Celebrating Our 2027 National Merit Scholars

September 21, 2026 by ezekielbracamonte Leave a Comment

At BASIS Independent Silicon Valley, we are proud to celebrate the Class of 2027 students recognized through the 2027 National Merit Scholarship Program. This year, 35 BISV students have been named National Merit Semifinalists and 38 have been named Commended Scholars, for a total of 73 recognized students. With 94 students in the graduating class, that means approximately 78% of the Class of 2027 has received National Merit recognition.

While the recognition marks an important academic achievement, the stories behind these students are about much more than a test score. They reflect years of curiosity, persistence, challenging coursework, personal interests, and a willingness to take on something new.

“Being named a National Merit Semifinalists is an incredible accomplishment, and we’re excited to celebrate these students,” said Head of School Sara Kolb. “What makes me especially proud, though, is the curiosity, determination, and enthusiasm they bring to their learning every day. They’ve worked hard, challenged themselves, and pursued the subjects and ideas that interest them. That’s the kind of academic excellence we want to see at BISV—not just strong results, but students who are genuinely excited to learn.”

*Our Semifinalists are pictured with Head of Operations Zach Farrell.*

Finding Their Own Challenges

For Jack Zhu, the journey to becoming a National Merit Semifinalist was shaped by preparation and a willingness to challenge himself early.

“I’m most proud of just the sheer amount of work I put into studying,” Jack said. “I took this test while also taking the actual SAT, so I was really grinding with questions.”

Jack also credits his experience at BISV with encouraging him to step outside his comfort zone from an early age. Taking advanced courses in subjects including physics, calculus, and government as a freshman gave him opportunities to encounter challenging material early in his high school experience.

“BISV did really well introducing me to challenging concepts early,” he said. “I think that really let me go outside my comfort zone and learn a lot of things.”

Looking ahead, Jack hopes to carry that same willingness to challenge himself into the next stage of his education. His advice to younger students is simple: “Work hard and start early.”

For Aaron Cohen, the recognition reflects something he values about his education at BISV: being prepared to take on opportunities when they arise.

“The thing I am most proud of is that everything I needed for the PSAT came from my regular coursework,” Aaron said. “The score just reflected the education I had already been getting.”

That foundation also gave Aaron the confidence to pursue interests beyond the classroom, including physics research and independent projects. He found that having a strong academic foundation allowed him to enter new environments ready to contribute rather than first having to catch up.

“I think the real requirement for thinking independently is that you have to actually be prepared enough to go do something with it when the opportunity is there,” he said.

That mindset has also shaped how Aaron approaches difficult problems. At BISV, he became accustomed to working through challenges without always knowing exactly where they would lead.

“At first that was uncomfortable, but after working through it enough times it became the way I work,” he said. “I expect it will come up constantly in college and in research, and I’m glad I got used to that at BISV instead of having to figure it out for the first time in college.”

Staying Curious

For Melody Dai, being named a National Merit Semifinalist represents a step toward greater independence as she prepares for life after high school. Applying for scholarships has given her an opportunity to think about the practical realities of college while taking greater ownership of her future.

But for Melody, one of the most meaningful parts of her BISV experience has been the community around her.

“BISV has allowed me to take classes with some truly fantastic teachers who not only teach interesting and thought-provoking classes but also are invested in our growth, both academically and personally,” she said.

Her peers have played an important role as well. Surrounded by students who are motivated to pursue their own interests, Melody has been inspired to explore her own passions, contributing to the personal projects and clubs that make up the broader BISV community.

As she looks toward college, Melody hopes to hold onto one quality above all: curiosity.

“I hope I can stay curious and keep learning for the sake of learning,” she said. “While grades and credits are important, the real privilege I’ve had at BISV is taking fascinating classes purely because of my interest in the material.”

For Melody, that includes experiences such as Senior Capstones, which have allowed her to explore subjects because she genuinely wants to learn more about them.

“I plan to continue learning for my personal development both in and outside the classroom, in college and beyond,” she said.

More Than a Recognition

The National Merit recognition is an important milestone for the Class of 2027, but each student’s path to this moment looks different. For some, it has meant pushing themselves through challenging coursework. For others, it has meant pursuing research, independent projects, personal interests, or simply learning to approach unfamiliar problems with greater confidence.

Together, their experiences reflect something at the heart of the BISV community: students who are willing to explore what interests them, challenge themselves, and discover where their curiosity can take them.

We are proud to celebrate the 35 National Merit Semifinalists and 38 Commended Scholars in the Class of 2027 and, most importantly, the individual journeys that brought each of them to this achievement.

Congratulations to our 2027 National Merit Scholars!

View the full list of our 2027 National Merit Semifinalists below and join us in celebrating their achievement.

Aaron Cohen
Melody Dai
Siyu Fan
Jonathan Gao
Nico Gong
Ethan Guo
Garrett Guo
Anusha Hirlekar
Shivani Iyer
Govind Krishnan
Eric Li
Warren Li
Heding Liu
Xinyue (Alice) Liu
Niyantra Mohan Babu
Lucas Quan
Vedh Reddy
Naman Siddheshwar
Carolina Sun
Fred Sun
Elaine Wang
Evelyn Wang
Harrison Wu
Zimeng Xiong
Ethan Xu
Francesca Yang
Liyuan Yang
Brian Yu
Leo Zeng
Yaxin Zheng
David Zhou
Sarah Zhou
Yifan Zhou
Jack Zhu
Lauren Zhuang

BASIS Independent Silicon Valley is a TK – Grade 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the Bobcat community? To join our interest list for the next school year and receive admissions updates and more, please click here.

Where Are They Now? Alumnus Interview with Benjamin W., BIM Class of 2023

September 21, 2026 by aixuanwang Leave a Comment

Benjamin is a senior studying political science and Spanish at Williams College. In this interview, he talks about his time at Williams and abroad in Spain and offers some advice to high school seniors trying to decide which college is right for them.

Dr. Hight

What I want to hear about first, Benjamin, is what you’ve been up to recently and what senior year has in store for you.

