPA of 2.0 is required for graduation.
- AP courses are not required for graduation from Schutz.
Additional Graduation Policies
Course Credits:
- The school year is divided into two semesters.
- Full-year courses earn 1 credit toward graduation.
- Semester courses earn 0.5 credit.
Schutz Diploma:
- Awarded after four years of full-time attendance in grades 9 through 12.
- AND
- Requires successful completion of the required courses and a minimum of 22 credits.
Schutz Diploma with Honors:
To earn this honor, students must complete four years of full-time attendance in grades 9–12, accumulate 24 credit hours, successfully complete three AP courses, and maintain a cumulative GPA of at least 3.7 during their final two years of high school. Upon graduation, they will receive a diploma designated as a Diploma with Honors.
HIGH SCHOOL PROCEDURES
Academic Advising
Each spring, the high school principal meets individually with students to review their transcripts, graduation requirements, academic performance, and personal interests. Based on these factors—along with course offerings, faculty recommendations (especially for AP courses), and a balanced course load—students will develop a course program that ensures both academic rigor and success.
Course Selection and Course Load
- Students in grades 9 and 10 must enroll in seven courses, constituting a full schedule.
- Students in grades 11 and 12 may enroll in six courses, depending on scheduling conflicts and course intensity.
- Seniors may register for five courses only if they meet the minimum graduation requirements.
Online Learning
Motivated and ambitious students are encouraged to expand their horizons by enrolling in online courses that are not offered at Schutz. The University of Nebraska High School serves as the primary provider, but students may choose other accredited providers with prior approval from the office to ensure legitimacy.
Transfer Credit
Due to variations in grading scales, credits earned through online providers or transfer credits from other schools will not be factored into a student’s GPA, though credit will still be awarded. For transfer students, Schutz will only grant credit for courses with grades of C- or higher.
Repeat Courses
A student who earns a C- or lower in a course may retake it, schedule permitting, to improve their grade. The higher of the two grades will be recorded on the transcript and factored into the GPA.
Master Schedule and Schedule Changes
The master schedule, including student course enrollments, is finalized and shared before the end of the school year. Students are expected to adhere to their schedules. However, during the first week of school, schedule changes may be approved by the principal’s office under the following conditions:
- A scheduling conflict exists.
- A student wishes to add or drop a course to better align with their educational goals.
Changes are not automatically approved and are reviewed on a case-by-case basis.
Recommended Study Time and Preparation
The amount of study and preparation required outside of school varies based on grade level, coursework difficulty, extracurricular activities, and individual study habits. The following general guidelines apply:
- Freshmen & Sophomores (Grades 9–10): 1–2 hours per day
- Juniors (Grade 11): 2–3 hours per day (particularly for challenging academic courses and AP classes)
- Seniors (Grade 12): 2–4 hours per day (especially if taking AP courses, preparing for college applications, or studying for standardized tests)
- Students with heavy course loads, particularly those enrolled in three or more AP courses, may require additional study time.
These are general averages and may vary depending on individual circumstances.
Grading
Schutz uses the following grading scale:
Letter Grade | Range % | GPA Points |
A+ | 96.5 | 4.3 |
A | 92.5 | 4 |
A- | 89.5 | 3.7 |
B+ | 86.5 | 3.3 |
B | 82.5 | 3 |
B- | 79.5 | 2.7 |
C+ | 76.5 | 2.3 |
C | 72.5 | 2 |
C- | 69.5 | 1.7 |
D+ | 66.5 | 1.3 |
D | 62.5 | 1 |
D- | 59.5 | 0.7 |
F | <59.5 | 0.5 |
Honor Roll
Students in grades 9–12 are recognized for academic achievement based on their semester GPA:
- Honors: Semester GPA of 3.3 (B+)
- High Honors: Semester GPA of 3.7 (A-)
- Highest Honors: Semester GPA of 4.0 (A)
The GPA is rounded to the nearest tenth (0.1), and all grades must be C- or higher for a student to qualify for the Honor Roll.
