Day Camps: Where Adventure Meets Imagination!

February 10, 2026 by jogoldfarb Leave a Comment

Get ready to redefine summer! Our Day Camp Team at BASIS Independent Brooklyn is gearing up for nine weeks of pure excitement, exploration, and fun that will have your kids counting down the days until camp begins.

Every Week is a New Adventure

Our Day Camps will dive headfirst into themed weeks packed with hands-on science experiments, nature explorations, creative arts, sports, and games. With a unique selection of indoor and outdoor activities, every day brings something new to discover!

Our Junior Day Camp is specifically designed to engage and support rising PreK to Kindergarten campers. Our School Age Day Camp paves the way for Rising Gr. 1-5 campers to jump into real-life adventures every day. All of our campers will enjoy programming organized around exciting weekly themes.

Summer 2026 Weekly Themes & Field Trips

Week 1 (June 22-26): Wild West
Saddle up, partners! We’re heading to the American Museum of Natural History to explore the frontier.

Week 2 (June 29-July 2): Bear Investigation Bureau
Junior detectives will crack cases at the Spy Museum in this mystery-filled week.

Week 3 (July 6-10): Year 3000: Brooklyn Expo
Discover futuristic fun at the NY Hall of Science and end the week with a Spirit Day, asking our campers to think ahead about their future selves!

Week 4 (July 13-17): Safari
It’s a wild adventure at Prospect Park Zoo as campers explore the animal kingdom.

Week 5 (July 20-24): Step into a Story
Stories come alive with a special trip to the NYC Children’s Theater, and campers will dress up as their favorite storybook character.

Week 6 (July 27-31): Color Games
A rainbow of creativity awaits at the Sloomoo Institute! Our spirit day will encourage campers to dress up in their favorite color head-to-toe.

Week 7 (August 3-7): Case of the Bear Bandit
Another thrilling mystery to solve with an exciting visit to Ferox. We will end the week with a Masquerade!

Week 8 (August 10-14): Fun in the Sun
Cool off and splash around at LeFrak Splash Pad, and end the week with a Mismatch Spirit Day.

Week 9 (August 17-21): Carnival
End the summer with a bang at LEGOLAND and the excitement of carnival games!

Camp Details

Schedule: Monday-Friday, 8:30 a.m. – 3:30 p.m. ET

Extended Care Available:

Early Bird: 7:30 – 8:30 a.m. ($55/week)

Late Bird: 3:30 – 5:30 p.m. ($130/week)

Both Early + Late Bird: $170/week

Pricing:

Junior Campers (Rising PreK-K): $730/week

School Age Campers (Rising Grades 1-5): $665/week

Half-Day Add-On for Specialty Camps: $330

Registration: Choose from any of our 9 one-week sessions running June 22 through August 21!

Don’t let your kids miss out on the summer adventure of a lifetime. Sign up today and give them memories they’ll treasure forever! Register by February 20^th to receive a 10% discount on all camp programs. Visit Summer Programs | BASIS Independent Brooklyn Camps for more information and to register today!

Every day at our summer camp brings a new adventure, filled with opportunities for your child to create lasting memories and develop new skills.

Meet Our New Subject Expert Teacher: Ms. Kira Laquidara

February 10, 2026 by mirandamartinez Leave a Comment

Ms. Laquidara was raised in Florida. She graduated with a Bachelor of Arts in French Language & Culture with two minors in both Spanish and Translation, and a Certificate in Translation and Interpretation from Florida International University. She took part in an immersion program in Angers, France, in 2015 and briefly lived in Paris. She loved being a part of clubs and honor societies and graduated with ties to Pi Delta Phi, Sigma Delta Pi, National Residence Hall Honorary, and her personal favorite, Le Cercle Français. In 2017, she began her graduate studies at Florida Atlantic University. She was awarded a teaching fellowship and taught first and second year French to undergraduate students at the University. She graduated with a master’s degree in Language, Linguistics & Comparative Literature with a focus on Teaching French in 2019.

Ms. Laquidara first joined BASIS Independent Schools as a Subject Expert French Teacher at Fremont Upper School. She has taught and tutored students of various ages in French and English. She is passionate about teaching students and making an impact on their lives. Her ultimate objective is to help children find their passion and joy in learning a new language. She believes that learning how to communicate and understand different cultures is the key to making meaningful connections with others. Ms. Laquidara is proud to be a founding member of BASIS Independent Dublin.

