Peru, a megadiverse country, is home to a wide range of habitats, breathtaking natural landscapes, and a rich cultural and historical heritage. This June, as warm winds swept across the stone walls of Machu Picchu, our Red-Tailed Hawks set off from BASIS Independent McLean for a journey they’ll never forget.
Led by Biology teacher Dr. Isquith and French teacher Madame Seye, the group embarked on an eye-opening adventure through Peru’s most iconic sites. Here, Dr. Isquith reflects on the experience:
“Our trip to Peru was an unforgettable adventure filled with rich history and breathtaking landscapes.”
Day 1-2: Lima >> Cusco
Government Palace, City Hall, Cathedral of Lima, Miraflores, San Isidro, San Francisco Convent, and the Huaca Huallamarca archaeological site.
“In downtown Lima, we explored the magnificent main cathedral and the San Franciscan Monastery, including its intriguing catacombs—fully immersing ourselves in the city’s vibrant culture.”
Red-Tailed Hawks at Plaza Mayor, with the Cathedral of Lima on the left.
Day 3-4: Cusco >> Sacred Valley
Tambo Mach’ay, Qenko, Puca Pucara, Sacsayhuaman Fortress, Ollantaytambo Fortress, Pisac Indian Market, Wildlife Sanctuary, Ollantaytambo Fortress, Pisac Indian Market, and Wildlife Sanctuary.
“We then traveled to Cusco, where we marveled at two remarkable archaeological sites that highlighted the extraordinary achievements of the Inca civilization.”
Sacsayhuamán Fortress Standing before the monumental walls of Sacsayhuamán, students marvel at the precision of Inca stonework—some boulders weighing over 100 tons.
Students climb through massive stone terraces of the Ollantaytambo Ruins, once used for agriculture and defense.Students explore the Q’enqo Temple Site, known for its carved rock altars and hidden chambers.
What could feel more magical than meeting friendly alpacas during a sunny afternoon?Students immerse themselves in local culture during a lively festival night in Pisac, posing with traditional masked dancers.
Day 5-6: Machu Picchu
“The highlight of our journey was visiting the stunning Machu Picchu, where towering mountains surrounded this awe-inspiring site built by the Incas.”
With the breathtaking view of Machu Picchu behind them, students take in the majesty of one of the New Seven Wonders of the World.
Overseeing the majestic Andes!
On the train to Machu Picchu, excitement shines through every smile and shared moment…
Day 7-8: Lake Titicaca, Uros Islands & Taquile Island
“We concluded our trip at Lake Titicaca—the highest navigable lake in the world—where we engaged with the warm and welcoming people of the Uros Islands. We learned about their unique customs and connected with local children. It was truly a fantastic trip!”
Red-Tailed Hawks wearing the typical clothes of the Aymara indigenous people. Posing with the locals!Inside an indigenous home, every detail reflects these people’s traditional culture and way of life.
Indeed, it was a fantastic trip. These Project Week trips expanded our students’ learning to a global scale, encouraging them to become curious, collaborative learners and team players. They reflected on classroom knowledge while absorbing new insights in real-world settings.
At over 14,000 feet above sea level, students pause for a group photo at La Raya Pass, surrounded by snow-capped Andes. This scenic spot marks the high point between Cusco and Puno.
Project Week is a BASIS Independent Schools tradition in which students work with dedicated faculty on multidisciplinary projects or international trips during the final week of the academic year. Through these diverse experiences, students broaden their interests, embrace new challenges, and gain invaluable skills through cooperation, exploration, and hands-on learning.
Stay tuned for more reports on the international trips!
At BASIS Independent Fremont, we believe in nurturing creativity just as much as academic excellence. A highlight of student life at our Lower School is the Creative Writing Competition, now in its third year. This year, we’re especially excited to showcase the voices behind the stories—literally. Each of our winning authors recorded a reading of their work, bringing their characters and historical journeys to life in their own words.
Open to all students in grades 4 and 5, the contest offers young writers an opportunity to share their voices, hone their craft, and be recognized for their storytelling talents. The prompt invited students to imagine a time traveler who experiences a historical event or moment in time, and how that experience changes them. Students responded with a wide range of creative, heartfelt, and thought-provoking stories.
Entries were judged by a panel that included Upper School English teachers, high school Creative Writing students, and local author Krystaelynne Sanders Diggs. Ms. Diggs—a published author, speaker, and advocate for children’s voices in literature—brought her expertise and passion for storytelling to the judging process.
We are proud to introduce the three winners of this year’s contest, each honored in a specific award category. Read on to meet each writer, discover what made their story stand out, and hear them share their work aloud in the videos below. From strong character arcs to inventive ideas and beautifully descriptive language, these young writers impressed us all—and we think they’ll impress you, too.
Best Character Development: Arya S. (Grade 5) – “In Memory of Papouli“
Arya impressed the judges with a compelling protagonist whose emotional growth unfolds beautifully over the course of “In Memory of Papouli”. Her ability to build a believable and dynamic character stood out in a field of strong contenders.
Watch Arya read her story below:
Most Original: Arjun M. (Grade 4) – “The Old Way Forward – A Time Traveler’s Tale“
Arjun’s story, “The Old Way Forward – A Time Traveler’s Tale”, took a wonderfully imaginative approach to the prompt, offering a fresh twist on time travel that surprised and delighted our judges. His creativity and risk-taking paid off in a story that felt entirely his own.
Watch Arjun read his story below:
Most Descriptive: Yunxi X. (Grade 4) –“Through the Tube of Time“
With vivid language and detailed imagery, Yunxi transported readers into the heart of “Through the Tube of Time”. Her descriptions made scenes come alive, immersing the reader in every sound, smell, and sight.