Benjamin

I go to Williams College. It’s a tiny school—about 2,000 people—in the middle of rural Massachusetts. It’s very outdoorsy, and it’s a very close-knit community. My friends and I do a lot of hiking. We have a lot of traditions around that.

In the classroom, I’m a political science and Spanish double major. Political science was planned. I think that’s what I wanted to do going into school. Spanish was not.

I’m coming off a fantastic semester abroad where I signed a language pledge to speak only Spanish. All of a sudden, my Spanish abilities really took off. I’ve only been back on campus for two or three weeks for senior year, so I’m still saying hi to everyone because I haven’t seen a lot of people in almost a year.

Thompson Memorial Chapel, William College

Dr. Hight

 Remind me—where were you in Spain?

Benjamin

 Madrid. I was staying with a host family. There’s this stereotype that people in Spain don’t work very hard. What I learned from my experience in Madrid is that, in the big cities, people may stay up late, but they also wake up super early to go to work. My host dad was just the most energetic person I’d ever seen. He was always saying, “Levántate, levántate,” in the morning when I had class at 8:30, even though we’d had dinner at 11:00 p.m. the previous night.

Dr. Hight

I have to ask: do you like jamón ibérico (Spanish ham)?

Benjamin

 I had a bad experience. I was really, really hungry, and jamón is obviously super common in Spain. I ate basically a full package of it. It’s super salty and oily, and my stomach did not forgive me.
So I learned that I need to eat food that’s more saludable—healthier.

Dr. Hight

 So you had this awesome semester abroad. Now you’re a senior, so I have permission to ask you this question: do you have plans for after school?

Benjamin

 If you’d asked me this question a couple of years ago, I would have told you I wanted to do something Foreign Service-related. Now I’m super into the campaign space.
This summer, I was doing a lot of work looking at how corporations build giving plans and how corporate relationships operate on the Hill. I was spending one or two days a week on the Hill.
I really like the fast-paced, hectic environment that campaigns have to offer. I’m currently working on something in Georgia. I’m looking at transitioning to something in Iowa later on.

Dr. Hight

 That’s really exciting. Do you have any prognostications, as a political science major, for the November elections?

Benjamin

 I’m very scared to make predictions because I don’t think I’ll be rewarded much for being correct, and I’ll be heavily scrutinized for being incorrect. I will say that I have a lot of interesting observations about how the campaigns are being run.

We’re seeing a weird political moment where, with regard to certain issues, both parties are saying extremely similar things in a way that I don’t think we’ve seen in this era of hyperpolarization—especially over the last ten or twenty years.

Both parties are saying very similar things about data centers. Both parties are trying to say similar things about corruption. Both parties are trying to build affordability and healthcare platforms, and to a lesser extent, education platforms. All three of those issues are very salient.

I think it’s creating an interesting environment where the charisma of the candidate is going to matter more. But paradoxically, I also think partisanship is going to matter even more in this election. If both candidates in a given race are saying similar things and voters lack some of the cues they would otherwise use, they’re going to fall back on what I would argue is the number one cue in this environment: partisanship.

Dr. Hight

That’s an acute observation.

I’m going to move backward in time a bit now, to when you were a freshman. What was it like coming from BASIS Independent McLean and starting at Williams?

Benjamin

I’ll answer this in two different ways: socially and academically.

Socially, first. At BIM, I graduated in a class of 29. You knew everyone. Williams has about 500 or 550 students per class. All of a sudden, there were so many more people. It was overwhelming at the beginning. But as time went on, I truly got to know people.

I’ve also enjoyed the greater diversity of people. Williams has a lot of international students—about ten percent. We have students from all across the country. Hearing a greater diversity of perspectives and academic interests was fascinating.

Academically, honestly, I was a lot more prepared than many of my peers.

I think BIM taught me to be a self-advocate in a way that some of my peers from other schools weren’t prepared for. Office hours in particular—or Student Hours, as they’re called at BIM—made me comfortable walking into a professor’s office hours in week one or week two of freshman year. That was not the case for some of my peers. They were terrified. I was ready to sit down and talk with a professor, maybe even disagree with them a little bit if it helped my own learning.

So academically, I think I was ready.

Dr. Hight

That’s great to hear. You seem really happy there. I’d love to hear how you found that fit. When you were applying to college, what made Williams feel like the right place for you?

Benjamin

I knew I wanted a small community where people, by and large, knew one another, even if it wasn’t as small as BIM. I wanted to take the teacher relationships I had at BIM and translate that into relationships with professors. I also wanted something outdoorsy, where there was a lot of backpacking, hiking, or skiing.

So naturally I applied to Williams. I applied to Middlebury. I applied to Amherst. I also applied to schools that were somewhat liberal arts-oriented even if they weren’t technically liberal arts colleges, like Dartmouth. I was ultimately deciding between Williams and Dartmouth.

Each school had an accepted-students day. There would be one or two hours devoted to some kind of academic expo. At Dartmouth, all the academic expos were separated by department. I went into the government building, and there were only students there. I said, “Can I talk to a professor?” That’s what high-school-senior me wanted to do. I was told, “No, none of them are here.”

A week later, I’m visiting Williams. The Academic Expo is all inside one giant gymnasium. There are one or two tables for every department or concentration. I approached the global studies table, not even knowing what global studies was, and a professor and I started talking about my weird theory about Iran for 30 minutes. Eventually, he sent me one of his syllabi.

I later did some research on him and realized that this professor is one of the most respected scholars at Williams. He’s got six degrees. And he took all that time to talk with me when I hadn’t even committed to the school yet.

That kind of community—and especially that academic commitment to being there for students and peers—was something I was really looking for.

Dr. Hight

 I love that.

Now I want you to go even further back into the mists of time, to when you were a senior at BASIS Independent McLean going through the college application process.

Our seniors are currently in the thick of that right now. So on their behalf: is there anything you wish you’d known or done differently when you were applying to colleges that might help them?

Benjamin

 One thing I remember from my senior fall was having trouble figuring out what actually distinguished one school from another similar school. I’d log onto the website and read the mission statement and think, “Okay, what actually makes Williams different from Swarthmore, for example?”

I think there are a couple of ways to solve that problem. One is to talk to current students. You can do that digitally. You have an amazing network of BIM students currently at schools and alumni, and you can start there.

