schutz_logo2 (1)

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.

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 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.

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.

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:

  1. 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.
  2. 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:

  1. 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.
  2. 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.
  3. 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.
  4. 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:

  1. 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.
  2. 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.
  3. 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.
  4. 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.

At Schutz American School, the Approaches to Learning (ATL) framework is a cornerstone of our educational philosophy across the IB Primary Years Programme (PYP) and Middle Years Programme (MYP). ATLs focus on developing essential skills that empower students to become independent, lifelong learners equipped to navigate a rapidly changing world.

Key ATL Skill Categories at Schutz:

  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.

How ATL is Integrated at Schutz:

  • Explicit Instruction: ATL skills are explicitly taught in classrooms, ensuring students understand how to apply these skills in different contexts.
  • Inquiry-Based Learning: The ATL framework supports the inquiry-driven approach of the PYP and MYP, allowing students to apply these skills across subjects and projects.
  • Reflection and Feedback: Students regularly reflect on their use of ATL skills and receive constructive feedback to help them grow.
  • Real-World Application: ATL skills are tied to real-world challenges, encouraging students to see the relevance of their learning beyond the classroom.

Why ATL Matters at Schutz:

At Schutz, we believe that the development of these transferable skills is as important as acquiring subject-specific knowledge. The ATL framework aligns with our mission to nurture well-rounded, globally minded individuals who are prepared to thrive in any setting. By embedding ATLs into our curriculum, we equip students with the tools they need to succeed academically, socially, and personally.

SAS Student Expectations

All of our expectations for students are based on the beliefs and values expressed in the SAS Learner Profile. We hold high expectations for students, both academically and socially, as they interact with peers and staff. We expect students to work collaboratively in all classrooms on inquiry, problem-solving, and creative thinking.

Creating a safe, supportive, and trusting learning environment is essential for us to accomplish our mission and for the development of the SAS Learner Profile.

 

A SAS Learner:

  • Is kind and respectful.
  • Has integrity, takes responsibility for their actions, and reflects on them honestly.
  • Does the right thing even when no one is watching or will know.
  • Seeks balance through self-care and awareness of themselves and others.
  • Manages their time and resources effectively to enhance their learning and support those around them.
  • Is part of a team, taking on leadership and followership roles as needed.
  • Respectfully listens to others and expresses ideas so that all points of view can be heard.
  • Demonstrates a growth mindset, seeking learning over perfection.

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.

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.

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.

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

 



At Schutz American School, expectations for student behavior are rooted in our core values and the SAS Learner Profile. 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.

As a community, we are committed to fostering both individual and group responsibility in all students. By emphasizing these core values, we aim to integrate them into our students’ everyday actions, preparing them to grow as thoughtful, empathetic, and principled leaders.

We also uphold the principle that every student deserves an uninterrupted opportunity to learn, thrive, and succeed. To support this, we emphasize that no one has the right to interfere with the learning, property, personal well-being, or time of others.

By working together, we can create a supportive, respectful, and inspiring environment where every member of our community can flourish.

Student Conduct Expectations

At Schutz American School, we hold all students to high standards of conduct that align with our core values and the SAS Learner Profile. Whether on campus, off-campus, or participating in school-related activities, students are expected to demonstrate behavior that reflects the principles of integrity, compassion, responsibility, respect, and resilience.

This expectation applies to all school-related settings, including:

  • Festivals and celebrations
  • Overnight trips
  • Assemblies, concerts and guest lectures
  • Sporting events
  • Off campus field research

Student Expectations:

  • Appropriate Attire: Students should be well-groomed and dressed in a manner that is respectful, culturally considerate, and appropriate for the activity.
  • Values-Driven Behavior: Students should act in ways that uphold the values and expectations of the Schutz community, demonstrating behavior that fosters a positive and inclusive environment ensuring they contribute positively to any environment they are part of.

Teacher and Staff Responsibilities

At Schutz, our educators are committed to creating a safe, positive, and engaging learning environment where all students can thrive. Guided by the SAS Learner Profile, we emphasize student agency, equipping learners with the knowledge, skills, and confidence to achieve their goals and make meaningful contributions to their communities.