In her free time, Ms. Laquidara likes to explore the various areas of the Bay Area. She loves hiking, going on long walks with her dog, composing music, and volunteering as a Teacher’s Aide for Teaching English to Speakers of Other Languages (TESOL).

Are there any highlights you’d like to share about your teaching philosophy or approach?

I use the Communicative Language Teaching approach and focus on facilitating students’ interactions with each other in the classroom. I also encourage students to be leaders in the class by taking ownership of their own learning. Learning through communication is one of the most effective ways of learning a language. Students in my classroom can often be found practicing French orally with each other and practicing French for real life experiences.

What are some of the most rewarding parts of being a Subject Expert Teacher and working with BASIS Independent Schools students?

Being a Subject Expert Teacher at BASIS Independent Schools allows me to create my own techniques and use my own materials to help students learn. I have more freedom in the classroom and ability to help students gain their knowledge in a fun and communicative way. I love working with the students in a way that I know they will have more opportunities to retain information and enjoy learning in the process. Having more autonomy in the classroom is rewarding for not only myself, but the students, too!

Are there any thoughts that you’d like to share with families who are joining – or who are thinking of joining – the BASIS Independent Dublin community?

I am so excited to become a founding staff member and look forward to our wonderful students and families joining our BASIS Independent Dublin community. I truly look forward to working with everyone and being a part of the growth of this school and community. I am committed to making sure our school is supportive and helps each student find their talents and bridge any gaps in their learning. I want to create an environment where students feel that BASIS Independent Dublin is an extension of their family and they can feel comfortable expressing themselves.

BASIS Independent Dublin is a Grades 6 – 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the BASIS Independent Dublin community? To join our interest list for the next school year and receive admissions updates and more, please click here.

Meet Our New Operations Manager: Mr. Daniel Furukawa

February 6, 2026 by mirandamartinez Leave a Comment

Mr. Danny has been a valued member of the BASIS Independent Schools community since 2022, growing each year in his role and deepening his impact on the school’s day-to-day operations.

Known for his thoughtful approach and commitment to excellence, Mr. Danny enjoys working alongside a dedicated team and being part of a community that prioritizes kindness, growth, and achievement. He plays a key role in ensuring the school runs smoothly, always with an eye toward collaboration and continuous improvement. He is excited to continue fostering a culture of vulnerability, teamwork, and shared success as a founding member of BASIS Independent Dublin.

Outside of his work on campus, Mr. Danny has recently developed a passion for sewing and karaoke—creative hobbies that reflect his dynamic personality and appreciation for learning new things.

What inspired you to work in schools, and what drew you to the BASIS Independent Dublin community?

I am inspired to work in schools because it allows me to stay meaningfully connected with students and families while contributing to growth in both large and small ways. I am especially motivated when my work brings a sense of purpose through reducing operational roadblocks and supporting the success of others alongside me. I was drawn to the Dublin community because I want to be part of creating an organizational culture from the ground up, and I am really excited by the opportunity to be a part of a founding team!

What does a typical day look like for you on campus?

A typical day as an Operations Manager is never the same; however, it involves balancing urgent needs with longer-term tasks that keep daily school operations running smoothly. My role often includes ordering and restocking supplies, organizing and coordinating safety drills, assisting with student dismissal, finding small ways to build team morale, and more! The best parts of my day are when I get to learn something new about my colleagues or students, and when I feel genuinely connected to our campus community.

What’s one thing families might not realize goes into keeping a school running smoothly?

One thing families might not realize is how much collaboration and community play a role in keeping a school running smoothly. Teamwork, mutual respect, and shared responsibility allow the campus to function smoothly and consistently. I’ve valued working with supportive leadership and kindhearted colleagues within the BASIS Independent Schools community, and I look forward to the same in the Dublin community.

What are you most excited about in your role at a new school?

I am most excited about helping create systems and best practices that contribute to smooth daily operations, so that students, families, and staff can focus on learning. I’m also looking forward to getting to know the new facilities and ensuring we stay proactive with maintenance and preventative care. Most of all, I’m excited to meet and work alongside my new colleagues and to contribute to a supportive, collaborative campus culture.