I also think you should make the most of your visits. A lot of people do college visits over the summer or during winter break, and if the college isn’t in session, you’re not going to see the students. Same for weekends. A wasted visit is one where you go at nine in the morning on a Sunday, don’t ask any questions of the tour guide, and then just leave.

You want to see students in action. You want to ask: Does what students actually do day-to-day line up with what I want to do? And cold-approach students. Just ask them, “Hey, I’m a senior in high school. I’m looking at this place. Can you tell me what it’s really like?” Tour guides are great, but they’re going to give you the tour-guide version of things. You’ll get a more candid answer if you approach ordinary students.

Dr. Hight

 I think that’s exactly right.

Is there anything else you’d like to add? One final piece of advice for current BIM students?

Benjamin

 The final thing I’d add is that I think most people tend to view high school through two lenses: knowledge and college. You’re learning facts, and you’re also trying to get good grades and create an application that will help you get into a good school.

But I also think high school is incredibly important for developing skills. It’s where you learn how to write, how to communicate, how to present and how to do group work.

So if you look at your high school experience not just as a “knowledge and college” opportunity, but also as an opportunity to develop skills, I think you’ll take greater advantage of what BIM has to offer.

Dr. Hight

 That’s great advice. Thanks so much, Benjamin. And thanks for taking the time to speak with us.

Benjamin

Thank you!

Dr. Hight

Have a great senior year and keep us posted. I’m excited to hear what you do next!

Purposeful Connections and Joyful Rigor: How BASIS Independent Manhattan Launched the 2026–27 School Year

September 18, 2026 by christineklayman Leave a Comment

At BASIS Independent Manhattan, we believe students are capable of more than they can imagine. From the very first day of school, our mission is to cultivate a genuinely warm and advanced learning environment where fearless independent thinkers build the confidence to explore, question, and shape the world.

Launching a new academic year is about far more than handing out syllabi or organizing lockers. It is about establishing a joyful learning culture where ambition meets community, and where students feel supported as they step into complex, inspiring challenges. This September, across both our Lower School (PreK–5) and Upper School (Gr. 6–12) campuses on the Upper West Side and in Chelsea, respectively, our Wildcats dove headfirst into BOSS (BASIS Organizational Skills for Success) orientation and our annual Back-to-School Carnivals. Here is how we set the stage for a transformative year of growth.

Cultivating Independence and Agency Through BOSS

At our Lower School campus on the Upper West Side, foundational routines pave the way for self-directed learning. During BOSS week, our youngest Wildcats in PreK through grade 5 mastered essential executive functioning habits—from organizing their daily Communication Journals (CJs) to navigating classroom transitions. By establishing clear, supportive structures early on, our Expert Teachers empower students to take active ownership of their learning journey from day one.

Meanwhile, at our Chelsea campus, middle and high school students kicked off the year with targeted BOSS workshops designed to elevate student agency. Sessions led by our Student Affairs team and faculty focused on crucial life and academic skills, including:

Academics & Technology: Navigating digital learning tools with intention and responsibility.
Flex Time Mastery: Leveraging a daily, 80-minute structured block for academic support, peer collaboration, and self-advocacy during teacher Student Hours.
College Counseling Foundations: High School students met with our College Counseling team to map out long-term goals, standardized testing pathways, and independent research aspirations.

“By fostering student agency from PreK through grade 12, we ensure that ambitious academic expectations are paired with the tools students need to navigate them with confidence.”
– Ms. LaNette Hodge, Head of School

Building Community: From Marshmallows to Rooftop Carnivals

We believe that purposeful challenge should always be inspiring and collaborative. On Friday Collab Day, Upper School students put their creative problem-solving and peer mentorship to the test during the iconic STEM Marshmallow Challenge. Working in teams, students engineered freestanding structures using limited materials, turning trial, error, and teamwork into a memorable lesson in resilience. Groups also designed custom banners in homeroom to represent their element identity and engaged in thoughtful culture, reflection, and goal-setting sessions.

To celebrate these new connections, both campuses brought the school community together for festive fall carnivals:

Lower School Terrace Carnival: Lower School families joined us on the terrace for an afternoon of community connection. Families shared burgers, chicken fingers, and popcorn while enjoying cornhole, face painting, carnival games, and a puppet show.
Upper School Friday Collab & Carnival Day: Upper School Wildcat students took to the rooftop for an energetic celebration featuring rooftop carnival games, snow cones, prize booths, and team-building competitions.

The Power of Shared Purpose

Whether collaborating on a hands-on STEM design challenge, “untying” a human knot, creating class banners, or enjoying popcorn with teachers on the terrace, our start-of-school traditions reflect what makes BASIS Independent Manhattan so distinct: nurturing thoughtful, responsible, and well-rounded individuals paired with academic confidence and ownership.

When students feel a deep sense of belonging and support, they are empowered to take intellectual risks, embrace complex global ideas, and discover the true joy of learning.

Join Our Community of Fearless Thinkers

The future is actively in session at BASIS Independent Manhattan. We invite prospective families to experience our joyful learning culture firsthand, meet our extraordinary Subject Expert Teachers, and discover how our advanced PreK–Grade 12 curriculum inspires curiosity and confidence.

A Day in the Life of a Kindergarten Student – A Reflection From Head of School, Dr. Thies

September 15, 2026 by emilyhughes Leave a Comment

At BASIS Independent Bellevue, our Kindergarten students fill our campus with joy, curiosity, and an unmatched excitement for learning. Recently our Head of School, Dr. Thies, spent a full day with our youngest learners to experience the joy first hand. Her experience provides a window into how we develop fearless and confident thinkers from the start of a student’s educational journey with us.

On the day of Dr. Thies’ visit, students had their Engineering class. However, in addition to Engineering, students also take Art, Music, Drama and Mandarin, throughout their week. To view a weekly sample schedule for Kindergarten, click here.

Step inside a dynamic day in Kindergarten with Dr. Thies and experience the creativity, joy, and collaboration that is abundant in Kindergarten at BASIS Independent Bellevue!