Teachers and learning assistants  take a proactive and positive approach to behavior management, establishing clear expectations, routines, and procedures to create a structured and supportive learning space. By incorporating positive reinforcement, active engagement strategies, and relationship-building techniques, they foster a strong sense of belonging and encourage self-regulation. Additionally, explicit instruction in social-emotional skills and consistent, respectful communication help ensure that all students receive the guidance and support they need to develop responsible behaviors and succeed in the classroom.

Each teacher and staff member plays a vital role in:

  • Collaborating with students to set, teach, model, and practice divisional and classroom agreements, self-management, and social skills that establish clear expectations for responsible behavior.
  • Encouraging student growth through constructive feedback and support while fostering an inclusive and empowering school and classroom culture.
  • Creating a learning environment where every student feels valued and has a strong sense of belonging by implementing effective, research-based classroom management strategies.

Addressing Student Behavior

When student behavior does not align with the SAS Learner Profile or classroom agreements, teaching staff will respond with fair, consistent and constructive interventions and will take corrective steps in a fair and consistent manner. Our approach to addressing behavior is grounded in the following principles:

  • Learning Opportunity: Helping students understand and practice appropriate behaviors.
  • Fair Process: Ensuring a systematic, transparent, and equitable approach to corrective actions.
  • Consistency: Implementing clear and consistent procedures to support positive  behaviors effectively.
  • Proportional Responses: Addressing behaviors with consequences that are appropriate in scale and developmentally aligned, ensuring fairness and accountability.
  • Behavior Improvement: Prioritizing solutions that lead to lasting, positive changes in behavior.

Teachers document and communicate significant or recurring behavior issues with parents and administrators via ManageBac to ensure open communication and collaboration in supporting students’ growth.

By working together, we aim to create a school culture where every student feels valued, supported, and empowered to make positive contributions to their learning and community.

Schutz Behavior Flowchart

The Schutz Behavioral Flowchart serves as a clear and consistent framework for supporting positive student behavior and addressing challenges in a fair, proactive, and restorative manner. Rooted in the SAS Learner Profile and our commitment to fostering a safe, respectful, and inclusive learning environment, this tool helps educators make informed, equitable decisions when guiding student behavior. By outlining tiered responses and reinforcing collaborative problem-solving, the flowchart ensures that all students receive the support, accountability, and guidance they need to learn, grow, and thrive.

Temporary Removal from Class or Activities

At Schutz American School, our focus is on creating a positive and productive learning environment for every student. If a student temporarily struggles to follow directions or engages in behavior that disrupts the learning process, a short break outside the classroom or activity may provide the opportunity to reset and re-engage.

Procedure for Temporary Removal:

  • Timeout Period: The student will spend a brief time (approximately 5-10 minutes) in the school office or designated area to reflect and reset.
  • Teacher Notification: The teacher will inform the office of the reason for the removal and specify the duration before the student returns to the classroom.
  • Supportive Intervention: This process is designed as a quick intervention to help the student regain focus and rejoin the learning environment successfully. It is not considered a disciplinary referral to the Principal but rather a positive step to maintain a productive classroom dynamic.

Principal/Administrator Responsibilities

While most behavior concerns are resolved collaboratively between teachers, students, and parents, there may be occasions where additional support from administration is needed. If a student demonstrates persistent or significant behavior challenges that do not respond to earlier interventions, a referral to the office will be made.

Procedure for Administrative Support:

  1. Documentation:
    • The teacher or staff member will document the behavior in a ManageBac behavior note, including:
      • Type of behavior
      • A clear description of the incident(s)
      • Summary of any corrective actions already taken
  2. Administrative Review:
    • The administration will:
      • Review the documentation and investigate the incident(s)
      • Examine previous behavior notes, if any
      • Determine appropriate corrective action based on the severity of the behavior and the context
  3. Communication:
    • The Assistant Principal will ensure clear and timely communication with:
      • The student’s parents
      • The advisory teacher
      • The referring staff member
    • A written summary of the incident(s) and the corrective actions taken will be shared with all relevant parties.

By following these procedures, we aim to support every student in developing the skills and mindset needed to thrive within the Schutz community. Our goal is always to guide students toward responsibility, reflection, and positive contributions to their learning environment.