Watch Yunxi read her story below:
BASIS Independent Fremont’s Creative Writing Competition is just one of the many ways our Humanities Program fosters a love of storytelling and self-expression. Arya, Arjun, and Yunxi’s work showcases the creativity, imagination, and talent that thrive in our classrooms. We hope their accomplishments inspire others to find their voice and explore their own creative journeys at BASIS Independent Fremont and beyond.
BASIS Independent Fremont 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 BASIS Independent Fremont community? To join our interest list for the next school year and receive admissions updates and more, please click here.
At BASIS Independent Manhattan, senior year culminates in a transformative experience that prepares students for the independence and rigor of college academics. Seniors benefit from a daily college counseling class that supports every aspect of the application process—from building college lists to making final decisions. Throughout the year, students take a range of advanced courses, including AP classes and Capstone courses that allow them to explore subjects in greater depth. In the final trimester, students shift their focus to either the Senior Project or AP Research track—immersive, student-driven experiences that reflect their passions and equip them for success beyond high school.
The Senior Project Experience
The BASIS Independent Manhattan Senior Project challenges students to move beyond the classroom and apply their knowledge to real-world topics. In their final trimester, students conduct independent research, collaborating with an internal faculty advisor and an external mentor. They develop a unique project that reflects their interests and career aspirations. Students blog regularly about their progress and conclude with a presentation to the school community.
Alternatively, students enrolled in the AP Capstone program take on a two-year research commitment, starting with AP Seminar in Grade 11 and culminating in AP Research in Grade 12. These students conduct original investigations, collect and analyze data, and present their findings in a format similar to a university thesis. This pathway hones advanced research skills, critical thinking, effective communication, and scholarly inquiry.
Senior Spotlight: Arry J.
Arry J. (Class of 2025) embodies the spirit of independent inquiry. His AP Research project, “Exploring the Potential for Horizontal Gene Transfer to Enhance Microalgal Efficiency in Wastewater Treatment,” dove into the world of environmental biotechnology. Arry’s work focused on increasing microalgal cell wall permeability to improve gene transfer from bacteria, potentially leading to breakthroughs in sustainable wastewater treatment.
Despite limited lab access, Arry demonstrated creativity and determination. He transformed his kitchen into a functional workspace and improvised with household tools to conduct microbiological experiments. His project reflects not only scientific ambition but also the core outcomes of our program: resilience, critical thinking, and problem-solving.
Reflecting on the experience, Arry shared, “The biggest surprise for me was realizing how little I knew about the topic. I always thought of myself as pretty biology-oriented. I chose my topic based on biology; however, as I conducted more research, I realized that every subject has numerous small niches, and you have to dive deep to understand most aspects. This is what surprised me because I didn’t realize just how complicated every little thing is.”
He also recalled the satisfaction of scientific success after initial setbacks: “When doing my project, I ordered everything to my house, and was growing a safe strain of E. coli in my bedroom. My first trial didn’t work. There was no growth on any of the plates. However, I then repeated the entire process, refining some steps and conducting additional research. The second time, it worked! By work, I mean I genetically engineered E. coli to glow in the dark, and it glowed in the dark. I thought that was cool and pretty incredible… and I’m proud of my work.”
Real Science, Real Impact
Arry’s project is a powerful example of what BASIS Independent Manhattan students are capable of: research that combines intellectual passion with real-world relevance. His weeks of late-night incubation checks, improvised lab equipment, and glowing bacterial colonies prove him to be a capable student and a budding scientist. Through the AP Research program, Arry developed a deeper understanding of microbiology along with resilience, resourcefulness, and the analytical skills needed to thrive in college and beyond.
Preparing Students for the Future
Whether through an AP Research or Senior Project, our students take ownership of their learning, preparing them for higher education and real-world impact. These projects foster academic independence, deepen subject matter expertise, and give students a platform to explore professional interests before graduation.
Arry’s work—like that of his peers—reinforces how the high school at BASIS Independent Manhattan can be a launching point for meaningful, original contributions to today’s most pressing challenges. This fall, after being accepted into 11 of the nation’s top 25 universities, Arry will bring that same spirit of inquiry and impact to the University of California, Berkeley.
Ms. Andrea Sheffield joins the founding staff of BASIS Independent Bothell as the Director of Student Affairs after more than a decade with BASIS Curriculum Schools in Arizona. She graduated from Arizona State University with a Bachelor’s in Family and Human Development and a Master’s in Psychology in Education. At BASIS Curriculum Schools, she taught public speaking, led clubs, advised the National Honor Society chapter, and served as a Dean, Director of Student Affairs, Director of Academic Programs, and Assistant Head of School.
Ms. Sheffield the Director of Student Affairs (DSA) for BASIS Independent Bothell
“I have served a BASIS Curriculum School in almost every leadership capacity,” shared Ms. Sheffield. “I founded our Firebird Library; taught the American Sign Language club; advised our National Honor Society; ran a Raqs Sharqi Term Project; and designed a curriculum for a grade 7 public speaking class and taught that for a year.”
Working directly with students is what Ms. Sheffield loves best. She is excited to return to the Director of Student Affairs role and join the Orca community.
We had an opportunity to connect with Ms. Sheffield and introduce her to our BASIS Independent Bothell community.
Ms. Sheffield, it is terrific to have you on the founding administrative team. Tell us about yourself!
I am a military brat and the second oldest of four children. My sister and I are administrators, and my brothers are both artists. In my spare time I love to read, craft, scrapbook, and dance. I have been dancing for almost 20 years, and I was in a professional dance troupe in Phoenix, AZ. I am also learning to cook! I now have four dinners I can reliably make (and, surprise to me, they are good!) and I am building a recipe book so that I can continue adding to my skills.