Arrival

Suffice is to say that it has been a while since I attended Kindergarten. However, I found myself flooded with the usual kid anxiety as I prepared for my full day in Kinder adventure.

“What should I wear?” I asked myself

“I wonder if the kids will enjoy having me in class?”

But, as soon as I entered our Kindergarten building my anxiety was put at ease.

“What greeting would you prefer, Dr. Thies?” Ms. Metrick asked me. Without hesitation I chose a fist bump (and added fireworks for added emphasis). I then found my decorated name tag at Table 3 and began my coloring activity. Can I just take this moment to ask why we don’t all begin our day with an energized greeting and coloring time? I feel like the world may be a much better place with this one simple adjustment.

Morning Meeting

Once all of the students had arrived, we moved to the carpet for our Morning Meeting time. We were all told to find our place on the carpet. While I was not sure where I should sit, my Kindergarten friends were very helpful in letting me know where I should not sit. With kindness in their hearts, they told me, “Dr. Thies, that’s where Dhruv sits.” “Not there, that’s Ethan’s spot.” I eventually landed on the correct spot, sat criss-cross applesauce (that is a little more challenging with age), and prepared for a day of learning.

My favorite part of our Morning Meeting time was our swimming greeting. I have never actually participated in a greeting like this before and, quite frankly, I now know that I have been missing out. In order to properly execute a swim greeting, you allow someone to introduce themselves and then you respond with a kind hello while also fully committing to a beautiful freestyle swim stroke. Now that I think about it, I believe that any swim stroke will do with the method of greeting. So, if you are more of a backstroke or butterfly aficionado, they will work as well. Saying hello to all of my new classmates in this manner put an immediate smile on my face. So, maybe try it out sometime? I mean, Kindergartners shouldn’t be the ones having all the fun, right?

Language and Literacy

Once we finished our greeting, reviewed our daily schedule, discussed the date and days of the week, and sang our weather song, we moved on to Language and Literacy. For this portion of the lesson, we got to split into two groups and began our activity. I was lucky enough to work with Ms. Armitage. She handed out plastic covered phoneme handouts and dry erase markers. We practiced our new phonograms together first and then Ms. Armitage let us color in the phonogram that represented the beginning letter of the word she read aloud. Ms. Armitage reminded us of the long, short and shwa sounds as well so that we could be confident in the answers that we chose.

I loved this activity and was really happy to see my friends practicing their sounds aloud before they made their selection. As I began to color my long “A” phonogram I thought to myself, “Wow, these Kindergartners are pretty smart; I better pay close attention so that I can keep up!” I was happy to discover that my new friends were not only smart, they were kind and happy to help. If I had any questions, they happily demonstrated the sounds for me so that I could be sure that I completed the activity correctly!

Recess

Don’t even get me started on a mid-morning snack and recess time. I’m not quite sure why this is not a normal part of my work day. But I am missing out! During snack, I returned to my assigned table and got some time to talk with my classmates. I learned a few things about myself at snack and recess. The first is that I am really good at opening things. Before this time, I was not fully aware that I possessed such an important gift, but I feel empowered with my new found strength. The second thing that I learned is that making chalk art is a much better choice than attempting to ride a very small bike. While I was able to make it around the loop, my legs did not thank me Saturday morning.

Engineering

I took my spot as #19 in the line and followed my classmates from recess to Engineering. I was pleasantly surprised when Ms. DiBattista met me at the door with my very own hardhat, clipboard and title of “Chief Boxitech”. We entered the classroom and Ms. DiBattista reminded us of the importance of working together in a positive manner and communicating respectfully as we worked as a team. My classmates were then divided into groups to create and draw different buildings in a community. My responsibility was to recognize and award those groups that worked well together and give a final sticker of approval when they had finished their design and were ready to build. I am happy to report that all drafts were approved and the finished products were amazing. Several groups also earned PACE passes and additional stickers because of their teamwork and positive problem-solving skills. I eventually had to turn in my hard hat and hang up my clipboard because it was time for PE.

Movement Foundation

I will fully admit that I am slightly biased about this class being a former Physical Education teacher. I could hardly wait for PE because I am such a fan of exercise and bodily kinesthetic learning. So, I once again took my place at the end of the line and headed to the gym for another fun-filled adventure. While in PE, my classmates and I warmed up by pretending the floor was lava and sticking to the clearly marked lines to ensure our safety. We then transitioned to a game called, “What Time is it Mr. Fox?” where we got the chance to practice our counting skills and test our speed and endurance. I worked together with another classmate to make sure that we were not eaten as Ms. Tello (aka Mr. Fox) yelled out “Lunch Time” and chased us back to our line! All this talk of lunch time made me hungry—and good thing because after PE we headed off to lunch.

Lunch and Recess

I thoroughly enjoyed lunch with my classmates. We talked about weekend plans and even got some high five from the high school students before they left the lunchroom. When we returned to class, we reviewed our class rules, talked about how we can be kind to one another, and participated in a highly engaging brain break.

Math

For math we split into groups again and this time I got the opportunity to work with Ms. Metrick. She taught us about fact families and even sang a song with us to help us remember. When we returned to our tables for independent work, I got the opportunity to work with my tablemates. I was so impressed with their ability to solve problems, write number sentences and check their work. We worked collaboratively to make connections and describe how we had arrived at our answers. I truly enjoyed working through the learning process with the students and witnessing their resilience when they were challenged. To top of a great chunk of learning, we got to color our fact family worksheets after we finished.

Enrichment

We were rewarded for all of our hard work with enrichment time. Within minutes, the classroom transformed into a plethora of mini projects in the making. I was so impressed with all of the different choices that the students made and the fact that they all seemed to naturally pair up and happily share with one another. There were students using building blocks, practicing math skills with the cash register and play money, developing structures with Magna-Tiles, constructing tubes for marble transport, and so much more. As I looked around the room I was amazed to witness creativity in action and overwhelmed by their use of respectful language as they shared ideas.

Language and Literacy

For afternoon language and literacy we read The Kissing Hand by Audrey Penn and wrote messages for those people in our lives that loved us. All around me, I could hear my Kindergarten friends sounding out words and practicing spelling techniques in order to write a thoughtful message to someone special in their life. Myself and my Kindergarten friends were excited that this writing activity extended into an arts and crafts project that allowed us to add color and a personal touch to our writing activity.

