Secondary School Family Handbook 2026-27 SCHOOL YEAR | GRADES 6 TO SGY2
Table of Contents Click titles and subtitles to jump to page 5 - OUR VISION
18 - SCHOOL PICK-UP
5 - OUR MISSION
19 - VISITING THE SCHOOL
6 - NEW: OUR 2026-2031: COMPASS
20 - STUDENT DRIVERS
6 - PORTRAIT OF A GRADUATE
20 - THE ADVISORY PROGRAM
7 - BOARD OF TRUSTEES
21 - ASSEMBLIES
8 - LEADERSHIP TEAM
21 - SGY COMMON ROOM/GRADUATE LOUNGE
9 - HISTORY
21 - STUDENT LEADERSHIP
9 - HOUSE SYSTEM
24 - RECESS AND LUNCH
10 - THE SALTUS ALUMNI NETWORK: CONNECTING PAST, PRESENT, AND FUTURE
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24 - Lunches and ‘Lunch Leave’
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24 - Hot Lunch Program
10 - CAMPUS DESCRIPTIONS
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24 - The Tuck Shop
11 - SCHOOL CALENDAR ACADEMIC YEAR 2026-27
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25 - Personal Belongings
12 - TUITION AT SALTUS
26 - SECONDARY SCHOOL CODE OF CONDUCT
13 - YEARBOOK 14 - POWER WHAT MATTERS MOST: JOIN OUR GENEROUS COMMUNITY OF SUPPORTERS 14 - HEALTH AND SAFETY •
14 - Emergency Procedures
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15 - Weather-Related School Closing Information
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15 - Local Field Trips
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15 - International Trips
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15 - Permission Slips
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15 - Medication
16 - SALTUS COMMUNITY ETHICS •
16 - NEW: Inclusion Statement
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16 - Safeguarding: Saltus’ employees’ legal obligation for Mandatory Reporting
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16 - Disclosure of Student Records
25 - SCHOOL SUPPLIES •
26 - Our Philosophy
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26 - Responsibility of Parents
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26 - Responsibility of Students
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26 - Responsibility of Saltus Staff
28 - THE PARENT/TEACHER COMMUNICATION PROCESS •
28 - Identification of a Concern by Parents
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28 - Setting a Meeting with Faculty
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28 - Effective Lines of Communication
29 - RESPECTFUL PARENT COMMUNICATIONS 29 - OTHER MEANS OF COMMUNICATION 29 - STANDARDS, EXPECTATIONS, AND CONSEQUENCES 30 - PROGRESSIVE DISCIPLINE 31 - ESSENTIAL EXPECTATIONS 33 - SECONDARY DRESS CODE & UNIFORM
17 - USEFUL TELEPHONE EXTENSIONS
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33 - Dress Code
18 - SCHOOL DROP OFF
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34 - Secondary Uniform
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37 - SGY2 - Business Casual
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38 - Secondary - Grub Days
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18 - Procedures
38 - CLASS ATTENDANCE & ABSENCES
55 - LEARN MORE
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38 - Attendance Policy
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39 - Planned Absences
56 - ADVANCED PLACEMENT: EXPANDING POSSIBILITIES
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39 - Class Attendance
57 - PREPARING FOR UNIVERSITY ADMISSION
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39 - Absence Due to Illness
57 - REPORTING AND PARENT ENGAGEMENT
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39 - Unexcused Absences
58 - NEW: ACADEMIC GRADE APPEALS
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40 - Lateness
41 - SCHOOL POLICIES AND RULES
58 - APPEALS INVOLVING AP COURSES OR GRADUATION ASSESSMENTS
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41 - Academic Integrity
59 - GRADE APPEAL PROCESS
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41 - NEW: AI and Generative AI Use Policy
60 - EXAMINATIONS AND READINESS
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42 - Off-Campus Conduct
61 - HONOUR ROLL
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43 - Harassment
61 - HOMEWORK
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43 - Identity-Based Slurs
62 - CO-CURRICULAR PROGRAMS
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43 - Sexual Harassment
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64 - Service Learning
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44 - Bullying and Cyber-Bullying
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64 - The Duke of Edinburgh’s Award
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44 - Reporting Bullying
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44 - NEW: StopIT
65 - LEARNING STRATEGIES AND SUPPORT SERVICES AT SALTUS
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45 - Drug and Alcohol Use
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45 - Unsafe Practices and Possessions
65 - Our Approach: Multi-Tiered System of Support (MTSS)
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46 - NEW: Gambling
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65 - The Role of the Learning Strategist
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66 - Learning Support Communication Workflow
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66 - Individualized Learning Plans (ILPs)
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66 - How Can Parents Help?
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68 - Use of External Learning Support Providers On-Site
47 - DISCIPLINARY RESPONSES TO MAJOR VIOLATIONS OF THE CODE OF CONDUCT 48 - APPEAL PROCESS •
48 - Student Discipline & Appeal Policy
49 - NEW: STUDENT COMMITMENT TO THE RESPONSIBLE USE OF TECHNOLOGY & AI •
51 - Additional Expectations
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51 - Saltus Laptop Program
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51 - Cell Phones and other mobile devices
54 - FOSTERING SKILLS FOR A CHANGING WORLD 54 - ASSESSMENT THAT SUPPORTS GROWTH 54 - PREPARING FOR THE FUTURE: GRADE 10, THE GRADUATION PROGRAM, AND ADVANCED PLACEMENT
70 - STUDENT COUNSELLING SERVICES AT SALTUS 72 - PARENT CONNECTION •
72 - Communication
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73 - Emails/Telephone calls
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73 - SaltusLive
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74 - Profile Updates on SaltusLive
74 - PARENT VOLUNTEERS •
75 - ClassList
75 - STAFF DIRECTORY 2
Message from the
Head of
School Dear Saltus Families, Welcome to a new school year at Saltus Grammar School. Whether your family is joining us for the first time or returning for another year, I am delighted to welcome you to our community. Thank you for the trust you place in us each day. It is a privilege to work in partnership with you as we support your child’s learning, growth, and well-being. At Saltus, we believe that children thrive when school and home are connected through open communication, mutual respect, and shared purpose. Your partnership matters deeply. Together, we create the conditions for students to feel known, valued, challenged, and supported as they discover who they are and who they are becoming. This year continues to be an exciting time in the life of our school. As a British Columbia Offshore School, we are proud to offer the BC Curriculum from Kindergarten through Grade 11, with our senior students continuing their journey toward the BC Graduation Program and the Dogwood Diploma. This internationally respected pathway supports academic excellence while emphasizing critical thinking, communication, collaboration, personal responsibility, and real-world application of learning. We are also pleased to continue offering Advanced Placement courses, providing further opportunities for academic challenge and university preparation. While curriculum and academic pathways are important, the heart of Saltus is our people. Our teachers and staff are committed to creating
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learning environments where students are encouraged to think deeply, act with integrity, care for others, and contribute positively to their community. Our core values of Belonging, Respect, Integrity, Courage, and Empathy guide how we learn, lead, and live together. This Family Handbook is designed to help you navigate the school year with confidence. It includes important information about daily routines, school expectations, communication, policies, procedures, and key dates. I encourage you to read it carefully and refer to it throughout the year. We also warmly invite you to be part of school life. Whether through the Saltus Association, community gatherings, your involvement strengthens the experience of our students and the life of our school. As we begin this year together, I look forward to joyful learning, meaningful growth, and many shared moments of pride. Thank you for being part of the Saltus community and for partnering with us in helping every student thrive academically, socially, and emotionally. Warmly,
Julie Rousseau Head of School, Saltus Grammar School
Secondary Director’s Message Dear Saltus Families, Welcome to another exciting school year at Saltus. As I begin my second year as Director of Secondary School, I want to thank our students, families, and staff for the warm welcome and support I received throughout my first year. It has been a privilege to become part of such a caring, engaged, and vibrant school community. Over the past year, I have had the opportunity to get to know our students and witness firsthand the many ways they challenge themselves and support one another. Whether in the classroom, on the stage, on the playing field, or through service and leadership opportunities, I continue to be inspired by their curiosity, resilience, and willingness to embrace new experiences. At Saltus, we are committed to helping every student reach their full potential. We strive to provide a learning environment that is academically challenging, supportive, and inclusive, while encouraging students to develop the confidence, character, and skills they need to thrive beyond our school. Equally important is supporting our exceptional faculty as they continue to innovate and inspire outstanding learning every day. As we begin this new school year, I look forward to building on the strong relationships established during my first year and continuing to work in partnership with our families. Together, we will create meaningful learning experiences, celebrate achievements, and support every student as they grow academically, socially, and personally. Thank you for being an important part of the Saltus community. I look forward to another rewarding year together. Warmly,
Gary Godkin Director of Secondary School 4
School Community OUR VISION
Inspiring students to lead us to a more just, fair and sustainable world.
OUR MISSION
To inspire a passion for learning and independent thinking through a commitment to academic excellence, personal integrity and service to others.
OUR VALUES
A school’s unique culture is expressed through values that guide the actions, interactions, and communication of our community including students, staff, and parents. Our values provide shared and consistent expectations for all while also uniting our school. At Saltus, we seek to teach and model our shared values throughout the school community creating a caring learning environment, building character, and promoting positive relationships. BELONGING
We create a welcoming community where everyone feels included, valued, and connected. RESPECT
We treat ourselves, others, and the environment with dignity and kindness. INTEGRITY
We are honest, responsible, and do what we know is right. COURAGE
We do not let fear prevent us from exploring new opportunities or facing difficult situations. EMPATHY
We seek to understand how someone else feels and see things from their point of view. 5
NEW: OUR 2026-2031: COMPASS
Navigating with purpose. Guided by excellence. Compass is more than the name of a strategic plan. It reflects a way of thinking, one that values clarity of direction, thoughtful decision-making, and the confidence to move forward with purpose. Like a compass, it does not dictate a single path. Instead, it provides orientation, requiring individuals to interpret their surroundings, think independently, and make informed choices. This new strategic plan mirrors our purpose at Saltus. Our goal is not to provide predetermined answers, but to develop the confidence, judgment, and independence students need to navigate complexity and shape their own futures. At Saltus, we equip students with the knowledge, character, and judgement to make thoughtful, informed decisions about their learning and their future. We invite you to review Compass, where you will see where we have clearly outlined the four distinct strategic directions that will guide us over the next few years along with some of the key programs that will continue to set Saltus apart in Bermuda.
Portrait of a Graduate The Portrait of a Saltus Graduate serves as the North Star of our strategic plan, Compass, guiding the development of the knowledge, skills, and character we seek to nurture in every student. A Saltus graduate is prepared to meet the world with confidence, integrity, and purpose, equipped to think critically, communicate effectively, and contribute meaningfully in a complex and changing world. These attributes are developed through learning, relationships, and real-world experiences, reflecting our enduring values and ensuring alignment between our strategic priorities and the student experience. Together, these attributes define the Saltus graduate. Grounded in Our School Values Acts with integrity and courage, respects the dignity and perspectives of others, and contributes to a community where everyone feels valued and included. 6
A Critical and Adaptive Thinker Demonstrates thoughtful inquiry, explores complex ideas, considers multiple perspectives, and applies learning creatively to solve problems. A Resilient and Reflective Learner Approaches challenges with determination, learns from both success and setbacks, and grows through reflection, feedback, and experience. An Engaged and Skillful Communicator Listens actively, expresses ideas clearly and thoughtfully, and builds meaningful connections through dialogue and collaboration. A Responsible Global Citizen Respects diverse cultures and perspectives, contributes positively to community and the wider world, and engages thoughtfully with local and global challenges.
Board of Trustees
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Michael E. Leverock
Chair, Chair Risk Assessment Committee, Finance Committee, DEI Committee
Ian Cook
Chair Building Committee, Risk Assessment Committee
Kevin Dallas ‘96
Advancement Committee Chair, Risk Assessment Committee
Alexander Green ‘96
Member at Large
Amy Jagoda
Saltus Association President, Ex-Officio
Liam Moloney
Finance Chair, Risk Assessment Committee
Sacha Simmons
Building Committee
Colm Singleton
Advancement Committee
Leadership Team The Leadership Team supports the academic and business operations of the School. This team is led by the Head of School – Julie Rousseau, who in turn reports to the Board of Trustees.
Head of School
Julie Rousseau
6222
Julie.Rousseau@saltus.bm
Deputy Head
Nadia Robinson
6291
Nadia.Robinson@saltus.bm
Director of Advancement
Katie Kostiuk
6264
Katie.Kostiuk@saltus.bm
Director of Enrolment Management
Amanda Skinner
6269
Amanda.Skinner@saltus.bm
Director of Finance and Operations
Paull Davis
6224
Paull.Davis@saltus.bm
Director of Facilities & Maintenance
Lionel Cann
6252
Lionel.Cann@saltus.bm
Director of Communications & Marketing
Stacey Sellars
6242
stacey.sellars@saltus.bm
Director of Lower Primary
Jeanne Bean
6324
Jeanne.Bean@saltus.bm
Director of Upper Primary
Elizabeth Dowdell
6301
Elizabeth.Dowdell@saltus.bm
Director of Secondary
Gary Godkin
6246
Gary.Godkin@saltus.bm
Assistant Director of Secondary (Middle Grades)
Shayne Scott
6232
Shayne.Scott@saltus.bm
Assistant Director of Secondary (Senior Grades)
Lorne Nannini
6279
Lorne.Nannini@saltus.bm
Director of Technology & Innovation
Allwyn Bryner
6171
Allwyn.Bryner@saltus.bm
Director of Curriculum
Jesse Sheppard
6294
Jesse.Sheppard@saltus.bm
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History Saltus Grammar School was founded in 1888 thanks to a generous gift from Samuel Saltus who bequeathed the funds for the building of a boys’ school in Bermuda. The school thrived for decades and evolved to include Cavendish Hall in 1972, a second campus devoted to young learners. Many facility enhancements were added over the years, including science labs, learning commons/libraries, music and art facilities, and a 25-metre swimming pool. In 1966, post-desegregation in Bermuda, Saltus widened its mandate for diversity and became one of the first multi-racial private schools in Bermuda. In the 1990s Saltus became fully co-educational. The result has been that students enjoy a diverse, real-world learning environment that elevates all. The history of Saltus is as fascinating as the history of Bermuda itself. To learn more, click here for the full story.
House System In 1931, when Henry C. Cox was Head of School, he instituted the ‘House System’ using the names of Trustees who had a long association with the school. To this day, Saltus students are still divided into these four Houses: Butterfield (green), Darrell (blue), Watlington (yellow), and Saltus (red). Siblings are placed in the same House and if a parent is an Alumni of Saltus their children will be placed according to the parent’s House. The students will earn points for their House and represent their House in various school events meant to enrich the school community through friendly competition.