Severe Misbehavior and Principal Referral

At Schutz American School, we strive to create a safe, respectful, and inclusive environment where students can thrive. To uphold these values, certain behaviors require immediate attention from the Principal to ensure the well-being of all members of our community. The following categories represent serious misbehaviors that will result in a referral to the Principal for corrective action.

Categories of Severe Misbehavior:

  • Respectful Interactions:
    Students are expected to demonstrate respect and cooperation with all adults in the community. Defiance or disrespect, such as refusal to follow reasonable instructions, verbally abusive language, or threatening behavior, is addressed to maintain a positive and productive environment.
    Examples: Walking away when corrected, talking back, name-calling, or threatening harm.
  • Adherence to Rules and Procedures:
    Consistently following classroom and school rules is essential. Chronic defiance, despite multiple corrective interventions, disrupts the community and will be addressed promptly.
    Examples: Persistent dress code violations, running in hallways, or disrupting class.
  • Safe and Responsible Actions:
    Protecting the safety of all is a priority. Dangerous actions that could cause harm to oneself or others will be addressed to reinforce responsible decision-making.
    Examples: Jumping off high structures or pulling a chair out from under another student.
  • Maintaining a Focused Learning Environment:
    Disruptive behaviors that interfere with the classroom’s learning environment are taken seriously.
    Examples: Emotional outbursts or persistent interruptions.
  • Upholding Academic Integrity:
    Honesty and integrity are cornerstones of learning. Instances of cheating or plagiarism will be handled in alignment with the Academic Integrity policy.
  • Respectful Peer Interactions:
    Students are expected to engage in positive and respectful interactions with their peers. Physical aggression, verbal abuse, or intimidation are not acceptable.
    Examples: Fighting, hitting, racial slurs, or threatening harm.
  • Substance-Free Environment:
    Schutz maintains a substance-free campus. Possession, consumption, or distribution of tobacco, alcohol, or illegal substances will result in immediate referral and appropriate disciplinary action, up to and including suspension or expulsion.
  • Respect for Property:
    Students are responsible for treating personal and school property with care. Acts of vandalism or theft will require restitution and corrective action.
    Examples: Damaging school property or taking items that do not belong to them.
  • Technology Responsibility:
    Misuse of technology, including unauthorized access or altering systems, will result in disciplinary measures to ensure the responsible use of digital tools.
    Examples: Hacking school systems or tampering with devices.
  • Safety and Security for All:
    Actions or threats that endanger the well-being of others will be taken seriously to protect the entire community.
    Examples: Pulling fire alarms, making bomb threats, or possessing weapons.

Response to Severe Misbehavior:

  • Investigation: The Principal will thoroughly review each incident to determine appropriate action.
  • Collaboration: Parents and staff will be involved to address the behavior and support positive change.
  • Restoration: Whenever possible, consequences will focus on restoring trust and repairing harm, alongside clear accountability.

By maintaining high expectations for behavior, we create a community where all students can learn, grow, and succeed in a safe and respectful environment.

Corrective Actions and Interventions

At Schutz American School, we believe in fostering a positive, restorative, and growth-focused approach to managing student behavior. When intervention is necessary, our goal is to help students reflect, learn, and take responsibility for their actions while promoting their behavioral and personal growth. Corrective actions are collaborative efforts involving students, teachers, staff, and parents, aimed at addressing behaviors constructively and effectively.