You have worked in schools before, what has been your favorite day in your school career?
It is hard to pick one favorite day out of 15 years. I think I love graduations the most. Going from grade 5 to grade 6, going from grade 8 into high school, and going from high school to college, each step feels so big. The students work hard every single day, and they can’t always imagine a future where they make it, so when it happens, it is magical. They realize that even when it is hard, they are so capable of getting where they want to be.
From your lens in Student Affairs, how are students able to thrive in a challenging academic program?
The biggest piece to understand is that learning should be approached like any other discipline—whether it be a sport or fine art. Learning is a skill and you have to practice at it. The BASIS Curriculum can only be successfully navigated if you embrace the belief that you can always learn more and improve—by adopting a growth mindset. Student support is about a toolset, through student-teacher office hours, parent support, and more. To succeed, students need to be ready for the full cumulative knowledge aspect of the curriculum; being smart is something you build and if you put in the work, and use the tools available, students get better at navigating their learning experience. In our program, students will learn how to take notes, build organizational skills and work habits, key tools that support their success and help them discover their potential. Our students are capable, and with the right support and effort, they can thrive. Learning is a fun thing that anyone can do, and you just need to put your mind to it!
What are the three things that are important to you with student support?
Primarily, it is working with students and parents to build trust and community. The core themes are fairness, consistency, and an open partnership. First, when students know that you will treat them fairly, they are more likely to engage positively and persevere through challenges. Second, having consistency creates reliable boundaries and builds relationships. Third, having an open and collaborative partnership to ensure students and teachers are comfortable to meet with me, ask questions, have conversations, and just take a break as needed.
Tell us, what is the primary focus of a Director of Student Affairs (DSA)?
I like to say the DSA is the calmest person in the room. They have the big umbrella and big picture of the social, emotional and academic well-being of all students. As DSA I work with my team and school leadership on how we define the toolset and strategies for students and teachers to support students, with the goal of helping students build strong connections and relationships. Additionally, my role is to help teachers work with our spiraling curriculum and partner with parents to help them get through the big picture. Through these activities, this is how we build culture. It is also important to maintain a healthy balanced approach to academics and social life, and my team I work with students to help them manage both effectively.
How are students supported throughout the school year?
Putting routines into place is essential to creating a culture of support. What has worked is Academic Enrichment or ‘AE’ as we call it. This is intended to be quiet study time. Student hours are another way we support students. Each teacher offers two hours a week for student-teacher office hours. Through the school year, my team and I will begin to identify students who may need more support either through organization or behavior, that may impact their success academically. It is important to me to get them through the process, which includes developing academic support plans as needed. The Student Affairs team will identify methods for students to be successful and have a partnership with parents, too.
What excites you about this new school and role?
I am looking forward to working alongside a passionate team of faculty, administrators, and families who are committed to bringing our program to life for students who are eager to participate in this new campus community. The team is energetic and looking forward to building a wonderful school. What also excites me is that our program offers a great curriculum. It teaches students something about themselves and prepares them to take on challenges as they get older. In their academic experience, they will learn failure and how to get past that failure, and how to represent themselves and stand out, and lead. I am excited to know the new students, learn names, and their parents. It is a new beginning with many opportunities!
What are you most excited about, moving to the Seattle metropolitan area?
Listening to the rain, growing plants in the Pacific Northwest climate instead of the desert from which I traveled, and exploring all the unique coffee shops.
BASIS Independent Bothell is a K-12 private school in Bothell, Washington. Join our interest list for updates on upcoming admissions events, application details, program information, and more.
We are thrilled to share the college acceptances of BASIS Independent Fremont’s Class of 2025! Our seniors reached an exciting milestone, receiving offers from a wide range of exceptional colleges and universities across the country and beyond. These acceptances reflect not only their academic excellence but also their growth as leaders, thinkers, and individuals over the years. As they prepare for the next chapter, we celebrate the hard work, perseverance, and passion that brought them to this point—and we look forward to all they’ll achieve in the future.
Head of School Mariam Abodouma captured the spirit of this class, sharing that, “The Class of 2025, as our second graduating class, has accomplished impressive academic and personal growth. Over the years, they’ve built a close-knit community grounded in kindness, resilience, perseverance, and a strong work ethic. They have never been afraid of hard work or shied away from challenges. Their outstanding college acceptances reflect the dedication they’ve shown throughout their time here. I’m confident they will continue to make a positive impact wherever their paths lead.”
College admissions have grown increasingly competitive in recent years, and the Class of 2025 met that challenge with focus, ambition, and intention. Their outcomes reflect not only their academic strength but also the thoughtful and personalized way they approached the process.
We’re proud to share the impressive college acceptance results from BASIS Independent Fremont’s Class of 2025:
• 35% of students were accepted to their first-choice school • 29% of students were accepted to Top 15 Schools • 39% of students were accepted to Top 20 Global Schools • 92% of students were accepted to Top 50 Schools • 100% of students were accepted to Top 100 Schools *Based on U.S. News & World Report rankings of National and Global Universities
In addition, five students were accepted into prestigious Scholarship or Honors College programs, and three were recognized as National Merit Finalists.
Speaking on behalf of the college counseling team, College Counselor Niyati Shah highlighted the dedication this group brought to their journey, saying, “The Class of 2025 was truly exceptional. Each student brought clarity, purpose, and ambition to their college journey, demonstrating a strong sense of direction and determination. It has been a privilege to work with such bright, motivated individuals and witness their growth throughout the process. We are incredibly proud of all they’ve accomplished and can’t wait to see the impact they’ll make as they begin this exciting new chapter.”