Tardiness
Punctuality is an important life skill, and arriving late disrupts both teachers and classmates. Parents are encouraged to help ensure their children arrive on time. A student is considered tardy if they are not in school by 8:15am (I/E) period and in class when the period begins. Tardiness applies to both morning arrival and individual class periods throughout the day.
Tardiness may result in after-school detention.
CLASS SIZE
At Schutz American School, we pride ourselves on maintaining optimal class sizes that foster personalized learning and meaningful teacher-student interactions. Our class size limits are designed to ensure a supportive and engaging educational experience:
- Pre-K & Kindergarten: 18 students
- Grades 1 to 3: 20 students
- Grades 4 to 12: 23 students
In special circumstances, the Head of School may adjust class sizes slightly, adding 1 to 3 students to accommodate factors such as enrollment timing, budgetary considerations, and operational needs. This flexibility ensures we can meet the needs of our community while maintaining our commitment to a high-quality education.
STUDENT LEARNING SUPPORT
The Learning Support Program at Schutz American School follows a Multi-Tiered System of Supports (MTSS) framework to ensure that every student receives the necessary resources to thrive academically, socially, and emotionally. We believe in a proactive, data-driven approach to identify and address the diverse needs of our students. Our program provides targeted support, ranging from universal interventions to more intensive, individualized support based on each student’s unique requirements.
By focusing on removing barriers to learning, we work collaboratively with teachers, families, and specialists to create personalized learning plans that cater to the whole child. This approach helps us provide effective academic interventions and also support students in their social and emotional development.
Our ultimate goal is to foster independent learners who can navigate their educational journey with confidence. We empower students by teaching them self-regulation strategies, problem-solving skills, and resilience, ensuring they build the necessary skills for long-term success. Through ongoing assessment and adjustments, we continuously monitor progress, making sure that all students have the opportunity to reach their full potential and grow into responsible, capable individuals.
MTSS (Multi-Tiered System of Supports) is a framework used in Schutz to provide targeted support to all students. It includes different levels of interventions, from whole-class instruction to more intensive, individualized help, based on student needs in academics, behavior, and social-emotional development. RTI (Response to Intervention) falls under MTSS and focuses specifically on identifying and supporting students with learning difficulties.
Student Well-Being
Schutz American School’s Social-Emotional Learning (SEL) program is designed to support students’ holistic development and align with the school’s mission of nurturing confident, responsible global citizens. The program is guided by best practices from the American School Counselor Association (ASCA), Collaborative for Academic Social Emotional Learning (CASEL), and International School Counselor Association (ISCA) frameworks.
In the Elementary School, SEL instruction is primarily delivered through the Second Step curriculum, which focuses on core competencies such as emotional regulation, empathy, problem-solving, and relationship skills. Bullying prevention is also addressed through Second Step, alongside the use of Big Bad Boo, helping students understand the impact of unkind behavior and equipping them with strategies to respond safely and respectfully.
Child protection education in the Elementary School is implemented through the Association of International Schools in Africa (AISA) Child Protection Curriculum and is delivered by the Elementary School Principal. This ensures that students are equipped with the knowledge and skills to understand personal safety, distinguish between safe and unsafe situations, and develop self-advocacy skills in a developmentally appropriate manner.
At the Middle and High School levels, Social-Emotional Learning (SEL) is delivered through the School-Connect curriculum during Advisory periods. School-Connect is an evidence-based program designed to support students’ social, emotional, and academic development by building skills such as self-awareness, self-management, relationship building, responsible decision-making, and resilience. The program aligns with international school counseling standards and supports the school’s mission of fostering students’ overall well-being and success.
Overall, Schutz’s SEL framework is intentionally structured to provide continuity across grade levels, promote student well-being, and foster a safe, inclusive, and supportive school environment.
ACADEMIC INTEGRITY
SAS is a community of learners, and one of our highest ideals is the ethical practice of learning. Academic Integrity is critical for both students and faculty as it ensures the protection and maintenance of our integrity in all academic work. At SAS, students are expected to uphold high standards by practicing ethical research, scholarship, and collaboration.