Examples of Corrective Actions and Interventions

  • Reflective Discussion/Warning:
    Staff or the Principal will engage the student in a discussion to review the incident, clarify expectations, and focus on learning and reflection.
  • Parent Conference:
    A collaborative meeting with parents/guardians to discuss the behavior and identify solutions to support the student’s improvement.
  • Staffing/Behavior Support Plan:
    A team meeting with staff to create a personalized plan addressing the student’s behavior and providing additional academic, social, or emotional support.
  • Time for Reflection (Before/After School/Weekend):
    A supervised period for the student to reflect on their behavior and discuss strategies for improvement. Parents will be informed in advance, and transportation will be coordinated by the family.
  • Recess/Lunch/Free Period Reflection Time:
    Students use unstructured time to engage in restorative discussions and reflect on how to improve their behavior.
  • School Service Contribution:
    Encouraging responsibility through tasks that benefit the school community, such as organizing materials or maintaining common areas.
  • Loss of Privilege:
    Temporary removal of privileges (e.g., participation in activities or use of special spaces) to reinforce the importance of responsibility and appropriate behavior.
  • Restitution:
    Students take accountability for damage or loss by repairing or replacing property, fostering ownership of their actions.
  • Behavior Agreement/Contract:
    A written agreement outlining clear expectations and actions for improvement, signed by the student, parents/guardians, and school staff.
  • In-School or Out-of-School Reflection Time:
    Students may spend time reflecting on their behavior and developing improvement strategies, either within school under supervision or at home for more significant incidents.
    • In-School: Reflective time with continued academic work.
    • Out-of-School: A structured period with clear goals for re-entry, requiring a parent conference.
  • Social Probation:
    Temporary restriction from non-academic activities (e.g., student leadership, extracurriculars) for students with chronic or significant behaviors. A structured plan supports their growth during this time.
  • Mandatory Academic Intervention (MAI):
    For students facing academic challenges, MAI provides proactive, measurable support.
    • Applicable for high school students with a GPA below 2.0 or two or more failing grades.
    • Students on MAI may pause participation in non-curricular activities to prioritize academics.
  • Return Home from Trip:
    In cases of significant or repeated misbehavior during school-sponsored trips, a student may be sent home early at the family’s expense.
  • Expulsion/Unenrollment:
    For severe or repeated behaviors incompatible with the school’s mission, the Head of School may recommend expulsion. This step is taken after careful review and discussion with all stakeholders.

Our approach prioritizes growth, learning, and restoration, ensuring that each student has the opportunity to reflect, take responsibility, and develop positive habits that align with Schutz’s values of integrity, respect, and resilience.

Bullying at Schutz American School: A Positive and Restorative Approach

At Schutz American School, we are committed to fostering a safe, supportive, and respectful environment where every student feels valued and empowered. We take a proactive and restorative approach to addressing bullying, ensuring the well-being of everyone in our community while promoting empathy, accountability, and positive growth.

Definition of Bullying

Bullying is an ongoing and intentional misuse of power in relationships, involving repeated verbal, physical, or social behaviors aimed at causing harm—whether physical, social, or psychological. It can occur:

  • In person or online: Through digital platforms or devices.
  • Overtly or covertly: In obvious or hidden ways.
  • Repeatedly or potentially repeatedly: For example, sharing harmful digital records.

While single incidents, conflicts, or fights are not considered bullying, they are still addressed as part of our commitment to maintaining a positive school culture.

Reporting Bullying Behavior

  • Students: Students who experience bullying are encouraged to speak with a teacher, counselor, or principal for support and resolution.
  • Parents: If parents suspect their child is being bullied, they should contact the school principal promptly to collaborate on solutions.

Our Stance on Bullying

At Schutz, bullying will not be tolerated in any form, including bullying based on religion, culture, race, gender, or any other personal characteristic. Religious bullying—such as mocking, excluding, or harassing someone because of their beliefs or practices—is strictly prohibited. Every student has the right to express their faith or beliefs without fear of discrimination or mistreatment.

Students whose actions meet the definition of bullying will receive significant support and interventions to address the behavior, repair harm, and ensure a safe and inclusive environment for all.

Support and Interventions for Bullying Behavior

Students who engage in bullying behavior will participate in tailored support programs to foster accountability and behavioral growth, including:

  • Restorative Practices: Encouraging empathy, understanding, and repair of relationships.
  • Counseling Services: Addressing underlying social, emotional, or psychological factors contributing to the behavior.
  • Behavior Contracts: Establishing clear expectations, consequences, and support mechanisms to guide improvement.
  • Conflict Resolution or Mediation: Facilitating constructive communication and resolution where appropriate.

Definition of Intolerable Behavior

Intolerable behavior includes persistent bullying that:

  • Does not improve despite intervention and support.
  • Continues to cause harm or pose a threat to others.
  • Undermines the school’s commitment to a safe and respectful learning environment.