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The Saltus Alumni Network: Connecting Past, Present, and Future Saltus alumni represent an important connection between our school’s proud history and the future success of our students. From the moment students join Saltus, they become part of a lifelong community that spans generations and extends across the globe. Alumni regularly engage with the school by sharing their experiences, offering career insights, and inspiring current students through guest lectures, mentorship opportunities, and networking events. This connection helps students envision the many possibilities that a Saltus education can unlock, both during their time at school and beyond. We greatly value the role our alumni play in supporting and promoting Saltus. They serve as ambassadors in their communities, advocates for the school, and mentors for future generations of Saltus graduates. We are committed to keeping our alumni engaged and involved through regular communications, reunions, volunteer opportunities, and special events. Their ongoing participation strengthens the Saltus community and ensures that our students benefit from a network that is both deeply rooted in tradition and focused on future possibilities.
Campus Descriptions Our Lower Primary (Junior Kindergarten, Kindergarten, and Grade One) is located at our Devonshire campus. There are three main buildings that are all connected to the Hall. Junior Kindergarten has its own separate wing with two outdoor playgrounds overlooking the farmlands of Devonshire. The Kindergarten and Grade 1 classrooms overlook the main field and playground which is a beautiful open space for the students’ PE, recess and, lunch times. On our St. John’s Road campus, the Upper Primary (Grades 2 - 5) is located on the Western side while the Middle grades (Grades 6 - 8) and Senior grades (Grade 9 - SGY2) are located on the Eastern side. At the heart of the campus is the beautiful Woodlands Administration Building, which dates back to the 1800s. The Upper Primary campus has classrooms surrounding an open courtyard with a large Gymnasium/ Hall, Library, well-equipped Music Room, and Art Studio. The Secondary campus boasts a state-ofthe-art Design Technology Department, a Music Audio Visual Suite with cutting-edge technologies and software, a Black-box Theatre, a large Gymnasium with Fitness Centre, and six fully equipped Science labs. Both departments share the use of the 25-metre pool along with the large two-acre field.
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School Calendar Academic Year 2026-27 Please note that the dates provided below are subject to change. Please consult the events calendar at www.saltus.bm for updated information as needed.
FALL TERM 2026 Monday, 31st August Tuesday, 1st September Tuesday, 1st September Wednesday, 2nd September Friday, 4th September Monday, 7th September
New student induction (Grades 6-11) Grade 6 Connection Day (Offsite) New Primary Student Drop-in (9:00-11:00 am) Classes Begin Back to School BBQ (4:00-6:00 pm) Labour Day (School closed)
Monday, 19th – Friday, 23rd October
Half-Term Break
Monday, 26th October Tuesday, 27th October Wednesday, 11th November Wednesday, 16th December
Professional Learning Day (No students) Classes Resume Remembrance Day (School closed) End of Term (Early dismissal)
Thursday, 17th December – Monday, 1st January
Winter Break
WINTER TERM 2027 Monday, 4th January Tuesday, 5th January
Professional Learning Day (No students) Classes Resume
Monday, 8th – Friday, 12th February
Half-Term Break
Monday, 15th February Thursday, 25th March Friday, 26th March
Classes Resume End of Term (Early dismissal) Good Friday (School closed)
Monday, 26th March – Friday, 9th April
Spring Break
SPRING TERM 2027 Monday, 12th April Tuesday, 13th April Friday, 23rd April Thursday, 27th May Friday, 28th May Thursday, 3rd June Monday, 21st June Wednesday, 23rd June 11
Professional Learning Day (No students) Classes Resume AG Day (School closed provisionally) Professional Learning Day (No students) Bermuda Day (School closed) Graduation National Heroes Day (School closed) End of Term (Early dismissal)
Tuition at Saltus Each year, the administration and the Board’s Finance Committee establish the tuition and fees for the upcoming school year. As a non-profit independent school with charitable status, all tuition fees are dedicated to covering all of the school’s operating expenses, including facilities upkeep and improvements, salaries, and general operating expenses. Tuition covers 87% of the operating expenses of the school. The school relies on other revenue sources, including fundraising, to make up the difference. Annual Tuition for 2026-27 is $27,820. An administrative fee is applicable to accounts registered for the 2, 3, and 10 payment plan options. Our families can select one of the following payment plans: One (1) Payment Plan
$27,820
Payment is due in full on 1st August.
Two (2) Payment Plan
$28,260
Two (2) payments of $14,130 due on 1st August and 1st February.
Three (3) Payment Plan
$28,570
Three (3) payments of $9,523.33 due on 1st August, 1st December, and 1st April.
Ten (10) Payment Plan
$28,270
Ten (10) payments of $2,872 due on the 1st day of each month commencing on 1st August through 1st May.
Paying Tuition On-time: Parents are responsible to ensure payment deadlines are met. • Accounts in arrears will be charged a monthly 2% late payment fee and those that are 90 days overdue may lead to the suspension of student accounts and, at the school’s discretion, the student may be unenrolled in accordance with the school’s enrolment policies. • No student with an overdue fee balance will be permitted to go on school trips abroad without the permission of the Head of School. • Parents are responsible for ensuring that payment deadlines are met. • Any fees unpaid may result in the withholding of report cards and transcripts at the discretion of the school. Changing Your Payment Plan: Please contact the finance office by 15th June prior to the academic year to make any changes to your payment plan. We are not able to change payment plans after the 15th of June. How to Pay Tuition: Payments can be made by credit card, cheque, transfer or standing order. Please contact the Finance or Enrolment office for local account or international wire information. Credit card payments can be made on our Tuition & Fees Portal. Accessing Your Statement: The Finance Billing Portal is the Primary Source to access student balances. Statements will continue to be sent every month; however, these will serve as a secondary 12
reminder. Non-receipt or late review of statements will not justify non-payment of outstanding balances or reversal of late fees. We strongly encourage parents to register online to avoid late fees. The Finance Billing Portal is an online platform that provides real-time access to your student account. You can view transaction history and obtain up-to-date balances. This will remove the reliance on statements which may end up in junk mail. If you have not yet signed up, please create your account here. You can also view this short video tutorial. Student billing is processed monthly, and a link to your statement is sent to you each month via email. For security purposes, this link is available for ONLY 14 days. When you receive the email you should print or save your statement. If the 14-day access window expires, you can log in to the Finance Billing Portal. If you have any questions please contact the Finance Office at financestaff@saltus.bm Financial Assistance: For details, please contact the Director of Enrolment Management or refer to our Financial Assistance tab for comprehensive information. The due date for the Financial Aid applications through FAST is the end of January, before the academic year you are applying to. However, we are happy to work with you throughout the year so don’t hesitate to call. Re-enrolment: Every year in February, families are asked to complete the school’s re-enrolment form to confirm whether their child will return for the following academic year. This annual process allows the School to plan responsibly for staffing, class sizes, programmes, and enrolment. A family’s decision not to return is governed by the withdrawal provisions set out in the Enrolment Contract, which require written notice within the specified timelines. Where the required notice is not provided, the family remains financially responsible for the following term’s fees. Withdrawal Once the Student has entered into the school, we agree to give one full term’s advance notice in writing in order to withdraw the Student from the School. We understand that we must therefore give the following written notice to withdraw the Student and to relieve us of financial responsibility for the next term’s fees: • By the end of March for students not returning in September. • By the end of August for students not returning in January. • By the end of December for students not returning in April. If the written notice is not given, the next term will be payable irrespective of whether the Student remains enrolled in the school. We agree that the absence, academic failure, or withdrawal of the Student during the academic year shall not excuse, alter, abate or nullify the obligations for tuition and other charges or fees throughout the academic year.
Yearbook Our student yearbook committee produces an annual yearbook – The Martlet. This publication is available for purchase and is added to student school accounts. All Saltus students that are enrolled by Friday, 27th November will be included.
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Power What Matters Most: Join Our Generous Community of Supporters At Saltus, we are fortunate to have a generous community of parents, alumni, and friends who share in our commitment to providing an exceptional and accessible education. Their generosity powers the experiences that set Saltus apart—while helping to keep fees as competitive as possible for all families. Like most independent schools around the world, Saltus relies on annual fundraising to bridge the gap between tuition revenue and the true cost of delivering a world-class education. This model allows us to keep tuition costs down while also raising essential funds for Financial Assistance, making a Saltus education possible for students from a wide range of backgrounds. Now, families can choose where their gift will make the greatest impact through one of our four targeted Impact Funds: • Financial Assistance Fund – Providing life-changing opportunities for students from diverse financial backgrounds. • Head’s Discretionary Fund – Enabling our Head of School to respond quickly and strategically to the school’s most urgent needs. • Program Innovations Fund – Fueling creativity and innovation in our classrooms and learning programs. • Campus Improvements and Learning Environments Fund – Enhancing the facilities and spaces where our students learn, collaborate, and grow. We invite every Saltus family to join this tradition of generosity. Your participation—at any level— helps power the Saltus experience for today’s students and for generations to come. Scan to Give. You can also click on the link below to make your gift. https://giving.saltus.bm/forms/annualgiving If you have any questions about giving, please contact the Advancement Office at (441) 292-6177 or advancement@saltus.bm
Health and Safety Emergency Procedures
In line with the Bermuda Government requirements, we carry out regular drills including: Evacuations, Secure Drills, and Hold (shelter in place) Drills at Saltus. During an evacuation, our students leave the buildings and follow the organized process of lining up at a safe distance on the field. In the event of a true emergency situation where students are required to evacuate the building, students will proceed to their designated holding area where student attendance will be taken. Supervision will be in place until the emergency situation is resolved. 14
Conversely, during a Secure Drill, the campus is locked down and our students stay inside classrooms. During a Hold Drill (shelter in place), students are kept in classrooms with business as usual. Staff and faculty training is conducted for these scenarios and our teachers are well-equipped to inform and reassure students as needed. A school Lock Down occurs in the event of imminent danger (e.g., violent intruder). In such circumstances, the school’s Emergency Response protocols are triggered and authorities are informed of the situation. When a Lock Down is initiated, staff and students remain quiet and out of sight in a secured location until they are informed that the Lock Down is over. Lock Down drills are part of our Emergency protocols to ensure preparation in the event that an actual Lock Down is required.
Weather-Related School Closing Information
In the event of severe weather, closure notices will be posted on www.saltus.bm and there will be an announcement made through the local media outlets and on our social media to inform families of any need to close the school. If school is in session when the school closure is initiated, parents will be contacted via email and students will need to be collected as quickly as possible.
Local Field Trips
We have formal school guidelines and parental permission requirements for all local trips. Risk assessments are conducted for all field trips and supervisors are assigned for all trips. The school’s student Code of Conduct applies to all off campus school-related events. Faculty take all reasonable safety precautions to provide the highest standards of safety for our students.
International Trips
International trips are a key component of the educational experience at Saltus. They enable our students to build confidence, increase 15
motivation, and expand their worldview. We are mindful to offer such opportunities at various upper grade levels. They are opportunities to take their learning beyond the school gates and also help to build stronger teacher-student relationships.
Student Code of Conduct While on Trips
It is important to note that our student code of conduct applies during all school-related events and during all local and/or international field trips. Students displaying behaviour issues and/or experiencing difficulties in adhering to the student code of conduct (either through repetitive conduct issues and/or engaging in serious misconduct) prior to a school-related trip, may have their privilege of participating in the school trip removed.
Permission Slips
All permission slips for field trips during the school year will be issued and completed through SaltusLive. Upon logging into your SaltusLive profile, there will be a yellow banner notice alerting you that there are forms to complete.
Medication
All students requiring medication at school must submit a Medication Waiver completed by their parent/legal guardian (form available on SaltusLive). All medications requiring refrigeration will be kept in a school refrigerator and administered by the teacher, office staff, or the First Aid Attendant. Children should never keep medicine of any kind in their lunch boxes. Please note that it is school policy to administer medicine to students only if the exact dosage and time to be taken are clearly written by parents/guardians. This includes rescue inhalers for children with asthma. Some medicines are forgotten at pick-up time so please pour the necessary dosage into a separate bottle or container. Please also be aware that the school does not provide sunscreen. If you wish your child to wear sunscreen, please apply it before he/she comes to school.
Saltus Community Ethics Religion
Saltus is non-denominational. Saltus offers students the opportunity for reflection, learning and/or dialogue on spiritual and ethical matters. While assemblies and holiday celebrations may sometimes reflect the Christian tradition of the school, we respect the religious diversity of the student body and endeavour to be inclusive in our recognition of events.
NEW: Inclusion Statement
At Saltus, we believe belonging grows from respect, connection, and shared purpose. We are dedicated to building an inclusive and equitable school community that embraces diverse identities and perspectives, where all individuals feel safe, supported, and empowered to thrive.
Safeguarding: Saltus’ employees’ legal obligation for Mandatory Reporting
Our Staff and Faculty are mandated by law to report any suspected child abuse to the Department of Child and Family Services. If there is any suspicion of abuse, Family Services will be contacted immediately, and they will proceed with the case according to their procedures.
Disclosure of Student Records
The school regards the privacy of all individuals as an important requirement. Our full privacy policy is outlined on our website at www.saltus.bm. If you have any complaint relating to the school’s use of personal information please contact our designated Privacy Officer, Stacey Sellars at privacy@saltus.bm so that we may be given the opportunity to resolve the issue. 16
Useful Telephone Extensions The main school telephone number is 261-2261 – Whole School Receptionist Dennishia Roberts
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Director of Secondary School
Gary Godkin
6246
Assistant Director of Secondary (Grades 9-SGY2)
Lorne Nannini
6279
Assistant Director of Secondary (Grades 6-8)
Shayne Scott
6232
Secondary School Administrative Assistant
Dejah Denbrook
6228
Head of Learning Support Services
Andrée Dugal
6243
School Counsellor (Primary & Middle Grades: K-Grade 7)
Nic Scanlon
6256
School Counsellor (Secondary: Grade 8-SGY2)
Melisa Judd
6255
School Shop
Haley Trott
6285
Database Management
Larry Bucher
6287
Director of Finance and Operations
Paull Davis
6224
Head of School
Julie Rousseau
6222
Executive Assistant to the Head
Patra Phillips
6247
Deputy Head of School
Nadia Robinson
6291
Director of Advancement
Katie Kostiuk
6264
Director of Enrolment Management
Amanda Skinner
6269
School Drop-Off We welcome all Secondary students on campus between 8:00 and 8:25 am when full supervision is in place to ensure a safe and secure start to the day. If students have siblings in Upper Primary, please drop them off at Upper Primary during their siblings’ drop-off time.They can then walk back to the Secondary School area using the designated crosswalks.
Procedures
Entering at the St. John’s Road entrance, you will drive onto the right-hand side of the road where students are dropped off under the covered porch. Drop-off on the left by the piazza is prohibited. When you exit the school, you will stay on the right-hand side of the road allowing the left-hand side to remain clear for the Upper Primary drop-off. Please do not park, continue driving and exit onto Woodlands Road.
School Pick-Up Students may be collected at 3:30 pm unless they have been instructed to walk to a location outside of the school grounds. By 3:45 pm daily, students should either: • Leave the school premises (car pick-up or on foot) • Work quietly in the Learning Commons in a supervised area • Attend an co-curricular activity (registration required)
The Learning Commons
After school students have the option to stay and complete homework, study or read in the Learning Commons under the supervision of the Learning Commons staff. Students are not permitted to be in the Learning Commons without supervision.