An understanding of Academic Integrity, including avoiding Academic Misconduct, is essential to a student’s success at SAS, particularly in Advanced Placement (AP) courses and beyond.
Definition of Academic Integrity:
Academic Integrity refers to producing work that reflects one’s own thinking, research, creativity, and inquiry. When using external sources of information that are not common knowledge, these must be properly acknowledged according to standard acceptable practices.
The line between acceptable assistance and unfair reliance on the work or ideas of others can sometimes be unclear. If you are ever in doubt, consult your teacher before submitting your work.
Forms of Academic Misconduct:
- Plagiarism:
Plagiarism is presenting someone else’s work—including the work of other students—as one’s own.- Any ideas, words, or materials taken from another source (written or oral) must be fully acknowledged, unless the information is common knowledge.
- What constitutes “common knowledge” may differ from course to course. If you are unsure, ask your teacher before using the information.
- Cheating:
Cheating includes any attempt to use or provide unauthorized assistance, materials, information, or study aids in any academic exercise or environment. Examples include:- Copying from another student or allowing others to copy.
- Having a tutor or another individual complete your work.
- Bringing unauthorized notes or aids into a test.
- Sharing a “programmed” calculator or other devices.
- Using language translation software or tools to translate work into another language.
Helping someone else cheat is considered the same offense as benefiting from unauthorized help. If you are unsure, ask a teacher for clarification.
Consequences for Violating Academic Integrity:
Breaking these ethical guidelines undermines the learning process and will result in appropriate consequences. These may include:
- Loss of credit for the assignment, project, or test completed dishonestly.
- Meeting with parents and a school representative to discuss the behavior and develop a plan to prevent future violations.
- For repeated offenses, consequences may escalate to suspension or expulsion from school.
At SAS, we are committed to supporting students in understanding and practicing Academic Integrity. We believe this is fundamental to their success as lifelong learners and ethical global citizens.
USE OF TECHNOLOGY
When it comes to digital technologies at Schutz American School…
Be Empowered.
Use technology to improve your skills, knowledge and amaze us.
Be Nice.
Help foster a school community that is helpful and nice. Use technology and platforms to promote and seek feedback on your work in a way that is kind and respectful to others. Use technology to uplift and encourage others.
Be Smart and Safe.
Use technology in a responsible and safe way that protects your personal security, information and privacy. Ask when you are unsure and speak out if you think there is something wrong.
Understand that some actions can put your security at risk and that you have the responsibility to inform your teachers, trusted adults and I.T when you are unsure or something is not right.
We use web filtering to block illegal material on our network, if you feel something is blocked that shouldn’t be, let us know. If you see something that you think is inappropriate or unsafe, also let us know.
Be Careful and Gentle.
Understand that resources are limited. Take care of your or our devices and network by asking when you are unsure, using good sense and by reporting anything that you suspect to be wrong.
Understand that technology is not separate from any other rule, regulation or policy laid out in the student handbook and should be followed as such, specifically this includes confiscation and search. At any time if you are unsure, ask. We use the ISTE standards for students to guide your learning and understanding of the use of technology.
Technology at SAS
The school provides a 1:1 device program for elementary students.
- PK – G1 School issued iPads.
- Gr2 – G5 School issued Chromebooks.
- MS and HS (BYOT) Bring Your Own Technology.
Upon moving to Middle School, students are expected to follow the Bring Your Own Technology Policy and return their Chromebooks.
Optional Continuation:
Families who prefer their child to continue using the G5 school-issued Chromebook in Middle School are welcome to do so. Parents will take on responsibility for any maintenance costs associated with keeping the device in working order, such as battery replacements or screen repairs.The school will assist in facilitating these repairs.
Community Partner Media Policy
To protect the privacy and rights of our students and staff, all community partners, volunteers, and visitors participating in on-campus activities or field trips must request and obtain explicit consent before taking, sharing, or posting any photographs, videos, or other media that include students or school personnel.