Civics, History & Science Foundation

We wrapped up our day with a civics lesson on wants vs. needs. Everyone was eager to share their ideas and I loved listening to my Kinder friends share their thinking.

Until Next Time

We have all heard the saying, “everything that I need to know I learned in Kindergarten,” but I don’t think that I truly understood this until I was lucky enough to spend a full day learning such important skills in such a dynamic way. Kindergarten learning is intentional and so important but what struck me the most about the day was the fact that I had so much fun! The teachers were exceptional and my classmates added to the joy of the learning process. The only part of the day that I did not enjoy was dismissal because it meant that this incredible experience had come to an end. The next time I am in need of collaborative classmates, creative ideas, or dynamic learning songs, I know just the place to go!

A huge thank you to Dr. Thies, our wonderful Kindergarten teachers, Ms. Metrick and Ms. Armitage, Ms. Dibattista, Ms. Tello, and of course our incredible Kindergarten students for being a part of this blog!

Leadership Spotlight: Dean Repetto, Middle School Program

September 4, 2026 by jogoldfarb Leave a Comment

This summer, our Middle School Student Affairs Team welcomed Ms. Repetto as a Dean, joining Director Cameron and Dean Russell. Ms. Repetto first came to BASIS Independent Brooklyn three years ago from our sister campus in Manhattan, where she served as Auxiliary Manager. During her tenure leading our Auxiliary Team in Brooklyn, she helped expand our club offerings to include such wonderful new programs like Robotics Teams, Quiz Bowl, DECA, and several sports teams.

Ms. Repetto brings a rich and varied background to her new role. She spent six years as the Dean of Visual Arts with Achievement First School in Brooklyn, and before that, taught visual arts at Uncommon Schools Charter High School and Success Academy. For eight years, she also worked as a freelance illustrator and art director for Vogue Magazine. She studied at both the Fashion Institute of Technology and Milan at Politecnico di Milano in Italy, and she earned her master’s degree from the Relay Graduate School of Education.

Now stepping into her new role as Dean of Students for our Middle School, Ms. Repetto sat down with us to answer a few questions and help our families get to know her better. Answers have been edited for length and clarity.

In your past role leading our Auxiliary Team, you were a big proponent of building a strong school culture. What are your plans for continuing to build our Middle School community in the year ahead?

One of the core beliefs I bring to this role is that a strong school culture is not something we simply define or put on a poster—it is something we build together through the everyday experiences students have with one another and with the adults around them. To me, culture is about continually expanding our understanding of ourselves, of one another, and of the world around us. It grows when we are curious, when we encounter perspectives and experiences different from our own, and when we have opportunities to contribute meaningfully to our community.

That philosophy was central to my work in the Auxiliary Programs department. I focused on creating opportunities for students to explore new interests, form meaningful connections, discover new passions, and step into leadership roles. I look forward to bringing that same spirit to Middle School, while thinking intentionally about how we can create a community where students are not only participating in school life, but actively helping to shape it.

Dean Repetto with our Student Affairs and Admin Team on the First Day of School 2025-26

I also believe that a strong community should support the whole student. Middle School is such a formative period of academic, social, and personal growth, and I want to be a trusted resource for both students and their families throughout that journey. I want students to know that they can come to me when they need guidance, support, or simply someone to listen. That sense of trust takes time to build, and it comes from being consistent, present, and genuinely invested in students as individuals.

I am particularly committed to student agency and social-emotional growth. Students need opportunities to make decisions, take healthy risks, navigate challenges, learn from mistakes, and advocate for themselves. They also need opportunities to understand how their choices affect the larger community. I hope to help create an environment where students feel both a sense of belonging and a sense of responsibility, where they understand that they are not simply members of a community, but contributors to it.

Most importantly, I want to be steadily present in the daily life of Middle School. I plan to be intentional about spending time with students during lunch, Academic Enrichment time, clubs, sports, field trips, extracurricular activities, and community events. Some of the most meaningful conversations and connections happen outside of formal settings, and those moments often provide the strongest foundation for trust.

Ultimately, my goal is to help cultivate a Middle School community that is intellectually curious, welcoming, creative, and connected—a place where students feel known and supported, but also challenged to see beyond themselves.

Dean Repetto leading a Middle School New Student Orientation discussion

Your professional experience spans both education and the arts. Can you tell us more about your experience before joining BASIS Independent Brooklyn?

My professional journey has always lived at the intersection of creativity, education, and a lifelong curiosity about learning. Each chapter of my career has shaped the way I think about supporting students and building meaningful school communities.

I came to New York to study Fashion Design at the Fashion Institute of Technology and later continued my studies in Milan at Politecnico di Milano. While I was still a student at FIT, I began working professionally as a fashion illustrator and art director. Over the following fifteen years, I had the opportunity to contribute to publications including Vogue Italia, Vogue Japan, L’Uomo Vogue, and Vogue USA, as well as to collaborate with clients across the fashion, design, and hospitality industries. I am incredibly grateful for those experiences, which taught me to approach creative work with curiosity, discipline, collaboration, and an openness to new ideas.

A particularly meaningful turning point came when I was invited to serve as a critic for FIT’s BFA senior thesis presentations. I realized that what I found most rewarding was not simply creating my own work, but helping others develop theirs—asking questions, offering perspective, encouraging new possibilities, and watching someone gain confidence in an idea they had once been uncertain about. That experience helped me recognize how much I loved teaching and mentoring.

When I joined BASIS Independent Brooklyn as the Auxiliary Programs Manager, I discovered another dimension of education that I loved: creating opportunities for students and families to connect beyond the traditional classroom. I had the privilege of developing programs, supporting clubs and enrichment opportunities, planning community events, and creating experiences that encouraged students to explore their interests and discover new passions. It was a wonderful opportunity to bring together my creative background and my commitment to education in a very practical and community-centered way.

Looking back, I think the common thread throughout my career has been a genuine love of learning and a belief in the importance of meaningful experiences. Whether I was working in the arts, teaching, developing programs, or supporting students and families, I have always been drawn to opportunities to help people feel curious, capable, and inspired.