Summer Buzz: What to Expect for BLV Summer 2026!

February 6, 2026 by emilyhughes Leave a Comment

As sunshine stretches a little longer into each day, excitement starts to bubble up across our Mountaineer community—summer is almost here! Once the school year comes to a close in June, students may say goodbye to regular classes until August, but the fun and learning doesn’t have to stop on campus. All summer long, BASIS Independent Bellevue will be buzzing with energy as we host a variety of engaging summer programs.

Designed by our Auxiliary Department, Summer 2026 is packed with opportunities for students to explore passions, try something new, and make memories with friends along the way. Summer is the perfect season for creativity, curiosity, and discovery, and our programs are built to embrace all three. Whether students are creating, coding, collaborating, or staying active, our summer offerings reflect the vibrant interests of our community and promise something exciting for every camper.

Day Camp

Day camps offer students an exciting blend of learning and play through flexible, theme-based programming. To reflect the wide range of interests within our community, the Auxiliary Department has designed a rotating schedule of weekly themes that bring each camp experience to life.

Campers will explore different eras in Time Travel Trek, blast off to different planets in Space Explorers, connect with nature in Wild World Adventures, or tap into their superpowers in Superhero Academy. Each day features activities aligned with the weekly theme, balanced with both indoor and outdoor fun. Every session wraps up with a celebratory Fun Friday, often highlighted by special guest experiences tied to the theme. Families are welcome to enroll campers in multiple weeks, giving students the chance to enjoy every adventure our campus has in store.

Specialty Camps

Our specialty summer programs offer students a dynamic space to build friendships, explore new interests, and challenge themselves. From creative, hands-on activities to athletic options like Archery and Sports Menagerie, these camps reflect the diverse passions of the Mountaineer Community. Beyond summer fun, families can expect programs that support learning, social growth, and essential life skills, all while encouraging curiosity, confidence, and exploration at BASIS Independent Bellevue.

Specialty Camp Focus

While our summer day camp is highlighted by fun explorative learning, we’d be remiss if we did not mention some of the other areas BASIS Independent Bellevue Summer Camps shine! We know while the school year may contain multitudes of differing subjects, BLV Summer strives to offer campers a wide range of intellectually stimulating courses. For example, our Latin Immersion Course and Latin Boot camp offer not only an introduction to the language, but also opportunities to further build upon information already learned.

Children can also explore their creative side with one of our art focused specialty courses. Such as; DJ Camp that introduces campers to professional remixing software, helping them craft their own mixes while learning about audio editing and beat production. Jazz Camp offers instrumentalists the chance to refine their technique, explore improvisation, and collaborate in ensemble settings. Creative Writing Camp gives campers the opportunity to expand their writing skills and creative story telling. Or perhaps your child is interested in theatre then, Play Creation Theater Adventure could be the right camp for them, here campers get to explore the process of scription, designing, and preforming their own play!

Sign Up Today!

Spanning a wide range of interests, our summer programs keep the campus energized and engaged long after the school year ends. These experiences encourage students to explore new interests while developing valuable skills. To learn more, view our complete Summer 2026 Camp Brochure here and register below! For additional questions you can contact the organizing team at blv.summercamp@basisindependent.com.

Summer Camp Sign Ups

Alumni Panel Insights

February 5, 2026 by jogoldfarb Leave a Comment

Recently, four of our BASIS Independent Brooklyn alumni generously offered to share their reflections on our school and what they have been up to since their transition to university. We welcomed Sid R. BIB ’22, Johns Hopkins ’26, Courtney H. BIB ’22, Cornell ’26, Yuna S. BIB ’24, Barnard ’26, and Maxim S. BIB ’25, Stanford ’29, to share their thoughts on their years at our school and any advice they could offer to younger students and their families.

Several themes emerged during the panel, and we wanted to share them in an overview and more detail.

Curriculum Prepares for College: Rigorous coursework and Advanced Placement (AP) classes allow students to skip introductory college courses, focusing on advanced material.

Experiential Learning Through Capstone Courses and Senior Projects: Senior students engage in internships and projects that connect academic learning to real-world applications.

Community Supports Transition: A small, close-knit environment fosters collaboration and lifelong friendships, making college adjustments smoother for alumni.