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Visiting the School Campus Safety
The safety of our students and employees is our top priority. For this reason, our campus is a closed campus which requires all visitors to report to the main reception for sign in. Visitors must have an appointment and/or a reason to be on campus. For safety and supervision reasons, we reserve the right to ask any/all visitors who are on site without a clear purpose, to leave the school campus.
Visitor Sign-In
When visiting the St. John’s Campus between 8:30 am and 4:00 pm, all visitors will enter and exit through the St. John’s Road gates. The security guard may request to see photo ID and direct visitors to the reception. Once at the reception, all visitors (including parents/guardians) are asked to sign in and be issued a visitor pass which must be worn at all times while on campus. Visitors will return to sign out and return their visitor’s pass when leaving the campus. For attendance purposes, parents are asked to inform the receptionist if they are taking their child(ren) off campus before the end of regular school hours. Classroom Guests/Speakers: Classroom guests and/or speakers will have completed a guest speaker sign in form and will report to the main reception to sign in and obtain a visitor’s pass. Parent/Guardian attendance at School-Related Events: Parents and/or visitors attending a scheduled school event during or after school hours, are not required to sign in. Parent/Guardian Drop Off & Pick Up: Parents/guardians do not require to sign-in for drop off or pick up. However, if you are looking for your child at pick up time, we encourage you to reach out to supervisors on site and/or check in with the school receptionist at the main reception area. 19
Student Drivers Our policy regarding student-driven vehicles is to ensure the safety of everyone while meeting the needs of those families who rely on the convenience of a student-driven vehicle. Students are not permitted to bring cars onto the campus. Students who are 16 years or above are permitted to ride motorbikes and E-Bikes to and from school. The following points must be followed to ensure the safety of student riders and the school community as a whole: 1. Students are asked to register vehicles that will be driven to school with their advisor. A record of student registration plate numbers will be kept by the Secondary School Administrative Assistant. 2. Students are to ride in a safe manner at all times and be mindful of themselves, others, and the wider school community. 3. Students must park in the designated bike parking bays on campus. Students should not be parking their bikes on roads neighbouring the school such as Euclid Avenue given the fact that these inconveniences our neighbours going about their daily business. 4. Students must use the one-way system in place at all times. During the period from 3:30-4:00 pm, students are not permitted to leave the campus via the St. John’s Road entrance. This goes against the flow of traffic and is dangerous. 5. In accordance with the law, students must not have ‘pillion passengers’ unless the driver is 18 years of age. 6. We encourage students to wear a full face helmet to reduce the risk of head injuries in the case of an accident. The school reserves the right to ban students from driving vehicles to school if they are in contravention of any of the above points.
The Advisory Program At Saltus, we believe in the importance of strong teacher-student relationships, and our Advisory Program is a testament to that commitment. Each student is paired with an Advisor who plays a crucial role in supporting their social-emotional development. As the one trusted adult, the Advisor gets to know each student well and moves up grade levels with them throughout their secondary journey. Our Advisory Program is designed to aid students in their social, emotional, and intellectual growth. During these meetings, students gather in small groups with their Advisor to discuss academic and school life issues, set academic goals, and talk about co-curricular and community service involvement. With their Advisor’s guidance, students regularly review and revise their goals throughout the year. The consistency of having the same Advisor throughout Secondary School ensures that strong bonds are formed, and Advisors gain a thorough understanding of each student’s progress. When students reach SGY2, their Advisor, in collaboration with the school’s University Guidance Counsellor, writes their university recommendation, highlighting their achievements and growth. 20
At Saltus, we place a significant emphasis on these advisory relationships, recognizing their importance in fostering a supportive and enriching educational environment for every student.
Assemblies Assembles take place twice a week, on Tuesdays and Thursdays. This requires #1 uniform to be worn on both days for all students. Assemblies are an opportunity for us to build a strong school community and culture. Regular assemblies provide student leadership opportunities, celebration of achievements, receive information and important reminders, nurture and empower our school values and hear a speaker or view a presentation on a variety of topics. These assemblies will be supplemented by grade/year group meetings as well as advisory lessons.
SGY Common Room/Graduate Lounge The Goose Gosling Centre is an excellent facility. The Reiss Centre (SGY Common Room) was purpose-built to accommodate the SGY program. It is expected that all students will engage in respectful interactions with each other while interacting in this common space. The same courtesy and consideration are also to be afforded to the collaboration space/hub within the Gibbons Centre next to the SGY Common Room. All students are expected to contribute to the wellbeing of these areas and to tidy up after themselves. Any students who damage or litter the communal areas will have to make good any damage and will lose the privilege of using the facility for a designated time. These spaces were designed specifically to foster a sense of community within our Saltus Graduate Years (SGY) program. These spaces provide students with their own personalized area where students can work, interact, study and socialize while also introducing them to the concept of student centres that are found in most universities and institutions of further education.
Student Leadership At Saltus, students are given meaningful opportunities at every stage to step outside their comfort zones and grow as leaders. In Secondary School, students have a number of opportunities available to them. These roles help students build confidence, develop resilience, and strengthen decisionmaking skills as key qualities for success in university and life beyond. Students are encouraged to lead by example and meet the responsibilities associated with their roles.
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They may choose to run to become a member of Student Council, apply to be a Middle Leader in Grade 8, or a Gold Key representative in Grade 9 through to SGY2 or to represent their House as a House Captain or Vice-Captain. Students may also put themselves forward to be elected by staff and their peers as a Senior Prefect in their graduating year.
School Council
Early in Term 1, students are invited to put their name forward to be part of the Student Council. The Saltus Student Council provides students in Grades 6–11 with meaningful opportunities to develop leadership skills, represent their peers, and contribute to the ongoing growth of our school community. Representatives are elected by their classmates and serve as the voice of their grade, bringing forward ideas, feedback, and perspectives to help shape student life at Saltus. Working collaboratively with a faculty advisor and school leadership, the Student Council promotes school spirit, organizes events and initiatives, and advocates for positive change. Through respectful dialogue, collaboration, and service, Student Council members learn the importance of civic responsibility, effective communication, and leading with integrity while ensuring that student voice remains an important part of school decision-making.
Gold Key
In January 2015, Saltus established Gold Key, a student leadership group that serves as ambassadors for the school. Since its inception, Gold Key students have supported the school and the Enrolment Office by providing tours for prospective families, current families, local dignitaries, alumni, and other visitors, while representing the values and spirit of the Saltus community. Gold Key members meet twice each month throughout the school year and play an important role in welcoming visitors and showcasing student life at Saltus. The recruitment process begins each October when interested students in Grades 9-SGY2 submit an application to the two student Heads of Gold Key. Applicants then participate in a competitive interview process, after which the Heads select the new members who will join the group.
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Each May, Gold Key members elect the next two student Heads from within the existing membership who will be going into their graduating year in the fall. These student leaders succeed the graduating Heads and are responsible for leading the group, coordinating activities, and selecting the following year’s new members.
Middle Leaders
The Middle Leaders position offers Grade 8 students a meaningful opportunity to step forward into roles of leadership and service within the Saltus community. Unlike traditional peer-elected positions, Middle Leaders are selected by the school administration through a formal application process. Each May, interested Grade 7 students can express their intent, gather teacher references, and participate in a brief interview with the current student Middle Leader team. Once appointed, Middle Leaders serve the school in several vital capacities. They act as official ambassadors at various events, present confidently during school assemblies, assist with welcoming and onboarding new students, and help lead parent information sessions. In addition to these operational duties, Middle Leaders are expected to collaborate with staff by sharing ideas and strategies to improve the overall student experience. Throughout their tenure, they are expected to demonstrate high levels of responsibility, initiative, and a commitment to excellence. By consistently modelling the core school values of respect, courage, service, and belonging, Middle Leaders play an essential role in fostering a welcoming, inclusive, and supportive campus culture.
NEW: First Responders
We launched the Student First Responders Program in the 2025-26 school year. This initiative allows senior students to apply their CPR and First Aid training in support of campus safety and care. Each day at recess and lunch, two trained Student First Responders are on duty to assist with minor injuries, modelling empathy, responsibility, and calm decision-making in real-time situations. Upon successful completion of the program, participants receive a certificate of recognition, an asset for university applications and future community service involvement. you visit our campus, keep an eye out for them in their bright red Student First Responder polo If shirts, ready to serve, support, and lead by example.
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Senior Prefects
In the spring, our Grade 11 students are invited to enter into an election process to become a Senior Prefect. The Senior Prefect Team includes two Head Prefects and students serving in a variety of leadership roles including Sustainability, Diversity, Equity, Inclusion & Belonging (DEIB), Alumni & Advancement, Student Life, Yearbook, and Head of Gold Key. Interested candidates will first be required to submit an application which is reviewed by members of the administration team. Once their application is approved they will move forward to the next step of speaking at a whole school assembly where they express their interest in becoming a Senior Prefect. Following their speeches, students and staff are invited to vote for who they think will best fulfill these roles. Senior Prefects are supported by staff liaisons who help them define their responsibilities, develop initiatives, and set meaningful and challenging goals. Through this model, Saltus provides students with opportunities to lead in areas aligned with their interests and strengths, contribute meaningfully to school life, and develop the skills, confidence, and experience needed to thrive in higher education, their future careers, and beyond.
Recess and Lunch Students are encouraged to bring healthy options for lunch and recess to school each day. Microwaves are available for students on a first come first serve basis. Grade 6 and 7 students are required to eat lunch in Alumni Hall during the first half of the lunch hour.
Lunches and ‘Lunch Leave’
Grade 6-10 students will stay on the school premises during recess and lunch. SGY2 students, with a signed permission form, may leave the premises and lunch, unless they have designated activity, but must ensure that they sign out when they leave. They are also expected to return at least 10 minutes before the start of their next lesson and sign back in when doing so. This privilege is extended to select Grade 11 students during Term 2 and Term 3 based on their academic performance. Parental permission will be required for any student leaving campus. The Upper Primary Department, including the part of the drive alongside Woodlands, and the field including the play equipment, is out of bounds to students in the Secondary School.
Hot Lunch Program
Hot lunches are available through the La Trattoria lunch program. If your child is interested in obtaining hot lunch, sign on to La Trattoria website to place your order. Hot lunches are not available for general purchase. To reduce waste Bento Boxes are used for hot lunches. The Bento Boxes can be purchased from the Saltus Shop. Once La Trattoria receives the hot lunch order they will enter your choices in a database that will give them the names of those having lunch that day. All your child(ren) will have to do is leave their Bento Box in our hot lunch serving area and lunch will be served. If your child is unable to attend school, 24
simply send La Trattoria an email (manager@ trattoria.bm) the day before or in the morning before school starts so that food will not be sent for them, this way food will not get wasted. Your credit will then be rolled over into the next academic term. After eating their lunch, students bring the box home and return with it the next time they are scheduled to have lunch. Only one lunch box will be issued per student and if they lose the box then parents are to supply another food container. The same is true if the cutlery is lost. On the odd occasion that a student has simply forgotten their box, they will be served in a non-plastic disposable container. This will be monitored. Replacement cutlery is available for an additional fee. Proceeds will go to the Eco Club.
The Tuck Shop
La Trattoria services a canteen for students who wish to purchase lunch or snacks on a daily basis. The canteen is located inside the Secondary building where a menu and the price list are displayed. As an example of options, you may find sandwiches, salads, soups, wraps, muffins, and popcorn.
Personal Belongings
Please ensure that all belongings are clearly named. If your child has lost any items, there are ‘lost and found’ locations in each Department. The school is not responsible for replacing lost or damaged student belongings.
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School Supplies Secondary School students are each assigned a locker. Students in Grades 6-8 will use a binder system to assist them to develop organization skills. During the first week of school we will spend time with students to help them to use this binder system effectively. Each student is required to purchase a school laptop, although SGY students have the option to sign up for the BYOD (Bring Your Own Device) program. The BYOD form is available at the school Help Desk. Students are required to purchase the following supplies: • • • • • • • • • • • • •
Laptop case/binder system * Wired/headphones * Lock for locker * Black or blue ballpoint pens Pencils Eraser Highlighters Coloured pencils Pencil sharpener Pair of compasses 30cm ruler Calculator Protractor
* Please note that those items marked above may be purchased at the Saltus Shop while quantities last.
Secondary School Code of Conduct Our Philosophy
At Saltus, we believe in fostering a community built on mutual respect and genuine concern for the emotions, possessions, and personal rights of everyone. Our philosophy emphasizes the importance of honouring individual differences and supporting the development of each person’s potential within a caring school environment. We live by our core values of belonging, respect, integrity, courage, and empathy. A positive school culture is achieved when all community members uphold these values and conduct themselves responsibly, as outlined in our student Code of Conduct. Respect for one another is crucial for achieving our collective goals, ensuring the safety and continuation of our community, and maintaining an environment where learning and trust thrive. One of the most effective ways to encourage good behaviour and strong academic achievement is through positive reinforcement. We actively encourage students to develop self-discipline and self-regulation to maintain a positive learning atmosphere. Our goal is to help young people understand what it means to be responsible citizens. This includes recognizing that one’s choices and actions can impact others negatively. We will work with students to support their understanding of, and adherence to, our expectations. At the same time, we recognize that adolescents, like adults, may make mistakes. Therefore, we have established a system of progressive discipline to guide and support students in their growth.
Responsibility of Parents
A strong partnership between the school and parents/guardians is essential in supporting our students. Parents are expected to review the Code of Conduct with their child(ren) to
ensure they understand the expectations. As important role models, parents are expected to address concerns and issues respectfully and productively with Saltus faculty and staff, as well as with other parents, students, and stakeholders. Open dialogue and communication between home and school are actively encouraged to strengthen partnerships. If concerns arise, we ask that parents address issues following clear lines of communication.
Responsibility of Students
Students are responsible for knowing, understanding, and following the expectations outlined in our Code of Conduct, including school rules, regulations, and guidelines. We expect students to contribute positively to a supportive, respectful, and inclusive learning environment and to maintain positive relationships with their peers, faculty, and staff. Our Code of Conduct emphasizes positive behaviours, extending to respect for all possessions, personal rights, and areas within our school. The buildings and property of the school should be respected and valued.
Responsibility of Saltus Staff
Saltus staff will provide a safe, respectful, and inclusive learning environment that supports the whole child. At the core of a caring learning environment is a student-centered program that supports the needs of students and enriches their full development as learners. Faculty and staff will communicate expectations productively with students and parents, promoting reflection, responsibility, and behaviour conducive to learning. Central to our approach to discipline is the belief in maintaining student dignity. Staff will endeavour to support the whole child, providing opportunities for reflection, ongoing growth, 26
and a sense of responsibility. When necessary to apply progressive discipline, staff will demonstrate consistency and fairness. Parent/Guardian Setting a Meeting with Faculty: Appointments should be scheduled ahead of time with your child’s teacher and/ or faculty member. We encourage parents to send an email or connect with the school’s Administrative Assistant via telephone or in person to first set up a mutually convenient time for the parent-staff member meeting. We ask that parents provide context for the meeting (e.g., concern regarding my child’s learning, check-in on child’s progress, concern on social interaction at recess etc).