Consequences for Persistent Bullying

If bullying behavior persists after significant support and intervention:

  • Additional Restrictions: May include supervised activities or restricted privileges to ensure the safety of others.
  • Long-Term Suspension or Expulsion: Will be considered for students who fail to respond positively to interventions and continue to engage in harmful behavior.

At Schutz American School, our goal is to support all individuals involved in bullying incidents, including those who were harmed, those who harmed, and the broader community. Through a focus on empathy, education, and accountability, we ensure every student has the opportunity to grow and thrive in a safe, respectful, and nurturing environment.

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.

Corrective Action:
If a student’s attire is found to be inappropriate:

  1. The student will be asked to change into suitable clothing.
  2. 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.

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.

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.

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.

The Elementary School Program focuses on building strong academic foundations while encouraging curiosity and independence. Our co-teaching model ensures personalized attention for all students. Key highlights include:

  • A comprehensive curriculum covering English, math, science, social studies, and world languages.
  • Integration of technology and hands-on learning projects.
  • Focus on character education, including resilience, respect, and responsibility.
  • Specialist classes in art, drama, music, physical education, and library skills.
  • Opportunities for student agency through collaborative and individual projects.

IB Primary Years Programme (PYP) at Schutz American School

At Schutz American School, the International Baccalaureate (IB) Primary Years Programme (PYP) is the foundation of our elementary education, designed for students aged 3 to 12 years old. The PYP nurtures curiosity, creativity, and a lifelong love of learning by focusing on the development of the whole child—academically, socially, and emotionally.

Key Features of the PYP at Schutz:

  1. Inquiry-Based Learning
    Our PYP curriculum is centered around inquiry, where students explore key concepts through hands-on activities and guided questioning. This approach encourages critical thinking and problem-solving skills while fostering a natural curiosity about the world.
  2. Transdisciplinary Framework
    Learning at Schutz is organized around six transdisciplinary themes:
    • Who We Are
    • Where We Are in Place and Time
    • How We Express Ourselves
    • How the World Works
    • How We Organize Ourselves
    • Sharing the Planet

These themes allow students to make meaningful connections between subjects like language, science, social studies, and mathematics, enhancing their understanding of the world.

  1. Student Agency
    At Schutz, we believe in empowering students to take ownership of their learning. They actively participate in setting goals, reflecting on their progress, and applying their knowledge to real-world challenges.
  2. Global Citizenship
    The PYP at Schutz fosters international-mindedness by helping students understand and respect diverse perspectives and cultures. Our learners develop the skills and attitudes needed to make a positive impact locally and globally.
  3. Play and Exploration
    For our youngest learners, play is an essential part of the learning process. Structured and unstructured play opportunities help students explore ideas, build social skills, and develop independence.
  4. Action-Oriented Learning
    Our students are encouraged to take meaningful action as a result of their learning. This might include projects that improve their community, raise awareness, or solve real-world problems.
  5. Learner Profile
    The IB Learner Profile is at the heart of the PYP at Schutz. It encourages students to be:
    • Inquirers
    • Thinkers
    • Communicators
    • Principled
    • Open-minded
    • Caring
    • Courageous
    • Balanced
    • Reflective
    • Knowledgeable

These attributes guide our students toward becoming responsible and compassionate global citizens.

The Schutz Approach

At Schutz American School, the PYP is more than an academic framework—it is a philosophy that shapes how we teach and how our students learn. We focus on creating a nurturing environment where students feel supported, challenged, and inspired to achieve their personal best. By encouraging exploration, collaboration, and reflection, we prepare our learners for success in the Middle Years Program and beyond.

The PYP at Schutz reflects our commitment to developing inquiring, knowledgeable, and caring young people who are equipped to make a difference in an ever-changing world.

 

 

The Middle School Program bridges the transition from elementary to high school, focusing on academic rigor, personal responsibility, and social development. Highlights include:

  • A broad curriculum including core subjects and electives to explore student interests.
  • Advisory programs to support emotional well-being and academic success.
  • Emphasis on critical thinking, problem-solving, and collaboration.
  • Opportunities for leadership through student council and community service projects.
  • Participation in regional sports and extracurricular activities.