As only our second graduating class, these seniors have helped shape what it means to be a BASIS Independent Fremont graduate, and they’ve set a remarkable standard for future trailblazers to follow. The individuality, purpose, and persistence they brought to their college journey mirror the same qualities they brought to our school community.
As they begin the next chapter of their academic journeys, we offer our heartfelt congratulations. We are proud of everything they’ve accomplished and even more excited about what’s ahead.
Please find the full list of college acceptances for this extraordinary group of students below.
CLASS OF 2025 ACCEPTANCES
Arizona State University (Downtown Phoenix)
Arizona State University (Tempe)
Binghamton University
Boise State University
Boston University
Cal Poly Humboldt
California Institute of Technology
California Polytechnic State University (San Luis Obispo)
California State Polytechnic University (Pomona)
California State University (Fresno)
California State University (Sacramento)
Carnegie Mellon University
Case Western Reserve University
Colorado School of Mines
Columbia University
Cornell University
Drexel University
Duke University
Emory University
Georgetown University
Georgia Institute of Technology
Harvard University
Harvey Mudd College
Indiana University (Bloomington)
Johns Hopkins University
Massachusetts Institute of Technology
Michigan State University
North Carolina State University
Northeastern University
Northern Arizona University
Northwestern University
Occidental College
Penn State University (Abington)
Penn State University (University Park)
Penn State University (World Campus)
Purdue University (Main Campus)
Reed College
Rensselaer Polytechnic Institute
Rice University
Rose-Hulman Institute of Technology
Rutgers University (Camden)
Rutgers University (New Brunswick)
Rutgers University (Newark)
Saint Louis University
San Diego State University
San Francisco State University
San Jose State University
Santa Clara University
Stanford University
Stevens Institute of Technology
Stony Brook University
SUNY University at Buffalo
Texas A&M University
The Ohio State University
The University of Edinburgh
The University of Texas at Austin
The University of Texas at Dallas
University College London
University of Arizona
University of California (Berkeley)
University of California (Davis)
University of California (Irvine)
University of California (Los Angeles)
University of California (Merced)
University of California (Riverside)
University of California (San Diego)
University of California (Santa Barbara)
University of California (Santa Cruz)
University of Cambridge
University of Colorado Boulder
University of Delaware
University of Florida
University of Illinois at Urbana-Champaign
University of Iowa
University of Maryland (College Park)
University of Massachusetts (Amherst)
University of Massachusetts (Boston)
University of Michigan
University of Minnesota (Twin Cities)
University of North Carolina at Chapel Hill
University of Pennsylvania
University of Pittsburgh (Pittsburgh)
University of San Francisco
University of Southern California
University of the Pacific
University of Utah
University of Washington (Seattle Campus)
University of Wisconsin (Madison)
Virginia Polytechnic Institute and State University
BASIS Independent Fremont 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 BASIS Independent Fremont community? To join our interest list for the next school year and receive admissions updates and more, please click here.
BASIS Independent Schools administer Comprehensive Examinations in January and June across our network for grades 6–8 as an assessment measure for students. The goal is to assess students competency and skills at each level of middle school, focusing on our spiraling curriculum in their core academic courses. Although these exams are a useful benchmark in making sure students are excelling, having such a strong emphasis on testing can create stress for our high-achieving students. As we aim to cultivate a culture of support, our community at BASIS Independent Bellevue has invested in championing student wellness and success during “Comps” season.
Held the second week of June, this year our Mountaineers rallied to support students taking Comps in a number of ways. While learning how to navigate exams is essential for our students’ future academic success, it is also important that they feel supported by a community that responds to academic challenges with guidance and care, rather than leaving students to manage the pressure on their own.
Support Across Campus
School leaders, families, teachers, and other students of all ages have found ways to support those students who tackled these exams.
“We are excited to be offering a variety of De-Stress events for our students who are working hard to prepare for their Comprehensive Exams. We recognize the importance of slowing down to taking meaningful breaks from their studying, while also gaining tools for holistic success. From mindful relaxation, to calm coloring, and even test-taking tips, our middle school students will have an opportunity to pause during their school day to unwind. We are so proud of all of their hard work!” – Ms. Olivia, School Counselor
Support strategies focusing on getting our students into a calm and clear headspace has been key this year. For example, our School Counselor Ms. Olivia has made sure to do her part to make our students feel prepared to face the stresses of this examination period. One way she has been doing this is by going into each class to talk about study strategies and stress management. These sessions were designed as part of our Social and Emotional Learning initiatives to equip students with practical tools for approaching their Comprehensive Exams while also emphasizing wellness. Similarly, Head of School, Dr. Thies, also hosted a break for students during a recent Academic Enrichment session that allowed them to practice mindfulness through coloring. This kind of programming helps foster a healthier academic environment, reduces test-related anxiety, and encourages students to develop lifelong habits around time management, self-care, self-awareness, and resilience—skills that benefit them well beyond their examinations in our learning community.
Our Student Affairs Office has made sure to offer support as well. As the central point of contact for managing student success and grades on our campus, the Student Affairs Office has made sure that they are doing their part to make sure students have had the chance to prepare for exams. For example, our Director of Student Affairs has helped put on a number of workshops to make sure students have a clear understanding of what they are getting into with these exams. Moreover, they have made sure to connect students with office hours and teachers to help coach them for exams.