Dean Repetto hosting our 2026 Talent Show

Middle School can be a tricky transition for kids. How do you plan to support students as they navigate both social and academic shifts?

Middle School is such a formative time because students are becoming more independent while navigating significant academic, social, and personal changes. My goal is to help students see those changes not simply as challenges, but as opportunities to discover who they are, build confidence, and develop the skills to navigate the world around them.

I believe students thrive when they have both clear expectations and a strong sense of support. They should know what is expected of them, understand where to turn when they need help, and feel confident that the adults around them are invested in their success. At the same time, I want to give students the space to develop their own voice—to make decisions, work through challenges, learn from mistakes, and gradually take greater ownership of their academic and personal growth.

Supporting students through this transition also requires strong partnership among the adults in their lives. I look forward to working closely with teachers and families so that we can share perspectives, communicate thoughtfully, and provide students with a consistent support system. When students know that the important adults in their lives are working together, they are more likely to feel secure, understood, and empowered to take on the challenges of Middle School.

What do you hope students say about their middle school experience once they step up to high school?

More than anything, I hope students say they felt seen—as whole people, not just as students.

I want them to know they were part of a community that encouraged them to be curious, pursue their passions, ask thoughtful questions, and grow into confident, critical thinkers. I hope they remember a school where they felt comfortable taking intellectual risks, trying new things, and discovering strengths they didn’t know they had.

In addition to benefiting from an incredibly thoughtfully designed academic experience, I hope they leave feeling that their middle school experience helped them grow in a balanced way—that their intellect, their character, and their independence were all nurtured. I want them to say they developed not only strong scholarly abilities, but also a sense of moral purpose, empathy, and responsibility toward others. When students feel connected to their community and understand that their choices have an impact, they become more thoughtful, compassionate, and resilient individuals.

Ultimately, I hope they look back and say that Middle School prepared them not only for high school, but for life. That it gave them the courage to lead with integrity, and the autonomy to navigate an ever-changing world with curiosity, compassion, and a genuine respect for the people and communities around them.

If students leave feeling challenged, valued, inspired, and empowered to make a positive difference, then I believe we’ve accomplished something truly meaningful.

Fall 2027: What to Expect at Your BASIS Independent Silicon Valley Campus Tour

September 2, 2026 by elisamariemonsanto Leave a Comment

Choosing a school is about more than reading about a curriculum or looking at photos online. A campus tour gives families the opportunity to experience BASIS Independent Silicon Valley firsthand, explore our learning environment, and get a feel for what daily life is like for our students.

A Small-Group Experience

Our campus tours are designed as a small-group experience, creating a more personal and conversational visit. Families have plenty of opportunities to ask questions and connect with our Admissions team throughout the tour. Prospective students are welcome and encouraged to attend!

Explore Our Campus

During your visit, you’ll explore the spaces where students learn, collaborate, and spend their school day. Depending on the timing of your visit, you may also see classes in action and get a glimpse of daily life on campus.

Along the way, our Admissions team will share more about our curriculum, school culture, facilities, and what makes the BISV experience unique.

Questions Families Often Ask

What is the academic experience like at BISV?
Families often ask about our curriculum, academic expectations, class sizes, and how the academic experience evolves across grade levels.

What is student life like?
Our team can share more about extracurricular activities, athletics, clubs, events, and the many ways students can get involved in our community.

What does the admissions process look like?
We can answer questions about application requirements, important dates, grade-level availability, and next steps.

Can my student attend the tour?
Absolutely! We encourage prospective students to join their families. Seeing the campus firsthand can be a valuable part of the school-search experience.

Can I ask questions during the tour?
Of course! We encourage families to ask questions throughout the visit. Come prepared with what matters most to your family, or simply let the conversation guide you.

A campus tour is an opportunity to explore our community, ask questions, and begin imagining your student’s journey at BISV. We look forward to welcoming your family to campus!

Ready to experience BASIS Independent Silicon Valley firsthand? Schedule your campus tour today and discover what makes our Bobcat community unique.

If you have any questions, please don’t hesitate to reach out.

You can contact our Lower School (TK – Grade 5) at svl.admissions@basisindependent.com and our Upper School (Grades 6 – 9) at sv.admissions@basisindependent.com.

Early vs. Regular Admissions: Which Is Right for Your Family?

September 1, 2026 by aixuanwang Leave a Comment

If you are considering BASIS Independent McLean for the 2027–28 school year and beyond, you have two opportunities to apply now: Early Admissions and Regular Admissions.

Both Early Admissions and Regular Admissions are open to applicants for Age 2–Grade 10. The application requirements are the same for both cycles, but the timelines are different. So, which one is right for your family?

Early Admissions: Ready to Get Started?

Early Admissions is a great option for families who have already explored BASIS Independent McLean and feel this is their top private school choice.

By completing the admissions process by November 15, families receive an admissions decision earlier in the school year, providing more time to plan and prepare for the year ahead.

Consider Early Admissions if:

BASIS Independent McLean is your top choice.
You have visited us or are ready to learn more.
You are prepared to complete the application requirements this fall.
An earlier admissions decision would help with your family’s planning.
You are applying to a high-demand grade. Early Admissions gives you the advantage of securing your seat earlier in the private school admissions process.

Regular Admissions: More Time to Explore

Still exploring your options? That’s okay! Regular Admissions gives families additional time to learn about our school, attend an Admissions Event, and complete the application process.

The core admissions requirements remain the same, but the application and notification dates are later.

Consider Regular Admissions if:

You are earlier in your school search.
You would like more time to visit and explore our program.
You need additional time to complete your application.

Early vs. Regular Admissions At-A-Glance

	Early Admissions	Regular Admissions
Best for	Families ready to move forward	Families wanting more time to explore
Application Deadline	Sunday, November 15, 2026	Friday, January 29, 2027
Completion Deadline	Tuesday, December 1, 2026	Thursday, February 11, 2027
Decision Notification	Tuesday, December 8, 2026	Friday, February 26, 2027
Commitment Deadline	Friday, January 8, 2027	Monday, March 15, 2027

Still Not Sure? Visit Us!