IB Middle Years Programme (MYP) at Schutz American School

At Schutz American School, the International Baccalaureate (IB) Middle Years Programme (MYP) is offered to students in Grades 6 through 8. The MYP builds on the foundation established in the PYP and prepares students for success in future academic challenges by encouraging them to make meaningful connections between their learning and the real world.

Key Features of the MYP at Schutz:

  1. Conceptual Learning
    The MYP at Schutz emphasizes a concept-driven curriculum, helping students develop a deeper understanding of big ideas that go beyond individual subjects. This approach encourages students to think critically and apply their knowledge across disciplines.
  2. Interdisciplinary Approach
    Students engage in interdisciplinary learning, combining knowledge and skills from different subjects to explore complex problems and real-world issues. This approach promotes creativity, collaboration, and a holistic understanding of the world.
  3. Global Contexts
    Learning in the MYP is framed within six Global Contexts that encourage students to explore their role in the world:
    • Identities and Relationships
    • Orientation in Space and Time
    • Personal and Cultural Expression
    • Scientific and Technical Innovation
    • Globalization and Sustainability
    • Fairness and Development

These contexts provide a real-world lens for students to approach their studies and foster international-mindedness.

  1. Student Agency and Personal Growth
    At Schutz, MYP students take an active role in their education, setting goals, reflecting on their progress, and building critical life skills like time management, self-discipline, and resilience.
  2. Approaches to Learning (ATL)
    The MYP focuses on developing skills that are essential for lifelong learning. These include:
    • Research
    • Communication
    • Thinking
    • Self-management
    • Social skills
  1. Community and Service
    The MYP emphasizes the importance of contributing to the community. Students are encouraged to take action based on their learning, engaging in projects that make a positive impact locally and globally.
  2. Learner Profile
    Like the PYP, the MYP at Schutz is guided by the IB Learner Profile. Students strive to embody the attributes of inquirers, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective individuals.

The Schutz Approach

At Schutz American School, the MYP is tailored to meet the developmental needs of students in Grades 6 through 8. It challenges them academically while providing the support they need to grow socially and emotionally. Through an engaging and inclusive learning environment, we help students become independent thinkers, compassionate citizens, and confident learners.

By the end of Grade 8, MYP students at Schutz are well-prepared to transition to high school, carrying with them the skills, knowledge, and values necessary for success in an increasingly interconnected world. The MYP reflects our commitment to fostering global citizens who are ready to contribute meaningfully to society.

 

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.

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:

  1. Rigorous Curriculum: AP courses at Schutz follow a curriculum developed by the College Board, offering students the depth and challenge of college-level coursework.
  2. 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.
  3. 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.
  4. 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.
  5. 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.

 

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.

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.

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.

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.

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:

  1. 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.
  2. 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.

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

In Grade 5, each student is issued a new Chromebook for use at home. This device remains the property of Schutz American School.

  • 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.

In its attempt to prepare its students to become the confident global citizens, Schutz American School recognizes Artificial Intelligence (AI) as an evolving tool, to foster personalised learning, gaining new perspectives, language translation, as well as more skills, without jeopardizing users’ creativity, imagination, genuine work, and more importantly safety and privacy. The school’s goal is to empower students with the skills necessary to use AI tools responsibly and ethically while upholding academic integrity, digital citizenship, and critical thinking. Students and teachers use AI as a helping tool, putting into account the fact that, like any other app, AI can still make mistakes in regards to bias, misinformation, data breach etc. Students’ expectations are put in more detail in the student usage policy.

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:

  1. Paying for any costs incurred by the school on the student’s behalf.
  2. 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 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.

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:

  1. 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.
  2. Food, Drinks, and Tobacco:
    • Eating, drinking, and using tobacco products are strictly prohibited on the bus.
  3. 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.
  4. 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.
  5. 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.
  6. 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.
  7. 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.

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.

Get in Touch

Location

Address : 51 Schutz St. P.O. Box 1000, Alexandria, Egypt

Phone / Fax
E-mail
Facebook Youtube Linkedin Instagram
APPLY NOW

 

Copyright © 2024 Schutz American School | Powered by dxtera.me

Scroll to Top