This provides your child’s teacher with an opportunity to be informed and prepared to provide the required assistance and/ or information. Parents who do not have an appointment will be asked to make an appointment upon arrival, unless it is an emergency that needs to be addressed by an Administrator. Setting a Meeting with an Administrator: We encourage parents to follow the lines of communication when addressing issues. Meetings with administrators also need to be scheduled ahead of time so that focused attention and required information can be gathered ensuring a productive meeting.
LINES OF COMMUNICATION
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The Parent/Teacher Communication Process Identification of a Concern by a Teacher/ Staff Member
Effective Lines of Communication:
Some examples of concerns include:
Step 1: Communicate with the Teacher/Staff Member For classroom-related concerns, parents should first discuss the issue with their child’s teacher. Most issues can be resolved at this stage without involving the Director or Assistant Director of the respective school (Middle or Senior grades). Our teachers are dedicated to the success of all students and seek to find solutions and strategies to address concerns raised by parents.
When a teacher identifies a concern, contact will be made with a parent as soon as possible, ideally within 24 hours.
• Irregular attendance – chronic lateness and/ or unexcused absences • Consistent academic difficulty • Consistent non-completion of homework • Noticeable drop in academic standing • Serious academic or behavioural difficulty • Violation of the Code of Conduct Faculty and staff may communicate via email, phone call, or by requesting a face-to-face meeting.
Identification of a Concern by Parents
When a parent communicates a concern to a teacher, a response will be made as soon as possible, ideally within 24 hours during a school week, or upon return from a weekend or holiday. If a face-to-face meeting is desired, please request one in advance.
Setting a Meeting with Faculty
Appointments should be scheduled ahead of time with your child’s teacher and/or faculty member. We encourage parents to send an email or connect with the school’s Administrative Assistant via telephone or in person to set up a mutually convenient time for the meeting. Please provide context for the meeting (e.g., concern regarding my child’s learning, check-in on child’s progress, concern on social interaction at recess). This allows the teacher to be informed and prepared to provide the necessary assistance and information. Parents who arrive without an appointment will be asked to schedule one unless it is an emergency requiring an administrator’s attention.
Steps for Parents to Address Concerns At Saltus, we strive to resolve issues collaboratively and productively. We ask that parents follow these steps to address concerns:
Step 2: Communicate with the Director or Assistant Director If the issue remains unresolved after Step 1, parents may inform the Director of Secondary School or Assistant Directors. The Director will verify if the preceding steps have been followed before addressing the matter. They will collaborate with all parties to resolve issues, as we are partners in your child’s education. Step 3: Communicate with the Deputy Head of School If the issue is still unresolved after Steps 1 and 2, parents may inform the Deputy Head of School. Appointments can be made through Patra Phillips, the Senior Executive Assistant to the Head of School, at patra.phillips@saltus.bm. Step 4: Communicate with the Head of School If the issue is still unresolved after Step 3, parents may inform the Head of School. Appointments can be made through Patra Phillips, the Senior Executive Assistant to the Head of School, at patra.phillips@saltus.bm.
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Respectful Parent Communications Effective communication is essential for positive partnerships and your child’s success. At Saltus, we expect parents and guardians to communicate in a manner that aligns with our values of respect, integrity, and empathy. Harassing or disrespectful comments directed at any member of the Saltus community, whether in person or in writing, will not be tolerated. Such behaviour is unacceptable and will require an in-person meeting with the Head of School to resolve the issue.
Other Means of Communication While email is timely, it can be easily misinterpreted. Some matters are best communicated in person. We are happy to schedule a personal meeting to discuss your concerns and remind you that issues related to your child’s academic performance should first be addressed with their teacher. Other parent communication channels include: • Parent-Teacher conferences • Curriculum information evenings • Parent Coffee Mornings • The Week Ahead newsletter
Standards, Expectations, and Consequences Students and staff have a right to work and study in an atmosphere that is free of any form of harassment or intimidation and we all share a responsibility for ensuring that such an environment always exists. Central to our philosophy is the expectation that students will respect the school environment and each other.
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Progressive Discipline Students are at various stages of learning acceptable behaviour, and positive practices may not always effectively address inappropriate behaviours. At Saltus, each individual is responsible for their own actions and behaviour and is expected to be a good citizen. Discipline is a formative process of development, not just a tool for times of misbehaviour. It is achieved when the school community clearly understands the rules and guidelines within which they learn and feels comfortable with the structures in place.
Responsibility for Monitoring and Upholding Discipline
The following staff members are responsible for monitoring and upholding school rules, the Code of Conduct, and imposing disciplinary actions: • • • •
Assistant Directors of Secondary Director of Secondary Deputy Head of School Head of School
These individuals, along with their designates, consult with students, staff, parents, and others as deemed appropriate.
Progressive Discipline Approach
Saltus employs a progressive discipline approach to address inappropriate behaviour. This approach uses a continuum of interventions, supports, and consequences that build upon strategies to promote positive behaviours. While suspension and expulsion are supported for serious incidents, the Head of School and Deputy Head of School will consider all relevant and mitigating factors before making such decisions. Although the severity of the consequences and the positive steps taken will generally align with the nature and degree of the misbehaviour, each case will be handled individually. No two incidents are exactly alike, and the needs of those who caused harm may differ. Each student is recognized as a unique individual, and all factors affecting their behaviour will be considered throughout the progressive discipline process. Consequences will be age and developmentally appropriate.
Possible Interventions and Consequences
Progressive discipline may include the following interventions and consequences: • Review of expectations • Warnings • Issuance of infractions • Notification of parents/guardians • Restricted privileges • Behaviour contract • Restorative practices including reflective practices, community service and/or other relevant opportunities for growth • Referral to counseling and/or consultation • Removal from class 30
◊ In-school suspension ◊ Short-term out-of-school suspension ◊ Long-term out-of-school suspension • Expulsion/dismissal In all circumstances, the school will endeavour to gather facts and information regarding the student’s behaviour or issue. Students will be treated with fairness and as individuals, considering the unique aspects and circumstances of each situation within the overall framework of consequences and consistency of expectations, as outlined in the Code of Conduct.
Acknowledgement
Students and parents are expected to review this Code of Conduct policy and acknowledge in writing that they are aware of, and accept, its content, through the school form on SaltusLive.
Essential Expectations At Saltus our students: • Understand and follow expectations set out in the Code of Conduct • Have the right to feel safe in all learning environments and experiences both on and off campus • Set respectful boundaries for themselves while being considerate of others • Strive to interact with others respectfully and seek to resolve differences or issues in a productive manner • Respect the diversity of their peers, and of members of the local and global community, by practising active listening, empathy and kindness • Demonstrate respect and care towards themselves, peers and the school environment • Demonstrate a willingness to engage in their learning • Demonstrate academic integrity • Demonstrate digital citizenship and follow the guidelines outlined in the responsible use of technology • Are punctual and come to school prepared for their learning • Understand and follow the school uniform guidelines and present themselves with pride 31
• Report dangerous or uncomfortable situations to faculty or staff immediately • Seek help and/or assistance from staff As outlined above, Saltus has clear expectations related to student behaviour. Central to these expectations is the assumption that students will respect the school environment and each other. The following are examples of unacceptable behaviour: • Chewing gum • Poor behaviour on the field • Failure to follow a classroom rule • Repeated incomplete assignments • Inappropriate language • Inappropriate use of technology including cell phones, air pods etc. • Inappropriate or incomplete uniform • Frequent tardiness • Teasing • Unauthorized leaving of school grounds • Lying or cheating • Bullying, cyber-bullying, discrimination, and intimidation • Being rude or disrespectful to peers, staff and visitors
• Gambling • Exhibiting any behaviour that detracts from the learning of others • Use, possession, or distribution of alcohol, drugs, e-cigarettes (vaping), or being under the influence of alcohol, or non-medicinal drugs in any form including edibles when attending school-related functions (e.g., dances, excursions, sporting events). • There is no smoking/vaping or use of any tobacco or nicotine products (such as nicotine pouches) of any kind on school property or when attending school-related events whether students are in uniform or not • Inappropriate representation on social media platforms • Theft • Vandalism or destruction of school property • Tampering with smoke and/or vape detectors At Saltus, we strive to provide a safe and caring learning environment. Caring environments are free from: • Bullying, cyber-bullying, harassment, and/or marginalization • Threats and intimidation • Violence in any form • Discrimination in any form including race, colour, gender, religious beliefs, disability, sexual orientation, ancestry, or national origin • Retribution against a person who has reported incidents • Abuse in any form
Discipline Guidance
The following steps serve to provide guidance for progressive discipline. • Step 1: Verbal Warning The teacher will speak to the student about their behaviour and will offer suggestions for improvement. This will be considered a verbal warning.
• Step 2: Infraction The teacher will speak to the student and will issue an infraction to document the conversation. • Step 3: Meeting with Assistant Director If the behaviour continues unabated, the student will be required to meet with the Assistant Director and attend (one or more) reflection sessions. This is at the discretion of the Assistant Director based on circumstances (including frequency and mitigating factors). • Step 4: Parent Meeting Parents will be asked to participate in a meeting with the Assistant Director, the student, and other appropriate parties to discuss a plan of improvement. This may include regular conversational checkins which may be with the Assistant Director and/or the School Counsellor. • Step 5: Escalation of Consequences Repeated violations after the meeting referenced above will result in an escalation of disciplinary responses as referenced in the ‘Major School Rules’ section of this handbook. The infraction system is designed to reinforce the values that underpin our school community and to maintain mutual respect. When a student’s actions run counter to the code of conduct and/or our school values (belonging, respect, integrity, courage, empathy), an infraction may be issued. Accumulating five infractions will result in a detention. Infractions can be issued for reasons such as missed homework, technology violations, incorrect uniform, disruptive behaviour, and other minor conduct issues. During detention, consequences may include the completion of missed work and/or assignments, behaviour reflections, and/or community service.
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Secondary Dress Code & Uniform The following outlines expectations regarding dress code and uniform. Exceptions can be made at the discretion of the Deputy Head of School or Head of School with respect to the needs of the individual. Such accommodations may be related to cultural or religious needs, body type needs, medical requirements, and/or disability. The Saltus School Shop is located on Woodlands Road and supplies all uniform pieces as well as other specialty items. The shop will be open Mondays, Wednesdays, and Fridays by appointment only. Our Saltus Shop is also available online for your convenience. The school supports many charities and events which usually result in one to two ‘Grub Days’ a term where students may dress in their casual clothes.
Dress Code:
• Students should wear their uniforms in a respectful manner • Shirts must be tucked in, including to and from school • Ties should be worn properly • Pants/trousers should be worn correctly and be schoolappropriate (combat or cargo style are not acceptable) • Skorts should not have pleats/pockets or buttons and sit no more than two inches above the knee. • The Saltus ¼ zip sweatshirt may be worn, • Students are permitted to wear a wristwatch • Students are permitted to wear two small plain studs max per earlobe, small hoops, and a single bracelet. Single cartilage studs are permitted. • Nose piercings are acceptable but studs only not hoops • Natural-looking make-up, polish or nails are acceptable • Hair should be neatly groomed. Longer hair will be required to be tied back for practical subjects for safety reasons. • Natural hair colouring is acceptable • Hats may be worn on the field during the hotter months • Aprons/lab coats are required for Design Technology and Science but will be provided • School shoes should be black or brown polishable (not sneakers) Students are expected to dress neatly and in the correct uniform. Students/Parents will be reminded if they are not in the correct attire. 33
Secondary Uniform Grade 6 – Grade 11 Uniform Shirt
Saltus white polo shirt
Trousers/Skort
Khaki shorts, long khaki trousers, khaki ‘A’ line flat front skort (worn no more than two inches above the knee).
Socks
Knee-high-length khaki or white socks with shorts or skorts Short white or khaki socks with long trousers
Shoes
Black/brown polishable (no sneakers)
Belt
Black/brown
Hair ties/ bands
Solid red/white/navy blue/black/brown
Sweater (optional)
Navy blue Saltus sweater/vest/cardigan Saltus ¼- zip sweatshirt
Grade 6 – Grade 11 # 1 Dress Uniform – to be worn in assembly, with guest speakers & when representing the school, for example. Notice will be given when #1 Uniform is required. Shirt
White button down
Tie
Saltus tie
Trousers/Skort
Khaki shorts, long khaki trousers, khaki ‘A’ line flat front skort (worn no more than two inches above the knee).
Socks
Knee-high-length khaki or white socks with shorts or skorts Short white or khaki socks with long trousers
Shoes
Black/brown polishable (no sneakers)
Belt
Black/brown
Hair ties/ bands
Solid red/white/navy blue/black/brown
Blazer
Navy blazer with Saltus Crest
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PE Uniform Navy Saltus P.E. shorts, bike shorts or skort Saltus T-Shirt in House colour White ankle-length socks Proper athletic shoes (non-marking soles and no high tops, ‘slides’ or crocs) Red Saltus #4 shirt (required for external events) Saltus Track Suit (used on cold days, inter-school and community events) Suitable P.E. bag Swim attire: swim shorts (blue, black or red), one-piece swimsuit (blue, black, red), sun shirt, goggles, swim cap (for longer hair) and towel *Note: Hoodies are not part of the school uniform and should not be worn at school.
SGY2 Uniform
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Shirt
SGY polo shirt (light blue)
Trousers/Skort
Khaki shorts, long khaki trousers, khaki ‘A’ line skort (worn no more than two inches above the knee).
Socks
Knee-high-length khaki or white socks with shorts or skorts Short white or khaki socks with long trousers
Shoes
Black/brown polishable (no sneakers)
Belt
Black/brown
Sweater (optional)
Saltus sweater/vest/cardigan Saltus ¼- zip sweatshirt
SGY2 #1 Dress Uniform – to be worn in assembly, with guest speakers & when representing the school, for example. Notice will be given when #1 Uniform is required. Shirt
Light blue button down
Tie
Saltus SGY2 tie
Trousers/Skort
Short or long khaki trousers Khaki ‘A’ line skort / skirt (worn no more than two inches above the knee).
Socks
Knee-high-length khaki or white socks with shorts or skorts Short white or khaki socks with long trousers
Shoes
Black/brown polishable
Belt
Black/brown
Blazer
Navy blazer with Saltus Crest
*Note: Hoodies are not part of the school uniform and should not be worn at school.
GRADE 6-GRADE 11 #1 UNIFORM
SGY2 #1 UNIFORM
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CARDIGAN AND REGULAR UNIFORM SGY2 - Business Casual
RED SALTUS TRACKSUIT AND PE UNIFORM
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On Mondays, SGY2 students are permitted to attend school in business casual, professional attire. Students should dress as if they were spending the day in a professional working environment. This is a privilege and students are expected to abide by the following guidelines: • Shirts must have a collar • Clothing must be professional in style and school-appropriate • Rubber flip-flops / ‘slides’ are not permitted. Students needing a different shoe due to a medical accommodation will be asked to provide a medical note • No sports leggings • Clothing may not be worn that promotes the use of tobacco, illegal drugs or alcohol; advocates illegal activity; denigrates or promotes hatred of a person or persons • Clothing may not be worn that contains profanity, pornography or obscene images • Mid-thigh length shorts and/or skirts may be worn. They should be worn no higher than mid-thigh. • Pants, skirts & shorts to be worn around, not below the waist • Tops are required to cover the chest, back and midriff • Strapless, backless or cropped tops cannot be worn • At no time should undergarments be showing • Clothing must conform to health or safety requirements, including requirements arising from participation in specialized programs and events. (i.e., DT, Science & PE) • If students fail to abide by the following guidelines, they will be asked to return home to change.