Consent must be obtained in writing from the student’s parent or guardian (or the staff member, if applicable) prior to any public use, including posting on social media, websites, or promotional materials.
Failure to follow this policy may result in restricted participation in future school activities.
Thank you for helping us maintain a safe and respectful environment for all members of our school community.
Student Filming and Privacy Policy
At Schutz, we are committed to fostering a safe and respectful environment for all students and staff. In order to protect the privacy and well-being of our community, students are strictly prohibited from filming, recording, or photographing others on campus without their explicit consent.
Any student found filming others without permission will face serious consequences. These may include, but are not limited to, a ban on bringing a mobile phone or recording device to school for a designated period of time. Additionally, the phone will be seized and student may be required to delete any unauthorized recordings or images immediately after parent contact and under staff and/or parent supervision.
Unauthorized filming not only violates personal privacy but can also have legal implications. We appreciate your support in helping maintain a respectful and secure environment for everyone.
RESPONSIBLE USE OF AI IN LEARNING
Philosophy of Safe and Ethical GenAI Use at Schutz American School
At Schutz American School, we embrace the transformative potential of generative AI (genAI) while prioritizing its safe, ethical, and responsible application in education. We are committed to fostering a learning environment where students and staff can engage with AI technologies in a way that aligns with our core values of integrity, respect, and innovation. Our philosophy of genAI use rests on the following principles:
- Safety: Ensuring that AI tools are used in a manner that protects the privacy and security of students, staff, and data. We adhere to stringent guidelines to safeguard sensitive information.
- Ethics: Upholding ethical standards by encouraging the fair and transparent use of genAI, avoiding biases, and promoting equity in learning.
- Responsibility: Guiding students and staff in understanding the capabilities and limitations of AI, encouraging critical thinking and informed decision-making when using these technologies.
- Collaboration: Leveraging AI to enhance collaboration between students and educators, empowering personalized learning while maintaining the integrity of human judgment and creativity.
We recognize the immense potential of AI to enhance learning experiences, but we remain mindful of its responsible and purposeful application.
Ideal Applications of GenAI by Department
1. Curriculum & Instruction:
- Lesson Planning and Differentiation: Teachers can use genAI to generate differentiated lesson plans, create age-appropriate content, and offer personalized feedback to students.
- Assessment Creation: AI can assist in creating diverse types of assessments, such as quizzes and writing prompts, helping teachers focus on individualized instruction.
- Language Learning: AI-powered tools can be used for language practice, vocabulary building, and peer-to-peer conversation simulations, offering additional resources for English Language Learners.
2. Technology Integration:
- AI Literacy: The IT department can use genAI to introduce students to AI programming, fostering digital literacy and awareness of the ethical considerations related to technology.
- Data Analysis: AI can assist in analyzing student performance data to help educators identify trends, strengths, and areas for improvement, allowing for more targeted interventions.
- Content Creation: AI can support the creation of multimedia resources, including videos, presentations, and educational animations, that enhance student engagement and understanding.
3. Student Services:
- Counseling and Emotional Support: AI-powered chatbots or tools can provide students with immediate support for non-urgent queries or serve as a resource for mental health education and wellness tips.
- Career Guidance: AI can analyze student interests and academic performance to recommend potential career paths or courses of study, allowing counselors to offer more personalized advice.
4. Library Services:
- Research Assistance: GenAI tools can be used to assist students in locating research materials, summarizing academic papers, and ensuring proper citation practices, promoting academic integrity.
- Digital Resource Curation: AI can help librarians curate personalized digital collections for students based on their interests, reading levels, and inquiry topics.
5. Extracurricular Programs:
- Creative Writing and Arts: AI can support students in generating ideas for creative projects such as writing, music composition, or visual arts, serving as an inspiration tool while ensuring student ownership of the final work.
- Clubs and Competitions: AI can be integrated into robotics clubs or coding competitions, offering students hands-on opportunities to work with AI systems, fostering innovation and teamwork.