Balanced Extracurriculars Enhance Skills: Alumni successfully managed academics along with sports and arts while at BASIS Independent Brooklyn, developing essential time management skills for college success.

Parental Encouragement is Key: Parents and guardians are encouraged to support exploration of diverse interests without pressure, aiding student growth and independence.

Technology Use in Learning: Students learn to effectively utilize AI tools, enhancing their understanding and efficiency in academics without superficial reliance on technology.

College Preparation and Academic Rigor

Our panelists hit home that the BASIS Independent Brooklyn curriculum effectively prepares students for college through rigorous coursework and strong foundational skills. Alumni emphasized the role of AP courses and Capstone Classes in building a solid academic base, with Maxim crediting AP Physics C and AP Calculus BC for allowing him to skip introductory college courses at Stanford, enabling focus on advanced material he finds challenging and inspiring.

Sid highlighted that BASIS Independent Brooklyn teaches students how to learn and develop intuition, which helped him adapt quickly to college-level challenges. Yuna and Courtney pointed out that the small class sizes fostered close relationships with teachers, making it easier to seek help and build confidence, which translated well into larger college environments. Maxim also described the curriculum’s upward spiral structure as crucial for managing STEM workload and balancing multiple rigorous classes efficiently.

Mr. Winter leading an advanced physics lab with Maddox M. ’25.

Capstone Courses and Senior Project

The panelists all pointed to Senior Capstone courses and Senior Projects as providing practical, in-depth experiences that link to college and career paths, with students pursuing personalized research and internships during the senior year.

Yuna conducted her Senior Project off-site placement at Cold Spring Harbor Laboratory, focusing on Martian soil simulant and plant cultivation. Courtney’s Senior Project involved documenting the revitalization of NYC Chinatown’s local economy post-COVID througha partnership with a nonprofit. Maxim interned with Ukrainian Railways while studying high-speed rail development in the United States for his Senior Project. Sid worked with a Columbia professor on engineering CAR-T cells for his Senior Project, connecting research exposure directly to his biomedical engineering studies.

The BASIS Curriculum’s emphasis on interdisciplinary learning extends beyond STEM, offering significant humanities and arts courses, including AP Seminar, AP Research, English literature, history, and art electives, which build critical thinking and communication skills valued in college.

Maxim noted that humanities courses helped him contribute meaningfully in Stanford’s citizenship class by evaluating multiple perspectives. Courtney and Yuna shared how art and writing opportunities nurtured creativity and independent thinking critical for their academic and personal growth.

Yuna S. ’24 at work on her Senior Project at Cold Harbor Springs Laboratory.

Community and Social Environment

The small, close-knit community at BASIS Independent Brooklyn fosters collaboration, diverse interests, and lasting relationships that ease the transition to college. Alumni panelists agreed that the school’s small size encourages peer collaboration over competition, allowing students to pursue unique passions without pressure and build supportive friendships across interests.

Courtney emphasized that her BASIS Independent Brooklyn classmates became lifelong friends and a strong support network through college and beyond.

Sid recalled socializing in the senior lounge and group activities, which helped build close bonds and a sense of belonging. Yuna and Maxim reflected on informal group outings such as volleyball games, beach trips, and lunch gatherings that strengthened community ties.

Going to college with peers from BASIS Independent Brooklyn provides comfort and support during the transition to larger university settings, as multiple panelists reported attending college with classmates and maintaining close connections. Yuna’s freshman year roommate was a classmate from BASIS Independent Brooklyn, which helped her adjust quickly to Barnard.

The community culture encourages inclusivity across disciplines, supporting students in both STEM and non-STEM interests, and fostering interdisciplinary respect and engagement. Alumni noted that their high school peers excelled in diverse areas such as photography, art, writing, and music, enriching the school’s academic environment.

Our Class of 2025 together on campus before their graduation.

Extracurricular Engagement and Time Management

Extracurricular activities, including arts and athletics, play a vital role in high school student life, contributing to well-rounded development and effective time management. Students successfully balanced rigorous academics with sports, arts, and clubs, supported by structured routines and peer participation.

Yuna joined volleyball in junior year and continued intramural volleyball in college, finding it a joyful and social outlet. Maxim participated in varsity soccer, basketball, and tennis in high school, and later he led a championship intramural soccer team at Stanford.