Grub Days Dress Code:
Grub Days at Saltus allow students to dress casually and participate in themed events, such as House colours, fundraisers, or other special themes. These days support various charities and events, usually occurring once or twice per term. While students are encouraged to enjoy these days and express their creativity, it is important to maintain a dress code that aligns with our commitment to a safe and inclusive learning environment. Therefore, clothing on Grub Days must adhere to the following guidelines: •
Clothing should not display inappropriate images or messages, including those promoting tobacco, illegal drugs, alcohol, illegal activities, or containing profanity, pornography, or obscene images.
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Shorts and skirts should be no higher than mid-thigh. Pants, skirts, and shorts must be worn at the waist, not below. Tops must cover the chest, back, and midriff. Strapless, backless, or cropped tops are not allowed. Undergarments should not be visible at any time. Clothing must meet health and safety requirements, especially for specialized programs and events (e.g., DT, Science, PE).
If a student’s attire does not meet these expectations, they will be addressed discreetly and respectfully. They may be asked to adjust their clothing (e.g., covering up) or, if necessary, return home to change. We appreciate your cooperation in maintaining the standards that ensure a positive school environment for all.
Class Attendance & Absences Attendance Policy
Consistent student attendance is crucial for academic success, fostering a sense of responsibility, and ensuring continuous learning. Regular attendance helps students stay engaged with the curriculum, build strong relationships with peers and teachers, and develop essential life skills. By attending school consistently, students are better prepared for future educational and career opportunities. Students are expected to arrive at all required commitments on time, prepared and ready to participate as needed. Required appointments include class meetings, athletics, and similar co-curricular obligations, and all school events. If a student is unable to attend school due to illness, the parent or guardian should contact the school at secondary.attendance@saltus. bm. Student attendance information is available to parents and guardians through the Parent
portal and to students through the Student portal on SaltusLive. Students wishing to leave school campus should have written (email to their advisor and or secondary.attendance@saltus.bm) permission from parents if they are leaving for an appointment.
Signing Out Procedures – Illness, Accidents or Appointments
If students feel unwell or have an accident, they must tell their advisor or a teacher. The Secondary Administrative Assistant will then be contacted. Students cannot call home from their cell phone and then leave. They must let a school adult know (administrative assistant, advisor, teacher etc). If the injury is deemed to be more serious then they will call for a First Aid Attendant. If they are too ill to remain at school, or if hospital treatment is necessary, then the First Aid Coordinator will contact parents/guardians to make suitable 38
arrangements and give permission to have the student sign out. Under no circumstances should students leave school or go home without permission and without signing out. If a student has an appointment during school hours or must leave school during the day for any reason, then parents must contact their advisor as well as our attendance officer (secondary.attendance@saltus.bm). Students are required to sign out before leaving school property and, if they return on the same day, must also sign back in before returning to class.
Planned Absences Protocols & Impact on Learning
We urge families to consider the impact of absences carefully. A student’s absence can affect not only their learning but also that of their peers due to shared presentations, assignments, co-curricular commitments, and leadership responsibilities. Consistent attendance is crucial for your child’s progress. Excused absences include student illness (with a medical note for absences longer than three days), bereavement, religious holidays, family emergencies, exceptional circumstances, and representing their nation in a sporting competition. Parents/guardians must request permission from the relevant Assistant Director or Director for student absences. Permission is typically granted for religious observations, memorial services, family weddings, participation in sporting events, or medical appointments. Please notify the school in advance of any planned absences and avoid scheduling appointments, travel, or extended holidays during school time. In case of sudden absence requests, the Assistant Director or Director of Secondary will respond promptly.
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For non-school-sponsored activities requiring multiple days off, parents/guardians must consult the Assistant Director or Director of Secondary. The Assistant Director or Director of Secondary will discuss the absence with the family, and work may be provided based on the individual circumstance. However, teachers will not provide work for absences due to family vacations outside of school holidays. We appreciate your support in ensuring your child’s regular attendance and academic success.
Class Attendance
Faculty prepare for classes and look to engage students in the classroom and partner with students to achieve high standards of scholarship. Consistent school attendance contributes greatly to student engagement and student learning success. Students are expected to be present and prepared for each class period. Attendance is taken at the beginning of each class.
Absence Due to Illness
Please do not send students to school unwell. Any student who is unwell at school may be isolated and sent home. Thank you for your understanding. Our priority is always the health and safety of the Saltus Community.
Unexcused Absences
Student Responsibility If a student is notified of an unexcused absence, the student is responsible for ensuring that a parent or guardian emails secondary.attendance@saltus.bm to excuse the absence. Notifications of absences will be sent via email. Consequences for Unexcused Absences: Consequences of unexcused absences will follow a progressive discipline approach.
*Please note: • Extended (more than three days) absences due to illness will be sanctioned once a doctor’s note or other appropriate medical documentation is provided.Excessive absences of this nature may lead to a required medical leave. • Absences due to a school-sponsored event will be sanctioned.
Lateness
Students are expected to be on campus on time and ready for class for 8:30 am. If you know that your child(ren) will be late, please email secondary.attendance@saltus.bm so that they can be excused. Continued, or a pattern of habitual tardiness, will lead to a parent meeting and progressive discipline measures will be applied.
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School Policies and Rules Academic Integrity
Academic integrity is the cornerstone of our school environment. Unless assignments are designated as collaborative, they must be completed individually by each student. Academic dishonesty is unacceptable at Saltus. Expectations regarding academic integrity will be communicated to students by staff at the beginning of the school year, including how to properly acknowledge others’ work or ideas, and will be reinforced regularly. Examples of academic dishonesty include: 1. Plagiarism – the unacknowledged use of another’s words or ideas: • Using another’s words without quotation marks and proper citation. • Using someone else’s research without giving credit. • Paraphrasing or changing words from a source without crediting the original idea. • This principle extends beyond academic work to speeches, application essays, or academic competitions. 2. Unauthorized Use of Notes or Aids – using unauthorized materials during an assessment or copying from another student’s work. 3. Giving Unauthorized Aid – allowing another student to copy or use one’s test, paper, or homework. 4. Exceeding Homework Limits – using external resources on homework or takehome tests beyond what the teacher specifies. 5. Using Translation Software – using translating software without the teacher’s permission.
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NEW: Special Note: Saltus launched its Artificial Intelligence (AI) Policy in the spring of 2026, establishing a clear framework for the responsible, ethical, and transparent use of AI technologies across our school community. Students are expected to use AI in ways that uphold academic integrity, support authentic learning, and align with Saltus’ commitment to the ethical use of technology and AI. Students should familiarize themselves with the AI Policy and accompanying student guidance outlined in the AI User Guide for Students found on SaltusLive, including expectations related to appropriate use, transparency, attribution, and academic honesty. This year we will also introduce our Student Commitment to the Responsible Use of Technology and Artificial Intelligence (formerly the Responsible Use of Technology) for parents and students to sign off on at the start of the school year.
Consequences for Violation of Academic Integrity
Upon identifying a situation where a student is in violation of expectations for academic integrity, as a first step school staff will gather information to assess the student’s understanding of the violation and the circumstances surrounding the violation. Consequences for violation of academic integrity will follow a progressive discipline approach up to and including suspension.
NEW: Artificial Intelligence (AI) and Generative AI
Artificial Intelligence (AI) is rapidly transforming the way we learn, work, and solve problems. At Saltus, we believe AI is an important tool that can enhance learning, creativity, and productivity when used thoughtfully, ethically, and responsibly. At the same time, we recognize that authentic learning, critical
thinking, creativity, and human relationships remain at the heart of an exceptional education. Our approach is guided by a simple question: “What kind of learning do we want to protect, and what kind of learning do we want to enhance?” AI should support learning, not replace it. Students are expected to develop their own understanding, exercise sound judgment, and demonstrate integrity in all aspects of their work. AI is a learning partner, not a substitute for original thinking or academic effort. Guiding Principles All members of the Saltus community are expected to use AI in ways that reflect our core values of Belonging, Respect, Integrity, Courage, and Empathy (BRICE). AI use at Saltus is guided by the following principles: • AI should enhance learning while preserving opportunities for students to think independently, solve problems, and develop essential skills. • Students remain responsible for the accuracy, originality, and integrity of all work submitted. • AI use must be transparent and appropriately acknowledged whenever required by a teacher. • Personal, confidential, or identifying information must never be entered into public AI tools. • Only AI tools approved by Saltus may be used for school-related work where required. • Faculty will clearly communicate when AI is permitted, restricted, or prohibited for individual assignments or assessments.
Expectations for Students and Families Students are expected to: • Use AI responsibly and ethically; • Ensure submitted work reflects their own thinking and learning; • Acknowledge AI assistance when required; • Verify AI-generated information using reliable sources; and • Follow all teacher directions regarding acceptable AI use for assignments and assessments. Families play an important role by encouraging responsible AI use at home, discussing digital citizenship and academic integrity, and supporting students in developing the skills to use AI as a tool for learning rather than completing work on their behalf. AI Resources Artificial Intelligence continues to evolve rapidly. Rather than reproducing detailed operational guidance in this handbook, please visit the AI Information resource tile on SaltusLive which contains the most current information and resources for our community, including: • The complete Saltus Artificial Intelligence (AI) Policy • Student AI Use Guidelines • Parent AI Use Guides • Frequently Asked Questions • Approved and endorsed AI tools • Guidance on academic integrity and AI • Updates as new technologies and best practices emerge Families are encouraged to consult SaltusLive regularly to remain informed about expectations, approved tools, and evolving guidance throughout the school year.
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Off-Campus Conduct
School rules, regulations, and guidelines apply to all students whenever they are on school property or participating in school-sponsored activities. We encourage all community members to uphold our school values and the Student Code of Conduct in their private lives as well. While conduct outside of school and school-sponsored activities is primarily the responsibility of students and their parents, we generally do not monitor or regulate private behaviour unless it is reported to us as unsafe or disruptive to members of the school community. This policy also applies to students’ responsible use of technology while off campus
Harassment
Harassment against any individual whether or not based on a protected ground (whether actual or perceived) such as sex, sexual orientation, gender identity or expression, race, colour, religion, national origin, ethnicity, family status, political opinion, or disability will not be tolerated. Harassment in this context is defined as any unwelcome conduct that has the purpose or effect of violating a person’s dignity and creating a hostile environment such that the conduct interferes with, limits, or denies an individual’s educational access or opportunities. A single incident can amount to harassment. Harassment can also include treating someone less favourably because they have submitted or refused to submit to such behaviour in the past. Harassment may be related based on actual or perceived membership in a protected class. Harassment and/or discriminatory behaviour can result from conduct that is verbal (e.g., innuendos, threats, ethnic slurs, derogatory jokes, pejorative epithets, propositions or gestures), non-verbal (e.g., obscene gestures), written (including online communications), visual (e.g., graphic posters and drawings) or physical (e.g., unwanted touching, assault) that is severe or pervasive and objectively offensive.
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Identity-Based Slurs
The school will not tolerate the use of identitybased slurs nor identity-based terms used as a pejorative by anyone in our school community whether on school property, on school-related trips off school property, at any schoolsponsored activities or at social functions. The use of identity-based slurs (including but not limited to insults historically and currently related to ability, ethnicity, religion, gender identity and expression, race, sexual orientation or any other protected ground) or identity-based terms used as a pejorative are offensive and harmful to specific individuals and erode the welfare of the Saltus community In these instances, the detrimental impact of the identity-based slur on the community member(s) will take precedence over the intent of the alleged harasser(s). Reports of incidents involving identity-based slurs or terms used as a pejorative may be made to any student, faculty member, or school Administrator, who must inform the appropriate Assistant Director. Any community member with knowledge that a student has been the target of an identity-based slur or term used as a pejorative is encouraged to immediately report the act to that student’s Director or Assistant Director. Reports (including online harassment) will be investigated by the Assistant Director and may lead to interviews with the reporting and responding students, as well as any witnesses to the incident(s), and include the evaluation of any information that may be relevant to the case. The school will endeavour to safeguard the identity of persons reporting incidents and will address any and all retaliatory behaviour targeting persons who have reported the behaviour. In addition to appropriate disciplinary responses, the Assistant Director may require the responding student to participate in educational training, engage in a restorative process or, meet with the School Counsellor, and/or any other appropriate measures aimed at repairing fractures created by the responding student’s words, choices and/or actions.
Sexual Harassment
The school will not tolerate sexual harassment of students by anyone, whether on school property, on school-related trips, off school property, at school-sponsored social functions, online or elsewhere. In a school setting, sexual harassment is conduct that 1) is sexual in nature; 2) is unwelcome; and 3) has the purpose or effect of creating an intimidating, hostile or offensive environment. Examples of Sexual Harassment: Verbal: • Sexual innuendos • Suggestive comments • Jokes of a sexual nature • Sexual propositions • Threats or extortion Non-verbal: • Sexually suggestive objects • Pictures, or messages sent via email, text, or social media • Graphic commentaries • Suggestive or insulting sounds • Obscene gestures • Unwanted physical contact
Bullying and Cyber-Bullying
Bullying is classified as unwanted behaviour that involves a real or perceived power imbalance. The behaviour may be repeated, offensive, intimidating, malicious or insulting behaviour which can make a person feel vulnerable, upset, humiliated, undermined or threatened. Below are various forms of bullying that can occur in person or online. Examples of bullying may include: Verbal Bullying (in person or online): • Teasing • Name-calling • Inappropriate sexual comments • Taunting • Threatening to cause harm
Social Bullying (in person or online): • Cancel, ostracize and/or intentionally shun someone • Spreading rumours about someone • Embarrassing someone in public for the purpose of humiliating them • Sharing images/videos/comments online for the purpose of intimidation and/or embarrassment Physical Bullying: • Making mean or rude hand gestures • Spitting on someone • Tripping/pushing/pinching • Taking or breaking someone’s possessions • Kicking/hitting/punching
Reporting Bullying
The school recognizes the importance of maintaining open lines of communication to prevent and address bullying. Students and parents are encouraged to report bullying as soon as possible, and to utilize support systems offered by Saltus. Students who are victims of bullying and/or have witnessed bullying behaviour are encouraged to seek out the immediate assistance of a trusted adult. This can include a parent, an advisor, a year coordinator, a teacher, the Director and Assistant Director. Staff are committed to preventing, recognizing, investigating, and addressing bullying issues in as timely a manner as possible. Progressive and ageappropriate discipline will be used to address bullying behaviours. The person reporting the bullying has the option to request anonymity.