These guidelines will be incorporated into each department’s training and professional development to ensure that AI is utilized ethically and effectively across our school community.
CO-CURRICULAR PROGRAM
Sports – After School Activities – Travel
After-School Programs
SAS offers a variety of after-school activities designed for all students to explore their interests and develop new skills.
- A list of current activities is routinely emailed to parents.
- All activities are supervised by SAS staff members for a nominal fee to cover materials and utilities.
- Activities led by outside instructors are available for an additional charge payable directly to the instructor.
- Specific activities are determined annually based on student interest and instructor availability.
Athletics
At SAS, we believe that athletics serve as a positive and powerful motivator for students to excel in all aspects of school life. Participation in athletics supports the growth of students into healthy, well-rounded, and socially well-adjusted individuals.
Through athletics, students develop essential life skills such as:
- Commitment
- Determination
- Teamwork
These skills empower students to achieve success not only in sports but also in their academic and personal lives. We encourage students to take advantage of the athletic opportunities offered to enhance their overall school experience. SAS provides excellent sports facilities to ensure safe and spirited participation.
Trips
SAS offers a variety of opportunities for students to travel and represent the school at academic, sporting, and organizational events.
- Students are expected to uphold the highest standards of behavior and discipline while on trips, as they are ambassadors of SAS and our core values.
- All school rules and behavior expectations remain in effect during any school-sponsored trip, just as they would on campus.
- Participation in trips is considered a privilege and can be revoked if behavior standards are not met.
Behavior Expectations on Trips:
- Students who fail to meet behavior expectations may lose the privilege to participate in future trips.
- In cases of serious misconduct, students may be required to return home at the family’s expense.
The Athletic and Activities Office organizes all trips and works diligently to keep costs reasonable while balancing the logistics required for national or international events. Nearly all trips are funded directly by families.
The After School Activities program at Schutz is divided into four seasons, each consisting of six weeks:
- Two seasons take place before winter break.
- Two seasons take place after winter break.
Program Details:
- Teaching staff will provide activities based on student interest, ensuring opportunities for all students to participate.
- These activities will be free of charge for families.
- Additionally, Schutz will employ outside coaches and vendors to offer a variety of activities on a pay-per-play basis, providing families with additional options.
This structure ensures a diverse range of activities for students, fostering their interests, talents, and growth outside the classroom.
Travel and Hosting Expectations
When applicable, students will have the privilege of traveling with a group of students and teacher sponsors for a variety of activities outside Egypt, including destinations in the Middle East, Eastern Mediterranean region, and Europe.
Student Expectations While Traveling:
- Students represent SAS, Alexandria, and Egypt as a whole and are expected to demonstrate respectful behavior at all times.
- Students must show respect to host families, host schools, and event organizers.
- Students and parents must sign and adhere to contracts outlining the expectations and rules for participation.
- Failure to comply with these rules may result in restriction from future events.
Eligibility to Participate in Activities:
- Students on Mandatory Academic Intervention (MAI) are not eligible to participate in activities.
- Eligibility will be determined at the time of tryouts for an activity and will remain in effect for the duration of the season.
Consequences for Dropping Out of an Activity:
If a student withdraws from an activity for personal or academic reasons (e.g., probation) after the season has begun, the consequences may include, but are not limited to:
- Paying for any costs incurred by the school on the student’s behalf.
- Being suspended from participating in the activity for a defined period or up to one year.
The final decision will be made case-by-case by a committee consisting of:
- The coach(es)
- The Athletics Director
- An administrator
By upholding these expectations, students and families help ensure the success and integrity of SAS’s travel programs while fostering positive relationships with our broader school community.
SPECIAL EVENTS
Special Events and Activity Attendance
SAS often hosts special events on campus, such as plays, music productions, and social activities.
Expectations for Students During Events:
- Students are expected to arrive on time for the start of the event and remain until the event concludes.
- During these activities, the campus is not open for recreational use.
- Students who come to school during these events are expected to participate only in the scheduled activity.