Led by our Dean of Students, our grade 9 students in National Junior Honors Society have also volunteered to offer tutoring services ahead of time in various study sessions. Students in NJHS have also been partnering with teachers across various levels to provide resources that will help students overview useful materials as they study for the test. Their involvement not only reinforces key academic concepts but also models leadership, service, and collaboration which are core values we hope to instill in all our students.
As many of our students in NJHS have gone through Comp Exams at BASIS Independent Bellevue themselves, they know how important this time of the year can be, how stress comes into play, and how well our students are prepared to get to the other side of this testing season. Thus, several of our students have aimed to add some pep and cheer to what is often seen by students as a more laborious time on our campus. Notably, this year, several NJHS students banded together to make an encouraging banner to remind our students of the mindset and positivity they need to bring to tackle the challenge of a big test. Pictured above, students were able to get many of the faculty and staff to sign the banner which greeted the students as they came in to take their tests.
Even our younger students, who have yet to face comprehensive exams, made efforts to support their peers. For example, grade 2 LET Mx. Sievers’ students came up with an encouraging activity by creating bookmarks for our students to remind them of their success and their resilience to get to the other side of long weeks like Comps. The bookmarks were delivered to students along with a sweet treat ahead of the exams serving as small, adorable tokens of solidarity.
Offering encouragement and reminding our students of how capable and valued a key part of this season was. Our school distributed hundreds of handwritten notes of encouragement to middle school students. During our State of the School Address, and in the week leading up to Comprehensive Exams, parents were also invited to write personal messages of support, which students received during the testing period. While academic reminders help boost confidence, knowing they are surrounded by care and encouragement adds a meaningful layer of emotional support that can make a real difference during times of increased pressure.
Another Year of Taking on Comps!
Comprehensive Exams are designed to challenge our students and help them grow academically, but also in their ability to manage time, persevere, and lean into support when it is needed. As a school, we are intentional about guiding students through this process with care, structure, and encouragement. Whether through classroom visits focused on stress management, handwritten notes of support, or acts of kindness from younger peers, we aim to remind our students that they are not alone. Support for comps shows how BASIS Independent Bellevue aims to build a culture where academic rigor is matched by compassion.
Would you visit a rural city in a foreign country where no one speaks your language? How would you teach English to non-English speakers? How would you interact with the locals? And, if given the chance, would you do it again?
This spring, sixteen BIM Upper School (Grades 7–12) students traveled from McLean, VA, to Laixi, Shandong Province, China—a rural city with areas still developing—bringing gifts and English lessons they had prepared for the local students. This trip was the result of long-term planning by our trip leaders, Mandarin teacher Ms. Li and Director of Upper School Mr. Wright, both of whom worked diligently to ensure smooth logistics. Far exceeding everyone’s expectations, this journey was transformative. Students embodied the EPIC values (Empathy, Perseverance, Integrity, and Curiosity) during the trip and returned with lasting memories they continue to cherish.
The BIM service group arrived in Laixi with excitement.
Personal Reflections
For Aishu B. ‘27, friendship was the highlight of this journey. Being proactive, she downloaded WeChat (the most widely used messaging app in China) on her phone prior to the trip and added everyone she interacted with there. She remains in touch with them to this day. Here are her reflections:
“I made friends with students there by playing games like jump rope, red-light-green-light, discussing music, and playing volleyball. One day, when we ate out in Jinan, a Chinese school on a field trip visited the same restaurant. They asked me to take pictures for them, so I gave them my WeChat to send them the photos.”
“I tried my best to speak Chinese, but it was hard… They all had their accent…and I had [my] accent, so it was difficult [to communicate], but I think they understood me.”
“By working closely with each other on many activities, I made new friends and got closer to my friends from BIM, whom I didn’t interact with as much back home. I would say I made new friends and strengthened my bonds with old ones.”
Aishu and a Laixi student collaborating on making a wax seal, one of the lessons in English that our students prepared.
For Anna R.C. ‘28, the highlight of the trip was in the interactions, where the language barrier didn’t stop her and the local student from expressing kindness to each other.
During one of the activities, Anna tried to compliment a local student’s hair tie but only knew the word for “hair.” Misunderstanding her, the girl immediately pulled out more hair ties and gave Anna the same hairstyle. This is only one example of the students making every effort to connect. If one of them hummed a tune from social media or mentioned a popular show, everyone would also eagerly join in, singing and playing the games from the show.
The way both BIM and Laixi students sought to connect and demonstrated kindness was a true reflection of Empathy and Curiosity in our EPIC values.
Anna and the Laixi students made fabric flowers, one of the activities provided by the local school. Her hair received many compliments for its unique color.
Flexibility and Perseverance in Action
Months before coming to Laixi, BIM students had begun preparing lessons that would represent BIM and American culture, including flag football and American children’s songs. Of course, no plans are ever perfect during execution, but our students adapted quickly, with a strong commitment to success and a collaborative mindset.
The Wax Seal Stamps activity, led by Isabella S. ’27
BIM students explaining the materials, steps, and the meaning of handwritten letters in Western culture. Each student then wrote and sealed a letter for the most important person in their life—many chose their mother.
When the school couldn’t accommodate an activity, students sprang into action, brainstorming and drafting new plans, preparing materials, creating PowerPoint presentations, and dividing tasks among groups to ensure a smooth transition. There were no complaints or giving up, just the sound of ideas bouncing and fingers typing in the otherwise quiet hotel room. The next day, the Laixi students enjoyed the new project and returned with activities they had prepared.
The final Result!
The BIM-themed bookmark-making lesson proved to be a successful and easy-to-follow alternative to the original plan.
When Ms. Li, the lead teacher of this trip, reflected upon these stories, she spoke enthusiastically and complimented our students’ flexibility and commitment—a sign of perseverance.