NEW: StopIT: Anonymous Reporting and Student Support
As part of our commitment to maintaining a safe, inclusive, and caring school community, Saltus provides students in Grades 6–12 with access to StopIT, a secure and confidential reporting tool. StopIT gives students an additional way to seek help for themselves 44
or raise a concern about someone else, particularly when they may not feel comfortable speaking directly with a trusted adult. Students can submit reports anonymously through the StopIT mobile app or web app, 24 hours a day, 365 days a year. StopIT complements the support already available through advisors, teachers, coaches, counsellors, and members of the Secondary administration team. Students and families can find further information through the dedicated StopIT tile on SaltusLive, including instructions for downloading the mobile app and accessing the web app. Families are encouraged to familiarize themselves with StopIT and remind students that they can always speak directly with a trusted adult at school or use StopIT if they prefer to report a concern anonymously.
Violence
Students are expected to resolve issues in a productive non-violent manner. If a student experiences any type of unwanted behaviour, they are encouraged to seek the assistance of trusted adults to address differences and seek an acceptable resolution with peers. The use of physical force (such as shoving, pushing, slapping, punching, kicking, fighting) is unacceptable behaviour that may result in consequences including but not limited to: • In-school student reflection period, • Removal of privileges, • Participation in restorative meetings, • In-school suspension, • Out-of-school suspension, • Expulsion/dismissal.
Drug and Alcohol Use
The use or possession of illegal drugs and alcohol as well as the misuse of prescription drugs and other chemical substances are detrimental to the well-being of the individual and the community and are incompatible with the purposes and objectives of the school. Rules regarding the purchase, possession,
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distribution, or use of these substances are essential to maintaining a healthy academic and social environment. The school expects students to take immediate action to get help from adults when they have knowledge of another student who is impaired and in danger from the use of drugs or alcohol. Saltus aspires to be a drug-free community. Any purchase, possession, distribution, or use of illegal drugs, prescription drugs (such as ADD medication or narcotics) not fully in accordance with a physician’s prescription, or the abuse of any other chemical substances (including over-the-counter medications, cigarettes, and e-cigarettes) will lead to immediate suspension. Any misuse or abuse (including excessive use or distribution) of one’s own prescription or another student’s prescription is also a suspension-level offence. A student in possession of paraphernalia that can be used to consume illegal and/ or controlled drugs should expect to be drug tested (unless the paraphernalia has evidence of drug use) in which case the student faces immediate suspension. A student should also expect to be tested if there is reason to believe that they violated this policy. For fairness and thoroughness, any student present during the suspected use of drugs, whether directly involved or not, should expect to be tested. Drug testing will be conducted by a 3rd party company such as Benedict Associates. Refusal by the parent/student to permit or refusal by the student to submit to drug testing will result in an escalation of disciplinary responses up to and including suspension. Purchase, attempt to purchase, possession, distribution, or use of drugs or alcohol in any form by students is grounds for suspension. Alcohol is prohibited on school grounds and at any school-sponsored events unless provided by the school to adults over the drinking age.
In the event of possession of an unlawful item, such as a weapon, cigarette, vape pen, alcohol, or illegal substances, the item will either be disposed of or handed into the police.
Unsafe Practices and Possessions
Unsafe practices and possession of items that might compromise the safety of others are not allowed and may be grounds for probation, suspension, and/or expulsion. The school values the health and wellbeing of everyone, we do not allow students to place themselves or others at risk by their actions or their possessions. The following are examples of guidelines concerning personal and community safety: Fires: A student may not light a flame or create a fire on the campus without specific permission from a faculty member. Lighting a flame or intentionally setting fire in any building or tampering with smoke detectors or other fire safety equipment may result in consequences including probation, suspension, and/or expulsion.
Weapons: Use or possession of ammunition or any offensive weapon presents a danger and such items are prohibited. Any violation of this policy would be a major violation of the school’s Code of Conduct and will result in disciplinary action up to and including expulsion. Reckless endangerment: Students may not engage in dangerous pranks or other activities that pose threats to the personal safety of themselves or others. This includes bringing to school replicas of weapons.
NEW: Gambling
Students are not permitted to participate in gambling of any kind, including betting money or items of value on games, sports, cards, dice, online activities, or any other activity involving chance. This expectation applies on school grounds, during school-sponsored activities, and in situations off school grounds where Saltus students are together and the behaviour may impact student well-being, relationships, or the reputation of the school. Students who organize, encourage, or participate in gambling may be subject to progressive disciplinary action up to and including expulsion.
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Disciplinary Responses to Major Violations of the Code of Conduct If it has been determined that a Major School Rule violation has occurred, the Assistant Director, in consultation with the Director and the Deputy Head of School, will determine the appropriate consequence. In all cases, prompt communication with the student’s parent/guardian will be established to discuss the major violation incident. A meeting with parents and the student will be established to discuss the incident, the impact of the incident, and the consequences of the behaviour. Written documentation will be sent to the student’s parent(s) or guardian(s) notifying them of the offence and any action taken in response. Based on the severity of the violation the following disciplinary sanctions may be implemented: 1. Internal Action: For minor offences, a student may be assigned internal consequences such as a meeting with the Assistant Director or Director of Secondary, community service, a lunchtime reflection period, restrictions of privileges, etc. The Assistant Director of Secondary will send a follow-up Official Note documenting the offence and the action taken. 2. Official Letter of Warning: A letter of warning will be written by the Assistant Director or Director of Secondary outlining the facts of the case and indicating the censure of the behaviour in question and a directive to avoid any other violations. The letter will be kept in the student file. If later, another school violation is noted, the letter and incident will be considered while determining the appropriate response. A letter of warning may be used in concert with Community Restoration. 47
3. Community Restoration: Community Restoration can last for two to six weeks depending on the severity of the violation and the discretion of the Assistant Director or Director of Secondary. During this time the student is expected to reflect and fully commit to meeting the standards of the school. The student’s behaviour and progress will be assessed by the Assistant Director or Director of Secondary at the midpoint of the restoration period. As part of this review, the Assistant Director or Director of Secondary will collect statements from the student’s current teachers and Advisor. The Assistant Director and/or Director will meet with the student to review progress in meeting the expectations of Community Restoration. The information collected for the midpoint review will be part of the overall assessment of the student at the final review. Before the final review, the Advisor and Assistant Director or Director of Secondary will gather information from teachers relating to the student’s progress. In addition, the students may wish to submit a report from a chosen faculty member. During the final review, the student will be expected to: reflect upon the behaviour that had resulted in being placed on Community Restoration, demonstrate their progress with reflection, learning and rebuilding trust, and present reasons for the Assistant Director or Director of Secondary to permit the student to be relieved of disciplinary action. After consideration of the reports and conversations with the student and Advisor, the Assistant Director or Director of Secondary will decide either: that the student passes the review or that the review should be extended for one additional three- to five-week review period.
4. Probation: Probation is the school’s strongest disciplinary response short of suspension or expulsion. Any additional violation of a major school rule while on general probation is likely to result in that student’s suspension or expulsion. When a student is placed on probation, it will usually be for the length of a school term and a behaviour contract will be in place. During this time the Assistant Director or Director of Secondary will work with the student, parents, and School Counsellor (where appropriate) to come up with a plan of support. This will take the form of a contract with clear expectations and goals for the student to achieve during their time on probation. At the end of the probationary period, the Assistant Director will work with the Director of Secondary to determine whether the probation period will be removed or needs to remain in place.
6. Dismissal/Expulsion: In rare instances, the Director of Secondary and Assistant Director may recommend to the Head of School that a student be expelled. In such circumstances, the Head of School will review: a. the facts related to the incident b. the student’s conduct and conduct history c. the school support and interventions offered to the student d. the steps taken for the fair procedural process
5. Suspension: In rare instances, a student may be removed from classes or from campus for either an in-school suspension or an out-ofschool suspension. A suspension may be recommended when the behaviour was deemed to be egregious or violent, other previous interventions have failed, or the student has violated warning or probation status.
Following a parent meeting, the Head of School will take the necessary time to gather any additional information needed to decide the consequences issued. The Head of School will inform parents of the decision in written form. Consequences for major violations of the Code of Conduct may include out-of-school suspension or expulsion.
The Head of School will meet with the student and parents/guardians providing them with an opportunity to: • hear the facts regarding the major Code of Conduct violation, • advocate for their child to voice any concerns.
Appeal Process Student Discipline & Appeal Policy:
Saltus Grammar School is committed to maintaining a positive and respectful learning environment. Our Student Discipline and Appeal policy is designed to ensure fairness and clarity. Each disciplinary case is considered individually, with a focus on the context and perspectives of those involved. In instances of serious breaches, parents/guardians can appeal discipline decisions through the Head of School, with further recourse to the Board Chair’s Review Committee if necessary. For more detailed information, please refer to the Student Discipline and Appeal Review Policies.
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NEW: Student Commitment to the Responsible Use of Technology & Artificial Intelligence Technology is used regularly in all classrooms at Saltus Grammar School. While the Primary classrooms have Aquos Boards, Chromebooks, and iPads, Secondary students have personal devices. The following agreement will be shared with Secondary students (Middle and Senior grades) and parents at the start of each academic year. The following commitment is supported by the Saltus AI Policy, Student AI Guidelines, and the Saltus AI Use Scale, which provide additional guidance for the responsible and age-appropriate use of technology and Artificial Intelligence (AI). These documents are available for parents and students on the AI Information & Resources tile on SaltusLive.
If you’re not doing the thinking, you’re not doing the learning. Technology and AI should support your thinking, not replace it. 49
Saltus Secondary students recognize that technology and Artificial Intelligence are powerful tools that can support learning, creativity, collaboration, innovation, and personal growth. As they prepare to graduate as a global citizen, they commit to using these tools responsibly, ethically, and with integrity while living our values of Belonging, Respect, Integrity, Courage, and Empathy. They understand that technology and AI should support their learning by helping them think more deeply, not by doing the thinking for them.
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BELONGING: Technology strengthens our community when we use it to include, support, and encourage others.
Students commit to: • Using technology to include, support, and encourage others. • Communicating respectfully online. • Helping create digital spaces where everyone feels safe and valued. • Using technology to celebrate diversity, amplify positive voices, and help others feel that they belong.
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RESPECT: Technology reflects respect when we care for people, protect privacy, and use our learning tools responsibly.
Students commit to: • Using technology only when permitted by my teacher and for its intended educational purpose. • Using only school-approved digital tools and taking good care of my school device. I will respect access permissions and report any security concerns to a trusted adult or member of staff. • Respecting the property of others and never using another person’s device without permission.
• Protecting the digital privacy of our community by asking permission before recording or sharing photos or videos, keeping my passwords secure, and never entering sensitive personal information into public AI tools. • Following the Saltus Code of Conduct whenever I use technology. I will use AI responsibly to support my learning, respect the work and ideas of others, and acknowledge AI use and sources when required by the Saltus AI Policy. • Respecting school technology systems by never attempting to bypass security, access unauthorized accounts, or interfere with the school’s network.
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INTEGRITY: Technology reflects integrity when we use it honestly, responsibly, and to support our own learning.
Students commit to: • character and align with the Saltus values of Belonging, Respect, Integrity, Courage, and Empathy. • Taking responsibility for the academic integrity of all the work I submit, valuing productive struggle and my own thinking over simply getting the right answer. • Using technology and AI only when permitted by my teacher and for the intended learning purpose, in accordance with the Saltus AI Use Scale. • When AI use is permitted, using it to support my learning—not replace my thinking—and following the expectations outlined in the Saltus AI Use Scale. • Being transparent by disclosing and citing my use of AI whenever required by the Saltus AI Policy and the Saltus AI Use Scale. • Never presenting AI-generated work or ideas as my own original thinking, recognizing that doing so is a breach of academic integrity. • Taking responsibility for reviewing, verifying, and correcting my work, recognizing that they - not AI - is accountable for everything I submit, say, or share. 50
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COURAGE: Technology requires courage when we keep learning, ask questions, and do the right thing, even when it is difficult.
Students commit to: • Asking questions, learning from mistakes, and embracing productive struggle as part of learning. • Using technology to deepen my understanding, strengthen my thinking, and embrace challenges rather than avoid it. • Thinking critically about AI-generated information by verifying facts, statistics, quotes, and other content using trusted and credible sources. • Asking a teacher or trusted adult whenever I am unsure about how or when technology or AI should be used. • Being a digital upstander by speaking up if I witness cyberbullying, unethical technology use, or behaviour that harms others, and supporting those affected. • Reporting content or online behaviour that makes me feel unsafe or uncomfortable to a trusted adult.
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EMPATHY: Technology reflects empathy when we remember there is always a real person on the other side of the screen.
Students commit to: • Using technology to strengthen relationships, contribute positively to our community, and consider the long-term impact of my digital footprint. • Thinking about how my online words and actions affect others and treating everyone with kindness, respect, and empathy. • Never engaging in cyberbullying, harassment, or the creation or distribution of inappropriate, harmful, or illegal content. • Never knowingly creating, using, or sharing false, misleading, or deceptive AI-generated content, including deepfakes or fabricated media that violate the dignity, privacy, or trust of others. 51
Additional Expectations
Students and families should understand that: • Saltus technology, school accounts, and school networks may be monitored to protect the safety, security, and well-being of our community. • Students are expected to follow the Saltus Student Code of Conduct, the AI Policy and AI Use Guide whenever they use school technology. • These expectations apply whenever school technology or school accounts are being used.
Saltus Laptop Program
To foster a consistent, secure, and optimized digital learning environment for your child, Saltus offers a 1-to-1 Laptop Program for students from Grades 6–11. Students in SGY2 have the option to join the One-To-One Device Program, lease a laptop from the school or sign up for the BYOWD (Bring Your Own Windows Device) option. It must also be noted that, in addition to the Commitment to Ethical Technology & AI Use that students and parents sign each year, individual departments may create and implement additional (age appropriate) policies for technology use. These may include time of day restrictions (i.e., no tech recess or lunch), location restrictions (e.g., no devices in bathrooms), and device restrictions (e.g., no cell phones throughout the teaching day). Student laptops on the One-to-One Devices Program will be installed with our classroom management software, ‘Securuly’. Securly is a classroom management tool for teachers to monitor and guide student devices while they are in the school.
Cell Phones and other mobile devices
Students are permitted to have cellular phones and personal entertainment devices on campus, but they must be powered off and stowed during the school day (8:00 am to 3:30 pm).
Kindles or other eBook readers, including iPads with eBook apps, are permitted; however, the school is not responsible for damage or loss. These devices must be operated in stand-alone mode and cannot be connected to the school’s Wi-Fi network. All parent communication to the school during the academic day must come through the school Reception. A privilege of the SGY Program is that students are allowed to use their devices in the SGY Common Room and Collaboration Space.
Students are provided with access to the ‘SGY’ wireless network and are required to adhere to the school’s ‘Technology Use Agreement’ at all times. Devices are not permitted to be used outside of the designated areas. If students are found in contravention of this then their device will be confiscated, placed in an envelope, and handed to the school receptionist. A letter to parents will be issued and they will be expected to come and collect the device.