Attendance Requirement for Participation:
- To participate in any school activity, students must have been in full attendance at school on the day immediately prior to the event.
- Example: A student must attend school on Thursday to participate in a Thursday evening or weekend activity.
By following these guidelines, students help maintain a positive and organized environment during school events.
Off-Campus Trips
Teachers may organize off-campus trips to enrich the classroom learning experience and provide students with meaningful, real-world connections to their studies.
- Invitations from parents to visit places of work, such as factories, laboratories, or similar locations, are welcomed and encouraged.
These opportunities help foster valuable learning experiences and strengthen community partnerships.
Fine Arts Performances and Showcases
When students participate in a concert, performance, or showcase, the school will provide sufficient notice to ensure parents are informed of the appropriate dress code.
- On some occasions, special costumes may be required.
- Parents will receive advance communication regarding any specific attire or costume expectations to allow adequate preparation.
These performances offer students the opportunity to showcase their talents and hard work while fostering creativity and school pride.
Dances
School dances are primarily for Schutz American School students, but guests may be invited on a limited basis under the following guidelines.
General Information:
- All dances held on campus will begin at 8:00 PM and end no later than 11:00 PM.
- The gate will close at 9:00 PM, and no one will be allowed to enter after that time.
General Guidelines for School Dances
Ticket Sales & Guests:
- Tickets will be sold in advance only, on the front porch during the lunch hour in the week leading up to the dance.
- The advisor(s) of the sponsoring group will maintain a master list of tickets sold to students and their guests.
- Guest tickets:
- Must be purchased in advance; no guest tickets will be sold at the gate.
- A maximum of 75 guest tickets will be sold, with no more than 3 tickets per student.
- Guests must be between the stated grade level and no older than 18 years of age.
- Exceptions include students over 18 attending local secondary schools (with valid identification) or SAS alumni.
- Host students are responsible for informing their guests of the gate closure rule and all other school conduct regulations (e.g., no smoking, no drinking, no fighting).
Arrival, Departure & Conduct:
- Guests must arrive with and depart with their host.
- Once a student or guest has left campus, they will not be allowed to re-enter.
- Gate Closure: The gate will close one hour after the dance begins (9:00 PM).
- All school rules will apply for the duration of the event.
- Permitted Areas:
- Students may use the ground floor of the auditorium, the reception area, and the bathrooms off the covered court.
- Students must request permission from a chaperone to access any other areas of the campus.
- Students found in restricted areas without permission may be asked to leave the dance.
Responsibilities of Dance Sponsors:
- Members of the sponsoring group are responsible for:
- Setting up and cleaning up the facilities.
- Arranging any equipment or special needs ahead of time (including music selection).
- Members of the sponsoring group are expected to be present throughout the event.
- The sponsoring group’s advisor(s) will provide supervision, ensuring there are no fewer than two adult supervisors present at all times.
These guidelines ensure that all dances are safe, enjoyable, and organized, fostering a positive experience for students, guests, and staff.
STUDENT TRIPS
Expectations for Proper Bus Conduct
At SAS, students are representatives of the school community at all times, including while on the bus. Proper behavior is essential to ensure safety, respect, and a positive experience for all passengers. To ensure a safe and comfortable bus ride, students are expected to follow bus etiquette and guidelines, including remaining in their assigned seat with their seatbelt fastened, keeping the bus clean, listening to instructions, and speaking at a volume that allows the driver to stay focused.
Please follow and respect the rules outlined below:
- Seating and Movement:
- Take your seat immediately upon entering the bus.
- Do not move from your seat during the trip. You may be assigned a specific seat and are expected to remain there for the entire journey.
- For safety reasons, do not stand up or change seats, even when the bus is not moving.
- Food, Drinks, and Tobacco:
- Eating, drinking, and using tobacco products are strictly prohibited on the bus.
- Noise and Language:
- Keep your voices low at all times to avoid distracting the driver.
- Use respectful language and maintain a positive atmosphere on the bus.
- Kindness and Respect:
- As part of the SAS family, all students must treat one another with kindness and respect.