Lessons Beyond the Classroom
To welcome BIM students, the Laixi schools had prepared cultural activity lessons, including farming, craft making, and making dumplings and “Hua Mo”—decorated steamed buns—to accommodate the language barrier and encouraged students to communicate through actions.
Practicing Taichi together
Teaching Laixi students how to play American football
Making Hua Mo
Check out the “Yuanbao”-shapped dumpling!
Farming
Dancing to American children’s songs together
Painting gourds
Learning Erhu
Making fabric flowers
Making BIM-themed bookmarks
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Outside of teaching, BIM students fully immersed themselves in the culture. At restaurants, they practiced their knowledge of Chinese table manners, which they had studied prior to the trip. They also seized every opportunity to engage with locals—from train ticket counters to street vendors, and even with tourists who invited them to join group photos—learning about people’s stories while picking up new Chinese words.
Despite the excitement, one of the most unforgettable memories for many students was visiting the homes of local families. Our students and teachers were informed that many parents had left the town to work in larger cities throughout the year, leaving their children to live with their grandparents. Each family faced their own unique challenges. Nevertheless, the students came to school every day with enthusiasm and a strong desire to learn. Our students were deeply moved by their stories, and the ride back was filled with contemplation and reflection.
Visiting local households was a meaningful part of the experience.
Lasting Memories
For many students, it was their first time visiting China. Despite initial nervousness, everyone did a fantastic job representing BIM—not by trying to act like adults, but by embracing the best qualities of being teenagers. They demonstrated perseverance when plans changed; integrity by respecting cultural rules and manners; empathy when visiting the Laixi students’ homes and recognizing their less privileged circumstances, yet still bonding over a shared passion for learning; and curiosity with every person and cultural aspect of China they encountered. They were praised for being polite, open, understanding, and energetic.
Jumping rope with the local students was a memory many BIM students mentioned in their trip reflections!
This trip was not just a service trip. It was a cultural experience, a learning opportunity, and a life-changing memory. While our students brought gifts, it was they who gained the most from this journey. On the last day in Laixi, many students were in tears, already missing the friendships they had formed, while reflecting on the many new things they had learned and looking forward to returning to China someday. This journey not only deepened their understanding of another culture but also strengthened their own values, leaving them with memories and connections that will last a lifetime.
We are grateful to the Laixi schools for their generous support!
We are trilled to welcome Ms. Garcia to BASIS Independent Bothell as the Director of Auxiliary Programs. Ms. Garcia is excited about the opportunity to join the home of the Orcas because of its vibrant school community and dedication to student growth both inside and outside the classroom. The school’s commitment to offering enriching extracurricular programs that spark curiosity and build leadership aligns perfectly with Ms. Garcia’s passion for creating meaningful experiences beyond the academic program.
Ms. Garcia holds a Bachelor of Arts degree in Art from The University of Texas at San Antonio. After college she spent 18 years in New York City teaching, being a childcare provider, coaching powerlifting, and working as a camp leader in the Berkshires region of Massachusetts.
“This is our founding year, and I couldn’t be more excited to be part of launching our brand-new school,” expressed Ms. Garcia. “One of the things I am especially looking forward to is bringing a wide range of incredible club opportunities to our students. My vision for building our auxiliary programs and extracurriculars is to create a vibrant and well-rounded student experience that encourages creativity, teamwork, and personal growth.”
We sat down with Ms. Garcia to ask a few questions, introducing her and gaining insight into her vision for students at BASIS Independent Bothell.
We are excited to have you a part of the BASIS Independent Bothell team. Please tell us about yourself.
I have a deep passion for creating engaging extracurricular experiences for students, ensuring that each program fosters growth, leadership, and community. My background includes overseeing large-scale after-school programs, managing operations, and developing creative initiatives that bring students together. I have been the Summer Programs Coordinator at BASIS Independent Silicon Valley’s Upper Campus, as well as held leadership roles in summer camps across the country, where I have developed and managed diverse programs for students of all ages.
Beyond education, I am also a strength and conditioning coach and have created training programs for powerlifters nationwide. Whether it’s in the classroom, at an event, or in the gym, I thrive in dynamic environments that encourage teamwork, problem-solving, and personal growth.
What are you most excited about in the next school year?
I am most excited about bringing fresh ideas to after-school programming and finding new ways to inspire and engage students. I love designing activities that encourage collaboration and creativity, and I look forward to seeing how students engage with new opportunities. Additionally, I am eager to connect with new colleagues, build strong relationships, and contribute to a vibrant school community.
You previously worked at BASIS Independent Silicon Valley—what after school programs have you been most proud about facilitating there?
At BASIS Independent Silicon Valley, I was especially proud of creating an immersive escape room for one of our middle school events. It was a large-scale, themed experience that required students to work together to solve puzzles, think critically, and engage in a fast-paced, interactive challenge. Seeing students fully immersed in the experience, collaborating under pressure, and celebrating their successes made it incredibly rewarding. Beyond that, I also enjoyed supporting club leaders, increasing student engagement in after school programs, and organizing social events that built school spirit.
What opportunities will students have to pursue their passions during the first school year?
In our founding school year, we will offer academic competitions such as AMC, Math Kangaroo, MATHCOUNTS, and IAC, along with additional opportunities as interest grows. Club offerings will include speech and debate, coding, robotics, art, dance, and sports, and many others giving students a wide range of ways to explore their passions. We will also introduce a competitive athletics program, including basketball, soccer, and volleyball. Over time, we will continue to expand and strengthen these offerings to reflect the needs and interests of our students. I can’t wait to see all the creativity, enthusiasm, and brilliance our students bring as we kick off this unforgettable first year together.