One of the best ways to decide when—and whether—to apply is to experience our school for yourself.

At BASIS Independent McLean, we believe students are capable of more than they can imagine. Through extraordinary teachers, thoughtfully designed academics, and a warm and welcoming community, we develop fearless, independent thinkers with the confidence to explore, question, and shape the world.

Join us for a Campus Tour, Information Session, or Open House to discover our Red-Tailed Hawk community and find the admissions path that’s right for your family.

View Upcoming Admissions Events

Thursday, September 3, Virtual Information Session, Age 2–Grade 4 | From 12:00 PM
Friday, September 4, Virtual Information Session, G5–12 | From 12:00 PM
Saturday, October 24, Open House, Age 2–G12 | From 10:00 AM, Details to come soon

Start Your Fall 2027 Application

Questions? Contact our Admissions Team at BIM.Admissions@basisindependent.com or 703.854.1253

BASIS Independent Bothell Student Earns National Recognition in Musical Theatre

August 31, 2026 by abisoyetaylor Leave a Comment

At BASIS Independent Bothell, we love celebrating the many ways our students pursue excellence both inside and outside the classroom. Today, we are proud to recognize an incredible accomplishment by one of our students, Jasper, whose dedication, perseverance, and love of music recently earned him national recognition.

This summer, Jasper traveled to San Antonio, Texas, to compete in the National Association of Teachers of Singing (NATS) National Student Auditions. After advancing through the Puget Sound preliminary round and the Northwest regional competition, he earned a place on the national stage and was awarded First Place in the Children’s Musical Theatre category.

“He truly enjoyed every step of his musical journey.”
Jasper’s family reflected on the dedication, growth, and joy that defined his experience throughout the competition process.

A Journey to the National Stage

Achievements of this caliber require more than talent alone. Throughout the competition process, Jasper devoted countless hours to preparation, refining his performances with commitment and determination. According to his family, he embraced every stage of the journey and found joy in the learning and growth that came with each opportunity to perform.

His path to the national competition was marked by perseverance and a willingness to challenge himself. Advancing through multiple rounds of competition provided opportunities to grow as a performer while sharing his passion for musical theatre with audiences and judges from across the country.

Supporting Student Passions at BASIS Independent Bothell

What makes this accomplishment especially meaningful is the passion behind it. Whether in academics, the arts, athletics, or personal pursuits, BASIS Independent Bothell students are encouraged to explore their interests deeply and pursue opportunities that inspire them.

Jasper’s success serves as a wonderful example of what can happen when talent is paired with hard work, resilience, and a genuine love for learning. His achievement reflects not only individual excellence but also the value of fostering curiosity, confidence, and personal growth beyond the classroom.

His family also expressed gratitude for the encouragement and support they have received from the school community throughout his musical journey. We are honored to celebrate this milestone alongside them and are thrilled to see Jasper’s talents recognized on a national level.

Watch Jasper’s Award-Winning Performance

Jasper’s musical theatre performance helped earn him First Place in the Children’s Musical Theatre category at the National Association of Teachers of Singing (NATS) National Student Auditions. We invite you to experience his talent firsthand by watching his performance below.

🎥Watch the Performance

Congratulations, Jasper!

Congratulations, Jasper, on this remarkable achievement. Your dedication, perseverance, and love of performing have earned well-deserved national recognition. We are proud to celebrate this milestone and look forward to seeing where your passion for music takes you next.

Learning Beyond the Classroom: The Term Project Trip Experience

August 28, 2026 by ezekielbracamonte Leave a Comment

The Term Project Trip Experience

Some of the most meaningful learning happens outside the classroom.

Every year, Term Project trips allow students to step beyond familiar surroundings and experience new cultures, environments, and communities. While students may return home with photographs and stories, these trips serve a deeper purpose. They give students the chance to learn through real-world experiences, take on new responsibilities, and see the world from perspectives different from their own.

As Dr. Parson explains, “A typical guided trip might be about hopping off a bus to see the Leaning Tower of Pisa, taking a few photos, and getting back on the bus. Term Project trips are different. Students aren’t simply seeing a place; they’re immersing themselves in it. They have a project or research question that gives their experience purpose, while navigating unfamiliar places, interacting with local communities, and solving problems together. They’re active participants in the experience rather than simply passing through as tourists.”

Learning by Doing

Last year’s trips gave students opportunities to experience places in ways that went far beyond sightseeing.

On the Japan and South Korea trip, students harvested potatoes on a sustainable farm in rural Japan and took a cooking lesson with two North Korean defectors, who shared their personal stories as students prepared a meal.

For Elin Y. (Grade 12), these experiences offered a perspective she may not have gained from a typical family vacation. “It made me realize how much I have to be grateful for and how different people’s experiences can be around the world.”

2026 Japan/South Korea Term Project Trip

In Italy, Joy G. (Grade 10) found herself speaking Italian with a grandmother who ran a small bakery in Parma and learning about the history of her shop and her life. She shared, “It felt wholesome, and I was grateful we got to explore the unseen parts of Italy.”

These are the kinds of experiences that make Term Project trips different. Students aren’t simply visiting a destination; they are engaging with the people, culture, and communities that make each place unique.

Ms. Myers saw this firsthand during a trip to Thailand, where students visited a local hospital and helped distribute food to families caring for loved ones. The students had first learned to prepare traditional Thai dishes, which they then brought to the hospital to share with families.

“The experience was invaluable to students because they were able to prepare the food they distributed and witness how appreciative the families were for their kindness and generosity,” she said.

Building Independence

Being immersed in an unfamiliar environment also gives students opportunities to become more confident and independent. Students may navigate public transportation, exchange local currency, communicate across language barriers, or work through challenges with their peers. These are everyday skills, but practicing them in a new environment can have a lasting impact.

Dr. Parson remembers a Term Project trip to Thailand when students were sent to a local market to find ingredients for a traditional meal. They had to navigate the market, communicate with merchants, and pay for the ingredients themselves.

“Every group came back with the right ingredients, the right amounts, and the correct change,” he said. “What stayed with me wasn’t the accuracy, it was what it did for their confidence. These students walked away knowing they could navigate an unfamiliar environment and succeed, even without speaking the language.”