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Empowering Young Learners Through the BC Curriculum at Saltus (Grades 6-11) At Saltus, we strive to elevate student voices and nurture their passions while upholding high academic standards across every stage of their learning journey. The British Columbia (BC) Curriculum provides a robust framework that enables our students to flourish as independent thinkers and compassionate global citizens. Through BC’s rigorous, competency-based approach, Saltus students engage in rich learning experiences that deepen their understanding of the world around them. They explore phenomena, concepts, and ideas through interdisciplinary study and a variety of mediums, both in the classroom and beyond our walls. Community partnerships further enrich this learning, offering authentic contexts and opportunities to consider diverse perspectives. 53
Fostering Skills for a Changing World The competency-based model empowers students to develop essential skills that transcend content recall. They learn to apply knowledge flexibly and creatively to novel, complex problems. Whether designing solutions to real-world challenges or collaborating in teams, our students grow into articulate, critical thinkers and effective problem solvers. At Saltus, learning is purposeful and contextualized. Students build the confidence and adaptability to thrive not only during their years at Saltus but also in higher education and their future careers.
Assessment that Supports Growth Curriculum, assessment, and teaching are deeply interconnected at Saltus. Teachers draw insights from a wide range of evidence—not only traditional grades but also observations, conferences, reflections, daily work, and performance tasks. Our approach emphasizes the triangulation of data, combining observations, conversations, and products of student work to provide a comprehensive understanding of each learner’s progress. While our assessment practices are designed to capture learning holistically, traditional assessments such as tests and quizzes remain an important part of our classrooms. They are used alongside performance tasks and authentic learning experiences to ensure students demonstrate understanding in multiple ways. Grounded in clear criteria and shared expectations, assessments create snapshots of progress that together illustrate each learner’s journey toward their goals. By centering learning on real-world relevance and authentic experiences, Saltus ensures that students develop the competencies and thinking strategies that will serve them well in any path they choose.
Preparing for the Future: Grade 10, the Graduation Program, and Advanced Placement As students advance into the upper years of their education, the BC Curriculum offers an exciting opportunity to personalize their learning through the introduction of Grade 10 and the Graduation Program. Beginning in Grade 10, students receive letter grades and percentage marks to provide clear, detailed feedback on their achievement and progress. This approach supports academic growth and helps students prepare for university applications with confidence. 54
The Graduation Program offers a wide array of courses across disciplines, allowing learners to tailor their studies to their individual interests, strengths, and future aspirations. Whether exploring advanced sciences, humanities, technology, or the arts, students have the freedom to design a program that aligns with their goals. This flexibility not only deepens engagement but also cultivates the independence and self-advocacy essential for success in post-secondary education. Advanced Placement (AP) courses further enhance this choice and flexibility by providing rigorous, university-level learning experiences that align seamlessly with the BC Curriculum. AP courses allow students to delve deeper into subjects they are passionate about while demonstrating their readiness for higher education. These opportunities support Saltus’ Graduate Profile by challenging students to set ambitious goals, engage in complex thinking, and build the skills, resilience, and confidence needed to thrive at university and beyond. Through this thoughtfully designed progression, Saltus students graduate with a well-rounded academic foundation, a wealth of experience, and a clear sense of purpose as they embark on the next chapter of their lives.
Learn More To explore further details about British Columbia’s Curriculum and assessment practices, visit British Columbia’s Curriculum and Assessment. At Saltus, we are proud to offer an educational experience that empowers students to become confident, compassionate, and capable leaders of tomorrow.
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The Saltus Graduate Year Program SGY2 At Saltus, our Saltus Graduate Year SGY2 Program is thoughtfully designed to inspire, challenge, and prepare students for success in higher education and beyond. This dynamic phase of learning empowers students to deepen their knowledge, refine their skills, and cultivate the independence essential for university and lifelong learning.
Advanced Placement: Expanding Possibilities A defining feature of the SGY experience is the opportunity to engage in Advanced Placement (AP) courses and exams. These rigorous, college-level courses are offered in partnership with the College Board in the United States and Canada, and they align seamlessly with our commitment to academic excellence. 56
AP courses allow Saltus students to explore subjects in greater depth, develop advanced analytical and research skills, and demonstrate their proficiency in areas of passion. By successfully completing AP Exams, students may earn university credit, strengthen their university applications, and build confidence in their ability to thrive in post-secondary study. The AP program spans a wide range of disciplines, including Mathematics, Sciences, Social Sciences, Languages, and the Arts. Whether delving into AP Calculus, AP Biology, AP Psychology, or AP English Literature, students benefit from learning experiences that mirror the expectations and rigour of university-level coursework. AP Exams are offered annually each May, following a set schedule with designated dates for each subject. While AP qualifications are rooted in North American education systems, they are widely recognized by universities around the world as evidence of strong academic preparation and achievement.
Preparing for University Admission In addition to AP courses, Grade 11 students also sit the Preliminary SAT (PSAT), a standardized assessment administered by the College Board. The PSAT serves as a valuable practice test for the Scholastic Assessment Test (SAT) and provides detailed feedback on each student’s readiness and areas for growth. This experience helps build familiarity and confidence ahead of formal college entrance examinations.
University and Careers Guidance Counsellors
Mrs. Tanja Walker and Mr. James Anthony will work closely with our Senior students to help them with their course selections. Their primary responsibilities are to assist the Grade 11 and SGY2 students/parents with selecting the right university. Our University and Careers Guidance Counsellors spend a great deal of time teaching the students how to write applications, perform well in interviews, investigate potential career paths, and, finally, select the right university. Our students are joining highly regarded universities around the world. For more specific information, please contact Tanja Walker at tanja.walker@saltus.bm.
Reporting and Parent Engagement At Saltus, we are committed to transparent communication and partnership with families. Throughout the academic year, parents will have opportunities to review their child’s progress, meet with teachers, and receive comprehensive reports.
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NEW: Academic Grade Appeals Saltus recognizes that students and parents may occasionally have questions about a grade on an assignment, assessment, or report card. These concerns should be raised promptly so that the teacher can review the matter while the work, feedback, assessment evidence, and learning context are still current. Most questions about grades can be resolved through conversation, clarification of expectations, or a review of the assessment criteria. A grade appeal may be considered where there is evidence of: • • • •
a clerical error; a calculation error; an assessment or reporting error; a concern that the school’s assessment process was not followed.
A grade will not be changed simply because a student or parent is disappointed with the result, because the grade has later consequences, or because the student needs a higher grade for an application, award, scholarship, eligibility requirement, or external opportunity.
Timeline for Grade Appeals
Questions or appeals related to grades on assignments, assessments, or report cards must normally be raised within 10 school days of the grade being returned, posted, issued, or communicated. End-of-year exception: Where a grade is issued at the end of the academic year, including on a final report card, the appeal must be submitted no later than September 15 of the following academic year. Appeals submitted after September 15 may be declined unless there are exceptional circumstances. The school may decline to review a grade appeal submitted outside these timelines unless there are exceptional circumstances. This is because a fair review depends on access to current information, assessment evidence, teacher records, and the people involved at the time.
Appeals Involving AP Courses or Graduation Assessments Where the matter relates to an externally administered course or assessment, including AP examinations or BC Graduation Assessments Grades 10 & 12, the Division’s Academic Director will direct the student and/or parent to the appropriate external appeal or review process.
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Grade Appeal Process Step 1: Speak with the Teacher
The first step is for the student and/or parent to speak with the teacher who assigned the grade. The purpose of this conversation is to understand the feedback, assessment criteria, calculation of the grade, or reporting decision. In many cases, the matter can be resolved at this stage through clarification or review.
Step 2: Submit a Written Appeal to the Division’s Academic Director
If the concern is not resolved after speaking with the teacher, the student and/or parent may submit a written appeal to the Division’s Academic Director. The written appeal should include: • • • •
the grade being appealed; the reason for the appeal; any relevant information or evidence; the outcome being requested.
The Division’s Academic Director will review the concern and may consult with the teacher, the Head of Department, and/or the Director of Curriculum as part of the review process. For Secondary-level grade appeals, the Division’s Academic Director may also consult the University Guidance Counsellor where the grade may have implications for transcripts, university applications, scholarships, academic eligibility, or external reporting requirements. The University Guidance Counsellor’s role is to provide contextual guidance on external application or reporting implications, not to determine the academic grade.
Step 3: Review of the Appeal
The Division’s Academic Director may review: • • • • • • •
the original grade; the assessment criteria or rubric; relevant student work, feedback, or records; whether the grade was calculated or recorded correctly; whether the school’s assessment process was followed; any relevant information provided by the student, parent, teacher, or school leader; where applicable at the Secondary level, any relevant transcript, scholarship, university application, or external reporting implications provided by the University Guidance Counsellor.
The school is not required to reassess work, recreate past assessment conditions, or substitute a new academic judgment where the original grade was assigned appropriately at the time.
Step 4: Determination by the Division’s Academic Director
Following the review, the Division’s Academic Director will communicate the determination to the student and/or parent. 59
Possible outcomes may include: • • • • •
upholding the original grade; correcting a clerical, calculation, or reporting error; requesting further review by another school leader; adjusting the grade if there is clear evidence that this is warranted; taking other steps the school considers appropriate.
Where the appeal involves a Secondary-level grade that may affect transcripts, university applications, scholarships, academic eligibility, or external reporting, the University Guidance Counsellor may be informed of the final determination so that school records and any related guidance processes remain accurate and consistent.
Step 5: Final Review by the Head of School
If the student and/or parent remains dissatisfied after the Division’s Academic Director has communicated the determination, the matter may be escalated to the Head of School for final review. The Head of School will review the process followed and any relevant information before making a final determination. The Head of School may consult with the Division’s Academic Director, Director of Curriculum, Head of Department, teacher, and/or University Guidance Counsellor, as appropriate. The Head of School’s decision is final.
Final Decision
Once the Head of School has completed the final review, the matter will be considered closed unless new and significant information becomes available. Saltus will handle grade appeals respectfully and fairly, while also protecting the integrity of student records, school processes, transcripts, and the learning environment.
Examinations and Readiness The senior years include a balanced blend of internal and external examinations, ensuring students are well-prepared to demonstrate their learning in multiple formats. Senior students from Grades 10-SGY2 complete mock exams in January, followed by end-of-year assessments in May. The May examination cycle aligns with AP exam dates. For internally assessed courses, students must achieve a passing grade of 55%. Where students do not meet this benchmark, re-takes are required. The successful completion of all courses is a prerequisite for graduation in June, although final decisions consider a student’s overall academic performance throughout the year. At Saltus, we take great pride in offering a learning experience that is ambitious, student-centered, and purpose-driven. Our Program is enriched by Advanced Placement opportunities and supported by thoughtful assessment practices, empowers students to graduate as capable, confident, and compassionate leaders prepared to make their mark on the world. 60
Honour Roll In the Senior School, the Head of School’s Honour Roll is awarded to SGY2 students who achieve an overall average of 85% or above for all their subjects. Honour Roll is awarded to Grade 10 and 11 students who have achieved an overall average of 80% or higher.
Saltus Attitude to Learning (SAL) The Saltus Attitude to Learning recognition is awarded to students who have demonstrated exceptional effort throughout the entire school year.
Homework We set homework that is intentional and may be differentiated. It could be skills practice, reinforcing a concept taught, a question to ponder, or research to conduct at home depending on your child’s learning needs at any given time. The expectation is that homework be completed before the next class. We do not set ‘holiday’ assignments. Homework will be posted on SaltusLive. If you have questions about your child’s progress, as always please contact your child’s teacher or advisor.
Appropriate tasks for homework
The three main types of homework are: • Practice exercises - providing students with the opportunities to apply new knowledge, or review, revise, and reinforce newly acquired skills. • Preparatory homework - providing opportunities for students to gain background information on a unit of study so that they are better prepared for future lessons. • Extension assignments - encouraging students to pursue knowledge individually and imaginatively. The following is provided as a guideline only:
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Grades 6 - 8
Grade 9 & Grade 11
SGY2
Estimated time per evening
0.5 - 1.5 hours
1-2 hours
2 hours
Maximum total time per week
7.5 hours
10 hours
10 hours
Sanctions for failure to complete homework: The completion of homework and the quality of work produced will be closely monitored and recorded by the subject teacher. If a student submits work which is not commensurate with his or her ability or if he or she fails to produce complete homework without good reason, prompt action will be taken. If a child is persistent in not doing homework, parents will be contacted to determine the next steps in terms of support.
Co-curricular/Enrichment Programs In addition to the core program, Saltus offers numerous clubs and activities to enhance their experience in many valuable ways throughout their Saltus journey. Co-curricular/Enrichment activities are designed to help students find their passion and complement their learning journey. Whether based in athletics, service learning, or the range of clubs offered at Saltus; each student has the opportunity to explore options that encourage their creativity and dedication.
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Service Learning
In keeping with our Mission Statement, we consider community service an important part of our program. We hold various events throughout the year to support local and international charities including: Windreach, Meals on Wheels, Red Cross, St. John Ambulance, SPCA, and many more. There is an expectation that Grade 6 students complete 5 hours and Grade 7 to 11 students complete 10 hours of community service per academic year. SGY students are expected to perform a minimum of 20+ hours over two years, although this does not have to be in just one institution/charity. There is a digital form that must be completed by all students in order to log their community service hours. This form can be located on a student’s Saltus Live account under the resources tab.
The Duke of Edinburgh’s Award
Senior students are given the opportunity to enroll in the highly prestigious Duke of Edinburgh’s Award Scheme. In Grade 9 all enrolled students will work towards earning their Bronze Award while the Grade 10 students are given the opportunity to earn their Silver Award. Community service hours completed during Duke of Edinburgh will count as their community service requirement.
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Learning Strategies and Support Services at Saltus Our Commitment to Student Success Every Child Learns Differently — And We’re Here to Help
At Saltus, we know that each student has a unique learning style. Some students may need extra time, different strategies, or targeted support to help them thrive. That’s why we offer Learning Strategies and Support Services to help every child succeed — academically, socially, and emotionally.
Our Approach: Multi-Tiered System of Support (MTSS)
We use a school-wide approach called MTSS (Multi-Tiered System of Supports) to make sure every student gets what they need. Here’s how it works: • Tier 1: All students get strong classroom teaching with built-in supports for different learning styles. • Tier 2: Some students with emerging needs may require small group instruction or short-term support. • Tier 3: A few students with significant or ongoing challenges may need more personalized and intensive support on an ongoing basis. We work together — teachers, parents, Learning Strategists, and students — to make sure the right supports are in place at the right time.