What are you most looking forward to about living in the Pacific Northwest?
What I am looking forward to is experiencing the natural beauty of the Pacific Northwest, from exploring the outdoors to enjoying the vibrant seasons. I also love the strong sense of community in the region and can’t wait to immerse myself in a new environment that values education, creativity, and innovation. Plus, I won’t say no to great coffee!
BASIS Independent Bothell is a K-12 private school in Bothell, Washington. Join our interest list for updates on upcoming admissions events, application details, program information, and more.
BASIS Independent Schools, a globally recognized network of private schools celebrated for exceptional outcomes, is proud to announce that Ms. Apra Singh will lead BASIS Independent Dublin as its founding Head of Operations. Ms. Singh strives to prepare well-rounded, curious, and thoughtful students – students who advocate for themselves and others, contribute meaningfully to the community at large, and are well-equipped to succeed in college and beyond.
We sat with Ms. Singh to discuss her vision and goals for the future BASIS Independent Dublin community.
What is your vision for BASIS Independent Dublin, and how do you plan to implement it? My vision for BASIS Independent Dublin is to create and foster a school culture rooted in collaboration, respect, academic rigor, and excellence.
Bringing this vision to life will require a team effort. Our goal is to hire exceptional Subject Expert Teachers and staff, enroll enthusiastic students, and foster strong partnerships with families. I believe that through hard work, collaboration, and adaptability—and by staying committed to our true north of student-centered decision making—we will achieve this vision together.
My hope is that BASIS Independent Dublin becomes a landmark in the community and is a space for all stakeholders – students, staff, and families to feel like they belong.
You’ve held this role before. What does a typical day look like for a member of Operations? The truth is, there is no such thing as a “typical day” in Operations. The work is dynamic, fast-paced, and ever-changing—no two days are exactly alike. As Head of Operations, you serve as the figurative “person behind the curtain,” ensuring that every aspect of the school runs seamlessly. While every day is different, what remains the same is my connection and commitment to being a supportive presence in the lives of our students.
The Operations Team oversees a wide range of critical functions, including human resources, staff recruiting, health and safety, facilities management, campus maintenance, tuition and finance, re-enrollment, and the day-to-day logistics that keep the school functioning smoothly. It’s a role that requires adaptability, strategic thinking, and a constant focus on supporting the broader mission of the school as well as every individual in our community.
How do you define operational excellence in a school setting? Operational excellence in a school setting means creating and maintaining systems that allow every member of the community to thrive. It is defined by the ability to deliver consistent, efficient, and proactive support across all areas of school life, including facilities, staffing, safety, communication, finance, and daily logistics.
At its core, operational excellence means a commitment to continuous improvement, responsiveness, reliability, and collaboration. When operational excellence is achieved, it’s often invisible because everything simply works. But its impact is deeply felt in the learning environment it helps create.
What role do extracurriculars play in the social and emotional wellness of our students? Extracurricular activities are an essential part of student life and play a significant role in supporting students’ social and emotional well-being. They provide an opportunity for connection, self-expression, and personal growth outside the classroom.
At our schools, we offer a diverse range of opportunities, including academic, athletic, artistic, leadership-focused, and everything in between. Whether a student likes to build robots, debate the pros and cons of Daylight Saving time, or paint a mural for the drama club’s latest production, there truly is something for everyone!
Through these programs, students build friendships, develop confidence, strengthen communication and teamwork skills, and often feel a sense of belonging and purpose.
Additionally, many of our clubs are student-initiated and student-led, providing valuable leadership and organizational experience. By empowering students to design and manage their activities and events, our extracurricular program becomes a true reflection of the passions, interests, and personalities of our student body.
How do you plan to ensure that staff and families feel supported by your Operations Team? To ensure that staff and families feel supported by the Operations Team, my approach will be rooted in proactive communication, responsiveness, and a commitment to continuous improvement. I believe that the primary purpose of Operations is to support the broader school community, and that begins with building trust through transparency, consistency, and follow-through.
Strong relationships with students, staff, and families are the foundation for creating and implementing effective systems—whether for ordering supplies, aftercare, clubs, or daily arrival and dismissal. My goal is for the Operations Team to foster a collaborative, solution-oriented culture and to be a reliable, approachable resource that families and staff feel confident turning to for support.
I also recognize that with any new school or initiative, there is always room to grow. I am committed to partnering with families and staff to reflect, adapt, and improve as we shape a thriving school community together.
This past year, you were part of Spring Education Group’s Leadership Academy. How do you feel this experience prepared you for this new role? The Leadership Academy was a transformative experience that challenged me to step outside of my comfort zone. The academy allowed me to explore the intricacies of running a school within our organization and provided me with the knowledge and tools to do so successfully.
Through this experience, I gained valuable insights into important areas of operational excellence, including human resources, finance, communication, leadership, talent acquisition, data analytics, enrollment, legal compliance, and more.
The Academy provided me with a strong foundation, a practical roadmap for success, and I’m very excited to apply what I’ve learned as we launch BASIS Independent Dublin.
Tell us of your proudest moment during your time with BASIS Independent Schools. The past five and a half years have been the most rewarding of my career, filled with countless proud moments shared alongside my fellow educators. One moment that stands out above all others was the graduation of our first-ever cohort of seniors at BASIS Independent Fremont, a milestone that represented more than four years of preparation, perseverance, and collective effort.
I remember sitting on stage, looking out at our graduates, many of whom I had known since middle school, and feeling overwhelmed with pride and love. It was an incredibly emotional day for all of us, and the joy we felt in celebrating their achievement was truly unparalleled. Every time these students come to visit us from their prestigious college programs, we are reminded of how far they have come and all the work they put in to get there!