For students, that confidence can extend far beyond the trip itself. They return knowing they are capable of navigating unfamiliar situations, making decisions, and adapting when things don’t go exactly as planned.

The People Make the Experience

There is also something unique about experiencing these moments with classmates.

Traveling with friends creates opportunities for students to strengthen relationships in ways that aren’t possible during a typical school day. They share new experiences, work through challenges, and create memories that become part of their shared experience long after they return home.

“When students go on Term Project trips, they are pushed more socially, and the result is that they make strong bonds with their peers,” said Dr. Moshofshy, who chaperoned the Japan and South Korea trip. “That is something that teens need as they grow older and become more independent adults.”

Elin encourages students considering a trip to “make plans with friends to go together.” She shared, “It’s a whole new experience to temporarily live with and travel with people whom you normally only see in school.”

That combination of independence and community is part of what makes these trips so memorable. Students are given the opportunity to experience something new while surrounded by peers and teachers who are experiencing it alongside them.

More Than a Destination

A Term Project trip is about more than checking a new place off a list. It is about the people students meet, the experiences they share, the challenges they work through, and the perspectives they bring home with them.

They may return with stories about a meal they prepared, a conversation they had, a new skill they learned, or a place they explored with friends. But they also return with something less tangible: a greater sense of confidence, curiosity, and independence.

As Dr. Moshofshy puts it, “The students have such positive, lasting memories from these trips and it is hard to put a price on the value that this brings to their lives.”

The destination is only the beginning. The experiences students have along the way—and the person they become through them—are what make a Term Project trip truly meaningful.

Where Will You Go This Year?

This year, students will have six Term Project trip opportunities designed for different grade levels and interests.

Grades 6–7: Yosemite will give students opportunities to explore the natural environment through hands-on outdoor and environmental experiences.

Grade 8: Florida Keys will offer an immersive experience centered around marine science and coral restoration.

Grades 9–12: High school students can choose from international experiences in Australia, Germany, Thailand, and France, with opportunities to explore culture, history, service, language, and the environment.

Registration for Term Project trips opens August 28, 2026, at 5:00 PM on ParentSquare and will remain open through September 27, 2026.

While every destination offers something different, the purpose remains the same: to give students meaningful opportunities to engage with the world beyond the classroom.

BASIS Independent Silicon Valley is a TK–Grade 12 private school offering an internationally benchmarked liberal arts and sciences curriculum, complemented by advanced STEM opportunities. Interested in becoming a Bobcat? Join our interest list to receive admissions updates, important deadlines, and more. Join the interest list.

Welcome Back Mountaineers! – Orientation and the First Day of School

August 26, 2026 by emilyhughes Leave a Comment

It is hard to beat the energy of a new school year. Students running to hug their friends they have not seen all summer, empty desks now filled with smiling students, and the unmistakable anticipation of what the new school year will hold.

At BASIS Independent Bellevue we are thrilled to be staring the 2026–2027 school year as it marks a special milestone for our campus—this is our first year with a full primary program and our very first class of Kindergarten students! We have long been anticipating the arrival of our youngest learners on our campus and could not be more thrilled with the warmth, joy, and curiosity they bring to our Mountaineer Community. We were equally as eager to welcome new and returning mountaineers to our campus from grade 1 all the way to grade 11!

BASIS Independent Bellevue’s first Kindergarten class!

Orientation

In order to set our students and families up for success, we always kick off the school year with a Student and Parent Orientation.

During Orientation students had the opportunity to meet their teacher and classmates through introductions and ice breakers, participated in team building exercises, discussed the importance of respecting the learning process, and of course got their picture taken!

While the students were with their teachers, families met the Administration Team who will be supporting their child’s learning throughout the year, had time to mingle with one another to build community within their child’s grade level, and wrote an encouraging first day of school note for their child.

The First Day of School

After a good night of rest, our students and teachers returned to campus for the first day of school!

As students arrived onto campus they were greeted by smiling teachers and staff members to help them find their way to class. Ms. Metrick and Ms. Armitage were especially eager to greet our first class of kindergarten students at BASIS Independent Bellevue!

The first day of school focused on building community, getting to know the campus, and learning important expectations and procedures.

Campus Tours

All students got to take a campus tour to see important places they may need to navigate to throughout the year. An important stop on the tour was the SCC (Student Support Center) where students can go to, to see our School Counselor, Ms. Olivia, update their schedule with Mr. Pitak the Director of Academic Programs, or meet with their Director of Student Affairs, Ms. Hinton or Ms. Rakotz. The tour also took a stop at the Main Office where students learned how to check in if they are late, where the Health Office is, or where to turn in their P.A.C.E. passes. Students can earn P.A.C.E passes through demonstrating our community values of Perseverance, Active, Community, or Empathy. Each week students turn in their P.A.C.E. passes for a chance to win a prize in their grade level raffle.

Communication Journals

Students also learned about their Communication Journals or CJs. Students in all grade levels utilize CJs to keep track of what they learned in class each day and any homework they might have. CJs are one way we build up student’s responsibility in the learning process and a great tool for parents to see the learning that is going on in the classroom each day.

Community Building

Additionally, students participated in team building exercises to build community within their class. In grade 6 students worked together to brainstorm unique ideas of how they would survive in different wilderness scenarios. The classroom was alive with unique ideas, passionate plans, and collaboration. In grade 3 students played a silly game where they copied the leaders sound our gestures. Students who were shy at the start of this game were quickly participating in the laughter and fun.

Lockers and Procedures

Part of a launching a new school year is ensuring students know emergency procedures, dismissal expectations and also learning new skills, like how to open a locker. Students who were learning how to use a lock for the first time got support from classmates, teachers and even our Head of School, Dr. Thies! This was the perfect example of how our Mountaineer Community supports each other in the small and big ways.

Dr. Thies helping students with their locks.

We are so grateful to our Mountaineer Community—students, families, teachers, faculty, and administration—who all worked together to make the start of the 2026–2027 school year a success. We are confident that our students are going to have a year full of inspiring challenges, curiosity, and discovering that they are capable of more than they can imagine!