- Older students are encouraged to be helpful to younger students.
- Keep your hands, feet, and belongings to yourself at all times.
- Windows and Safety:
- Ask permission from the bus monitor before opening or closing any windows.
- Keep your hands, head, and any objects inside the bus at all times.
- Entering and Exiting the Bus:
- Wait for the driver to come to a complete stop and open the door before entering or leaving the bus.
- Special Safety Rule at Railways:
- Remain absolutely silent when the bus approaches or crosses railway tracks to ensure the driver can focus.
By following these expectations, we can ensure a safe and respectful environment for all students during bus trips. Failure to comply with these rules may result in appropriate consequences.
TRAVEL POLICY: TOURNAMENTS AND EVENTS
To ensure the safety and well-being of students participating in athletic or academic tournaments and events in Alexandria, Cairo, or other nearby areas, Schutz American School has established the following travel policy:
1. Transportation Safety
- All student travel will be on a licensed and insured bus or approved school vehicle.
- A security guard will accompany all local trips, regardless of the event when possible.
- Students must remain seated at all times during transit and are required to wear seatbelts.
- Bus departure and return times will be scheduled based on trip and time of day, efforts will be made to not travel very early in the morning and to avoid driving in the dark when possible.
2. Overnight Stays
- For events in Cairo with early morning start times, students may travel the afternoon before if the departure time is too early and stay at a pre-approved hotel, vetted by school administration for safety, cleanliness, and proximity to the event location.
- Overnight travel is permitted only for students in Grade 3 and above, with a preference for participation beginning in Grade 4 and higher.
- For return trips: if a flight arrives back in Cairo after dark, students will stay at an approved hotel overnight and return to Alexandria the following morning to ensure daytime travel only.
- If students must leave before the end of the school day to avoid nighttime travel, appropriate notification and arrangements will be made with teachers and administrators.
- Students will be chaperoned by Schutz staff, with supervision ratios as follows:
- 1 adult per 8 students for local trips
- 1 adult per 7 students for overseas trips
- Separate chaperones will be assigned for boys and girls during overnight stays as needed.
3. Supervision and Conduct
- Chaperones are responsible for the supervision of students at all times—during travel, at the hotel, and during the event.
- Students are expected to follow the Schutz Code of Conduct throughout the trip.
- A curfew will be established and enforced by chaperones on overnight trips.
- Students will be assigned to rooms based on gender and age, with no mixed-gender rooming permitted.
- There will always be a minimum of two chaperones per trip regardless of the number of the students.
4. Medical and Emergency Preparedness
- A first aid kit will be available on all trips.
- The lead chaperone will carry a physical list of emergency contacts and student medical information, including allergies, medications, and insurance details.
- Chaperones will have mobile phones and established communication plans in case of emergency.
- In the event of a medical emergency, the nearest appropriate medical facility will be used, and the school will be notified immediately.
5. Parent Communication and Permissions
- All students must submit a signed permission slip from a parent or guardian prior to departure.
- Parents and administrators will be informed in advance of the itinerary, packing list, hotel details, contact numbers, and travel times.
- A WhatsApp group will be created for each trip to ensure clear and timely communication; all administrators will be included in the group.
- The lead chaperone will be responsible for the majority of the communication, when necessary the athletic director or an administrator will step in.
- Any changes to the schedule due to unforeseen circumstances will be communicated to families as quickly as possible.
- Communication about events will be communicated to parents as soon as the event is confirmed.
This policy reflects Schutz’s ongoing commitment to student safety, responsible supervision, and transparent communication during off-campus travel. All staff participating in school-sponsored travel will receive these guidelines in advance.
HEALTH OFFICE
The Health Office at Schutz American School operates to ensure the health and well-being of all students, faculty, and staff. Below are the essential details and guidelines for the Health Office.