The Role of the Learning Strategist
Our Learning Strategists serve as key members of the Learning Support Team across Primary, Middle, and Senior Schools. They: • • • • • •
Develop and implement Individualized Learning Plans (ILPs) Deliver small group and 1:1 instruction in or outside of classrooms Support teachers with differentiation and accommodations Coordinate testing accommodations and monitor student progress Liaise with internal teams and external agencies as appropriate Participate in MTSS and case review meetings
When External Agencies Are Involved
At times, Saltus may recommend or collaborate with external professionals when a student’s needs exceed the scope of school-based support. This may include: • • • •
Psychoeducational assessments to diagnose learning disabilities or attention challenges Speech and Language Therapists for communication-related concerns Occupational Therapists for sensory or motor planning needs Educational Psychologists or Mental Health Professionals for emotional, behavioural, or executive functioning challenges
Engagement with these services is typically coordinated in partnership with families and may inform or update ILPs. All external documentation is handled confidentially and shared with consent. 65
Learning Support Communication Workflow
To ensure effective collaboration and timely support, Saltus follows this communication workflow for learning-related concerns: • Step 1: Initial Concern By: Parent or Teacher Action: Raise concern with Classroom Teacher (Primary) or Subject Teacher/Advisor (Middle & Senior) • Step 2: Teacher Response Action: Implement classroom strategies; communicate with home; monitor for 2–3 weeks Refer to Learning Strategist If further support is needed • Step 3: Referral to Learning Strategist Action: Observation, informal assessments, strategy recommendations Proceed to ILP development If sustained challenges exist • Step 4: Case Meeting / ILP Development Led by: Learning Strategist With: Teachers, Parent(s), Student (as age-appropriate), Advisor, and relevant specialists Action: Formalize supports and accommodations; set progress review schedule • Step 5: Monitoring and Communication Action: Ongoing check-ins, teacher collaboration, termly family updates Adjust ILP or refer to external agency if progress is insufficient • Step 6: Escalation to Head of Learning Strategies Trigger: Complex needs, unresolved parent concerns, multi-agency coordination Action: Department Head leads case review and next steps All steps involve confidential documentation and regular communication with families.
Individualized Learning Plans (ILPs)
Students receiving Tier 2 or Tier 3 support may have an ILP that outlines: • • • •
Areas of strength and need Goals and accommodations Roles of staff, student, and family Evaluation and review timeline
“Your child’s Individualized Learning Plan (ILP) may include learning goals such as: ‘Student will use graphic organizers to structure writing assignments,’ or accommodations like: ‘Extended time on inclass writing tasks.’ These plans are reviewed each term in collaboration with families.”
How Parents Can Help?
You play a key role! Saltus values the partnership with families in supporting student learning. Here’s how you can support your child’s learning:
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• • • •
Raise concerns early with classroom or subject teachers Participate in ILP planning and review meetings Support the implementation of strategies at home Communicate with Learning Strategists about observed progress or concerns
Attendance and Missed Work
Families are reminded that extended absences may impact access to interventions, assessments, or support services. This absence reflects time away from school initiated by the family for personal reasons. It is recorded as non-school-sanctioned leave. Students remain responsible for missed work in alignment with school policies. ILP-related supports may not be rescheduled during family-initiated absences. For students with ILPs, staff will work with families to ensure continuity of essential supports where possible, but certain interventions may not be rescheduled.
Additional Information for Families
Our Annual Support Timeline • Sept–Oct: Observations and referrals • Nov: ILPs created and shared • Jan & Apr: Check-ins and updates • June: End-of-year review and transition planning How Can Parents Help? • Talk with your child’s teacher if you have concerns • Attend ILP planning and review meetings
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• Try strategies at home ◊ Use timers and checklists to support homework routines ◊ Read aloud or use audiobooks together ◊ Allow for breaks during homework ◊ Create a quiet, distraction-free workspace ◊ Maintain consistent sleep and meal routines • Stay in touch with your child’s Learning Strategist Commonly Used Accommodations • Preferential seating • Extra time on tests or assignments • Use of assistive technology (text-to-speech, audiobooks) • Breaks during long tasks • Copies of class notes or visual aids
Use of External Learning Support Providers On-Site
At Saltus, we prioritize student success through a coordinated, school-based approach to learning support. While our core model is internally managed, there are times when we may invite external professionals into the school to observe a student or participate in planning conversations. These visits are arranged in collaboration with the Learning Strategies team and are intended to enhance internal supports, not to replace them. While we recognize that some families work with external tutors, specialists, or therapists privately, we do not permit external service providers to work inside classrooms or provide in-school interventions during the school day. Why This is Our Practice • Student-Centered Planning: Our Learning Strategists are trained to develop tailored, evidencebased interventions in alignment with curriculum and classroom goals. • Consistency and Confidentiality: Having external adults in the classroom disrupts learning routines and may compromise the privacy of other students. • Professional Oversight: All in-class interventions must be supervised by Saltus staff who are familiar with school policies, student safety expectations, and instructional strategies. • Inclusive Learning Environment: We strive to support all students within the classroom environment, using differentiated strategies and accommodations developed by our internal teams. How External Providers Can Still Be Involved If families are working with an external specialist (e.g., speech therapist, psychologist), we welcome collaboration through: • • • •
Sharing written reports or recommendations with our Learning Strategies team Participating in ILP or case review meetings on invitation School determined one-on-one intervention and support with an external specialist School determined an invitation to the external specialist to engage in student observations for the purposes of strengthening intervention strategies. • Coordinating after-school services or consultation
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We value our partnership with families and encourage communication about external services. Our goal is to ensure any additional support aligns with school goals and enhances student growth in a coordinated and respectful manner. Sharing External Assessments and Collaborating with External Providers We value strong partnerships with families and recognize that some students benefit from private assessments or therapeutic services. To ensure the best possible support, we encourage families to share any external evaluations—such as psychoeducational assessments, speech and language reports, or occupational therapy findings—with our Learning Strategies team. These insights help us understand the student’s learning profile more deeply and guide the development of effective, personalized strategies and accommodations. All documentation is treated confidentially and shared only with relevant members of the student support team. We also welcome collaboration with external providers in the following ways: • Sharing written summaries or recommendations with the Learning Strategies team • Participating in ILP or case review meetings (virtually or outside of instructional time) • Coordinating services outside school hours While we do not permit in-classroom support from external providers, these forms of collaboration help ensure consistency between home, school, and outside services. Our goal is to maintain a cohesive approach that supports student growth while aligning with school goals and practices. • Sharing written reports or recommendations with our Learning Strategies team • Participating in ILP or case review meetings (virtually or outside of instructional time) • Coordinating after-school services or consultation We value our partnership with families and encourage communication about external services. Our goal is to ensure any additional support aligns with school goals and enhances student growth in a coordinated and respectful manner.
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Student Counselling Services at Saltus Our Commitment to Wellness
At Saltus, student well-being is a core pillar of our educational philosophy. We recognize that emotional health, social connection, and resilience are fundamental to student success. Our counselling services provide students with a safe, confidential, and supportive environment to navigate challenges, build coping strategies, and thrive within the school community.
Our Counselling Team
Saltus is proud to have dedicated, professionally trained school counsellors who support students across all divisions: • Primary & Grade 7: Mr. Nic Scanlon – School Counsellor (Grades K-7) • Secondary (Grades 8 to SGY2): Mrs. Melisa Judd – School Counsellor
Role of the School Counsellor
Our counsellors are integral members of the Student Support Team and work in close partnership with: • Teachers • Learning Strategists • Academic Directors • Advisors • Parents and guardians They provide: • Short-term individual and group counselling • Social-emotional learning and classroom guidance sessions • Transition and change support • Crisis response and post-crisis follow-up • Referrals to external mental health or support services, when appropriate
Confidentiality and Trust
Confidentiality is a cornerstone of the counselling relationship. Students can expect that their privacy will be respected within the limits of the law and school policy. Information shared with a counsellor remains confidential unless: • • • •
There is a risk of harm to self or others There is suspected abuse or neglect Legal disclosure is required The student gives permission to share with a trusted adult for support
In such cases, the counsellor will make every effort to inform the student of the next steps while prioritizing their safety and well-being.
Collaborative Support for Students
All stakeholders at Saltus—including teachers, advisors, Learning Strategists, and administrators— work closely with our counsellors to ensure students receive comprehensive and compassionate support. When concerns arise, the process generally follows this workflow: 70
Typical Communication Workflow 1. Initial Concern: Raised by teacher, parent, or student (self-referral) 2. Consultation: Staff member consults with counsellor and/or Learning Strategist 3. Consent & Support: Where appropriate, the counsellor obtains consent and engages with the student 4. Monitoring and Communication: Ongoing collaboration among stakeholders with regular check-ins Note: In urgent cases (e.g., emotional distress, crisis situations), the counsellor may intervene immediately and coordinate support as needed.
Crisis Support and School-Wide Response
Our counsellors also play a vital role in supporting students and the broader community in times of crisis. Saltus has an established Crisis Response Team and clear protocols for addressing incidents such as: • Loss of a student or staff member • Mental health crises • Community emergencies Support may include: • Psychological first aid • Grief and trauma counselling • Communication with families • Referrals to community mental health resources
When External Agencies Are Engaged
Our counsellors may recommend or liaise with external agencies when a student’s needs exceed the scope of in-school support. Examples include: • Child psychologists or therapists for long-term mental health needs • Social services for family or home safety concerns • Crisis hotlines or psychiatric emergency teams for urgent interventions This is always done in consultation with families, except where immediate safety overrides the need for prior consent.
Mandated Reporting
All Saltus staff, including counsellors, are Mandated Reporters under Bermuda law. We are legally required to report any suspicion of abuse, neglect, or risk of harm to the Department of Child and Family Services. Reports are made in the best interest of the child and with sensitivity and care.
What Else Parents Should Know • • • •
Counsellors may be contacted directly by parents for concerns about their child’s emotional health Students can self-refer by visiting the counsellor’s office or through teacher nomination Parent education sessions on wellness topics may be offered throughout the year Counsellors are active contributors to the school’s overall culture of care and inclusion
We encourage open communication and value the trust families place in us as we support the holistic development of every student. 71
Parent Connection Communication
We believe it is important that teachers and parents take shared ownership in the learning and well-being of every student. Communication is highly encouraged and should begin with the student’s classroom teacher. We believe that open communication between teachers and parents will have a positive impact on the student’s overall progress in school. Avenues of communication will include the The Week Ahead, official notes, report cards, and the school website. Conversations will also occur via telephone calls, conferences, and various school-based activities. As part of our commitment to clear communication with students, staff and parents, we have developed guidelines to ensure that we can meet and manage the expectations of our community. These guidelines are meant to be used in adherence to our Code of Conduct.
Expectations for Parents and Students: •
Our first priority is teaching and learning with our students. Therefore, we have a 24-hour (or a weekend) turnaround time for Faculty and Staff to answer emails.
•
•
•
•
Faculty and staff are not required to answer emails in the evening or over the weekend. However, they will be checking them on a regular basis. If parents have an emergency, please contact the appropriate school office. A respectful, balanced and healthy approach to communication is integral to our beliefs and values as a school. All members of our community should ‘think before you send’. If your concern is of a sensitive nature, please ask for a face-to-face meeting or a telephone call. Faculty and staff will only use school email addresses to communicate with parents and students. They are not permitted to give out personal contact information. When parents have queries regarding a student’s academic courses, the first step is to contact the subject teacher directly. Education is a shared partnership between the parents and the school and we believe that open communication will enhance the student’s progress. The digital environment in which we learn means that the school will often publish photos and videos created by and/or containing images of members of our school community (including students). 72
Who to contact at the Secondary School if you have a concern relating to:
Please contact:
Your child’s academic performance or classroom issue
The teacher in question and the advisor. If you require further information, you may contact the Assistant Director or Director of Secondary: • Gary Godkin, Director of Secondary • Shayne Scott, Assistant Director of Secondary (Grades 6-8) • Lorne Nannini, Assistant Director of Secondary (Grades 9-SGY2)
The Secondary School curriculum
Jesse Sheppard, Director of Curriculum
Emergency procedures
Nadia Robinson, Deputy Head of School
School time appointments & absence, medical, dental
Dejah Denbrook (Administrative Assistant) and/ or the Advisor
School time absences/vacations - planned
Assistant Director or Director
School time absences – unplanned (illness etc.)
Attendance - secondary.attendance@saltus.bm
Athletics
Tim Figureido, Director of Athletics
Report Cards
Assistant Director or Director
Risk Management
Nadia Robinson, Deputy Head of School
Your son/daughter’s social or emotional wellbeing
Your son/daughter’s Advisor or the School Counsellor
Emails/Telephone calls
Teachers’ email addresses are provided to maintain healthy communication between the school and our parents. If a teacher has a concern, expect a call or email within 24 hours and all other matters, within 48 hours. A meeting after school hours may be requested. Teachers are always available for consultation, 73
given reasonable notice, and welcome the opportunity to meet with parents to discuss students’ progress.
SaltusLive
SaltusLive a single ‘sign-on’ education portal located at www.saltus.bm. Each member of the Saltus community (parents, students, alumni,
etc.) has an existing record in SaltusLive. Information such as class schedules, school holidays, permission forms, student billing, emergency contact details, grading, and report cards can all be accessed through this portal. Once log-in/access is established users have control over updates to contact information and system settings for email and notifications. To log in click on SaltusLive in the top right corner of the screen at www.saltus.bm. Guidance is available via a link entitled ‘Forgot login or First time logging in?’ if needed. Should you experience any problems with accessing your account, or need to access historical data, please contact service.desk@saltus.bm.
Profile Updates on SaltusLive
It is critical that we have up-to-date contact details for all parents and guardians. To ensure the integrity of our school database, personal profile data fields, including phone numbers, addresses, etc. in SaltusLive are locked. If you need to make changes to your personal profile at any time, please send an email request to live.profile.changes@saltus.bm and provide the information to be updated.
Parent Volunteers & The Saltus Association Saltus Association: The Saltus Association is Saltus’ Parent/Teacher Association (PTA), and all parents and staff are automatically welcomed as members. This energetic parent volunteer group has three main initiatives: 1. Build a sense of community throughout Saltus by hosting events for our students, teachers and Saltus families to enjoy together. 2. Create forums where parents have an open platform to collaborate with school administrators and teachers to have an informed community about events and school initiatives. 3. Run initiatives that help raise funds for the school that will ultimately enhance all students’ experience at Saltus. The Saltus Association meets on the first Wednesday of the month and invites you to join in their efforts to enrich Saltus students’ lives and enhance the Saltus community. If you are interested to learn more, please contact pta@saltus.bm.
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ClassList
The Saltus Association, uses the ClassList platform to communicate directly to families regarding Saltus Association events and opportunities. The app enhances parent-toparent communication allowing families to connect and share information with one another, offering a secure and user-friendly alternative to class WhatsApp chats. Designed specifically for schools, ClassList allows parents to choose what contact information they share, manage the type and frequency of notifications they receive, and easily engage with others through features such as event coordination, emergency alerts, volunteer sign-ups, and social group planning, all in one convenient place. Please note that ClassList is intended solely for parent-to-parent communication and does not replace school communications such as SaltusLive or The Week Ahead. If you haven’t yet joined, invitations will continue to be sent via email from “no-reply@classlist.com,” and we encourage you to activate your account to take full advantage of this inclusive and efficient communication tool. For more information, review this quick start guide.
Staff Directory Please refer to our school directory online at www.saltus.bm for a full list of teachers and staff currently employed by Saltus.
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