To stay connected with us as we share news about our campus and upcoming events, we invite families to submit an inquiry form to join our interest list.
The Class of 2025 at BASIS Independent Silicon Valley has left a lasting mark with their unique passions, drive, and resilience. From academic achievements to extracurricular pursuits, these students have fully embraced the challenges and opportunities of our program. Their growth reflects not only their personal determination but also the support and encouragement of the BISV community that surrounds them.
Head of School Ms. Kolb reflected on this year’s graduates, noting that their college acceptances represent more than just strong academics. “I couldn’t be prouder of our graduates. Their college acceptances reflect not just academic excellence, but a deep commitment to finding the right fit for who they are and who they’re becoming. This is what success looks like at BASIS Independent Silicon Valley—intentional, authentic, and earned,” said Kolb.
College acceptances represent a major milestone for our students and their families, and this exciting moment would not be possible without the guidance and support of our college counseling team. While rankings often grab attention, our counselors focus on helping students discover schools where they will truly thrive academically, socially, and personally. Through individualized conversations and thoughtful planning, they consider each student’s goals, interests, and practical needs, such as location and financial fit. This personalized approach empowers our graduating Bobcats to find college communities where they can grow with confidence and purpose.
Ms. Christie Filios, one of our college counselors, reflected on the Class of 2025 with admiration, sharing, “The Class of 2025 was comprised of students with very diverse interests and passions, but who all had a deep desire to put their stamp on the world. There is no doubt that these students will achieve much in their lifetime. Congratulations seniors on your graduation.”
The Class of 2025 has demonstrated resilience, curiosity, and an unwavering commitment to growth. As they prepare to leave our campus and begin this exciting next chapter, we offer our heartfelt congratulations and best wishes. Below is a full list of college acceptances for this remarkable group of Bobcats. Congratulations, Class of 2025. Your journey is just beginning, and we can’t wait to see where it takes you.
CLASS OF 2025 UNITED STATES ACCEPTANCES
Amherst College
Arizona State University (Polytechnic)
Arizona State University (Tempe)
Barnard College
Bates College
Baylor University
Boston College
Boston University
Bowdoin College
Brown University
Bucknell University
Cal Poly Humboldt
California Institute of Technology
California Polytechnic State University (San Luis Obispo)
California State Polytechnic University (Pomona)
California State University (East Bay)
California State University (Fullerton)
California State University (Long Beach)
California State University (Los Angeles)
California State University (Sacramento)
Carnegie Mellon University
Case Western Reserve University
Claremont McKenna College
Colorado School of Mines
Columbia University
Cornell University
Dartmouth College
Drake University
Drexel University
Duke University
Emory University
George Washington University
Georgetown University
Georgia Institute of Technology
Harvard University
Harvey Mudd College
Haverford College
Hofstra University
Imperial College London
Indiana University (Bloomington)
Iowa State University
Johns Hopkins University
Loyola Marymount University
Massachusetts Institute of Technology
Michigan State University
Middlebury College
New York University
Northeastern University
Northwestern University
Oberlin College
Occidental College
Olin College of Engineering
Oregon State University
Oxford College of Emory University
Penn State University (University Park)
Penn State University (World Campus)
Pomona College
Princeton University
Purdue University (Main Campus)
Reed College
Rensselaer Polytechnic Institute
Rhode Island School of Design
Rice University
Rochester Institute of Technology
Rose-Hulman Institute of Technology
Rutgers University (New Brunswick)
Rutgers University (Newark)
Saint Louis University
San Diego State University
San Jose State University
Santa Clara University
Sarah Lawrence College
Smith College
Southern Methodist University
Stanford University
Stevens Institute of Technology
Stony Brook University
SUNY Polytechnic Institute
SUNY University at Buffalo
Swarthmore College
Syracuse University
Temple University
Texas A&M University
The Ohio State University
The University of Texas at Austin
The University of Texas at Dallas
Tufts University
Tulane University of Louisiana
University of Arizona
University of California (Berkeley)
University of California (Davis)
University of California (Irvine)
University of California (Los Angeles)
University of California (Merced)
University of California (Riverside)
University of California (San Diego)
University of California (Santa Barbara)
University of California (Santa Cruz)
University of Chicago
University of Colorado Boulder
University of Connecticut
University of Florida
University of Georgia
University of Illinois at Urbana-Champaign
University of Iowa
University of Maryland (College Park)
University of Massachusetts (Amherst)
University of Miami
University of Michigan
University of Minnesota (Twin Cities)
University of Missouri (Kansas City)
University of North Carolina at Chapel Hill
University of Notre Dame
University of Oregon
University of Pennsylvania
University of Pittsburgh (Pittsburgh)
University of Rochester
University of San Diego
University of San Francisco
University of Southern California
University of Utah
University of Virginia (Main Campus)
University of Washington (Seattle Campus)
University of Wisconsin (Madison)
Vanderbilt University
Vassar College
Virginia Commonwealth University
Virginia Polytechnic Institute and State University
Wake Forest University
Washington and Lee University
Washington University in St. Louis
Wellesley College
Wesleyan University
William & Mary
Williams College
Worcester Polytechnic Institute
Yale University
CLASS OF 2025 INTERNATIONAL ACCEPTANCES
Duke Kunshan University
The London School of Economics and Political Science
University College London
University of British Columbia
University of Cambridge
University of Oxford
University of Toronto
University of Toronto Mississauga
University of Toronto Scarborough
University of Waterloo
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.