Operating Hours
- Sunday to Thursday: 8:00 AM – 4:00 PM
- Contact Information:
- Phone: Ext 115
- Email: nurse@schutzschool.edu.eg
Services and Philosophy
The medical staff in the Health Office provide professional, knowledgeable, and compassionate care. They focus on promoting health and well-being while addressing medical needs promptly and effectively.
Our Beliefs:
- Timely communication with students, parents, teachers, and administrators.
- Prompt response to first aid and medical needs, with external medical assistance obtained when necessary.
- Providing knowledgeable and appropriate medical treatments.
- Contributing to a healthy and safe school environment.
- Delivering care in a calm, professional, and empathetic manner.
- Educating on health promotion and illness prevention strategies.
- Maintaining adequate supplies for daily and emergency use.
- Collaborating with counselors, teachers, and parents to support students’ emotional well-being.
- Respecting and honoring cultural diversity.
Student Access to the Health Office
- During Class Time: Students must obtain permission from their teacher before visiting the Health Office.
- Return to Class: Students will receive a note from the Health Office when returning to class.
Parent Communication
- If a child needs to be picked up or further discussion is necessary, the Health Office will contact parents by phone.
- Temporary Guardianship Form: Parents must submit this form when out of the city to prepare for emergencies.
- If a child needs to go home, parents must arrange transport within 30 minutes of notification.
When to Stay Home
Students should not attend school if they exhibit any of the following symptoms:
- Cough, cold, or flu-like symptoms
- More than 2 episodes of diarrhea or vomiting
- Fever over 100°F
- Body rash (without a medical note stating it is non-contagious)
- Likely or confirmed contagious illnesses (e.g., chickenpox, mumps, measles, COVID-19, active TB)
Note: Students must be free of fever, diarrhea, or vomiting for 24 hours without medication before returning to school.
Medications
- Self-Administration: High school students may keep and self-administer over-the-counter medications in daily amounts. Alternatively, the Health Office can manage medications.
- Prescribed Medications: Must be stored in the Health Office with a completed Medication Permission Form, available on PowerSchool under “Share Medical Information.”
- Inhalers and EpiPens: Students may carry these, but a backup must be provided to the Health Office.
Student Health Information
- Parents must provide relevant health information at admission, including allergies, chronic illnesses, medication needs, or physical activity restrictions.
- Parents of students with specific health concerns will meet with the Health Services Coordinator to create an Emergency Care Plan.
- Health data must be updated as needed, especially for class trips.
Immunization Requirements
- All students must be up to date with immunizations and provide a record to the Health Office.
- Required Vaccinations: Diphtheria, Tetanus, Pertussis, Polio, Measles, Mumps, Rubella (MMR), and Hepatitis B.
- Rabies Vaccine: Required for students participating in mini-course trips outside of Alexandria.
- Recommended Vaccinations: Varicella, Hepatitis A, Typhoid, Dengue (if applicable), Meningococcal, Influenza (annual), and COVID-19 (annual).
- Parents must inform the Health Office of updated immunization dates.
The Health Office is committed to supporting the Schutz community with professionalism, care, and a focus on well-being.
PARENT VISITS AND CAMPUS ACCESS POLICY
At Schutz, we deeply value our partnership with parents and guardians and appreciate your involvement in our school community. To help us maintain a safe, focused, and productive learning environment, we kindly ask that all parents and visitors schedule appointments in advance when wishing to meet with teachers, administrators, or staff members.
Unscheduled visits, including walking through campus or dropping into classrooms, can disrupt the learning process and may inadvertently affect the focus and comfort of not only your own child but all students. To minimize disruption and uphold the integrity of our learning spaces, parents who arrive without a scheduled appointment and are found around classes without a specific reason to be on campus will politely be invited to leave and return after making an appointment through the division secretary
We thank you for your understanding and cooperation as we work together to create the best possible environment for all students.
TUITION AND ENROLLMENT POLICY
Schutz American School requires that all tuition and fees be paid in full by the stated deadlines. The school reserves the right to unenroll any student whose financial obligations remain unpaid. Students with outstanding balances may not be permitted to attend classes, receive report cards, or participate in school activities until the account is settled.