Sid managed music commitments (violin) on weekends alongside martial arts during the week, demonstrating diverse extracurricular involvement.

The arts program offers multiple in-school and after-school options, including studio art, photography, drama, band, orchestra, choir, and an annual spring musical, enriching student experiences.

Yuna’s AP Studio Art work earned a Scholastic Art and Writing Award, highlighting the program’s quality and college-preparedness value. Performances and trips, like the band’s planned Disney World visit, create additional engagement and exposure.

Time management skills developed through balancing academics with extracurriculars are seen as essential for college success, with alumni crediting routine, planning, and support systems for their ability to handle multiple commitments.

Our Varsity Soccer Team welcomed back alum Nico D. ’25 at a game held over his Fall Break.

Parental Support and Student Mindset

Encouragement from parents to explore interests and a proactive student mindset are key factors in maximizing the BASIS Independent Brooklyn experience. Alumni recommended that parents encourage exploration without pressure and support diverse interests, allowing students to try electives, clubs, and internships freely.

Courtney’s parents took a hands-off approach, allowing her to pursue interests organically, which she found beneficial for her growth.

Panelists stressed the importance of being proactive and asking for help, including seeking academic support, extracurricular opportunities, and college recommendations. Sid advised resilience through challenges, sharing how failing exams early on in middle school did not prevent his success. Courtney and Maxime emphasized leveraging the small community to network with seniors and alumni for guidance on college and beyond.

Alumni highlighted that BASIS Independent Brooklyn fosters a resilient and curious mindset, teaching students to embrace challenges and seek support resources like office hours and peer study groups.

Alum Sid. R. ’22 presented his Senior Project on CAR-T Cell Therapy.

Technology and AI Integration

Panelists spoke about how BASIS Independent Brooklyn prepares students to effectively use technology and AI tools as part of their learning and research processes.

Sid shared how the curriculum’s focus on understanding concepts over memorization enables smart AI usage to boost efficiency without losing comprehension. He emphasized that AI tools help with coding and learning but require students to transform the information into personal understanding, a skill BASIS Independent Brooklyn cultivates.

Parent Ian Saville leads a Future-Ready Mentor Program Workshop with our seniors.

Transition and Integration Support

BASIS Independent Brooklyn supports students joining at various grade levels and helps them adjust through structured support and community integration.

Students joining in middle school or later grades experience an adjustment period but receive ample support, making integration achievable regardless of entry point. The school’s practice of enrolling new students in every grade creates peer groups that facilitate social and academic integration.

Familiarity with peers and teachers from BASIS Independent Brooklyn helps students transition smoothly into college and beyond, supported by active alumni networks and ongoing connections.

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

Meet Our New Subject Expert Teacher: Ms. Nasira Shahin

February 4, 2026 by mirandamartinez Leave a Comment

Ms. Shahin holds a bachelor’s degree in Civil Engineering from Osmania University, India, and a master’s degree in Computer Science from San José State University. She began her career as a software engineer, where she discovered that her true passion lay not in writing code alone, but in teaching others how to think. This realization led her to the classroom, where she has dedicated herself to empowering students to become confident, critical thinkers and creative problem solvers. With over 14 years of teaching experience, Ms. Shahin has taught computer science, logic, mathematics, and economics at leading private schools across the Bay Area.

Ms. Shahin first joined BASIS Independent Schools as a Subject Expert Computer Science Teacher at Fremont Upper School in 2020. Her classrooms are known for intellectual rigor, thoughtful questioning, and an atmosphere that encourages curiosity and bold thinking. Ms. Shahin believes that computer science and mathematics are fundamentally about logic and problem-solving. She challenges students to engage deeply with complex ideas, approach problems from multiple angles, and grow comfortable thinking beyond conventional boundaries. “I hold myself and my students to a high standard,” she says. “My goal is to spark curiosity and keep it running at full throttle.” Her teaching philosophy is grounded in a genuine love of learning and the belief that curiosity is the foundation of a meaningful education.

Ms. Shahin has taught a range of advanced mathematics and computer science courses, including AP Computer Science A, AP Computer Science Principles, and Introduction to Programming. She also designed and launched a capstone course, Data Structures & Algorithms, which exposes students to college-level computational thinking and problem-solving. The course serves as a critical foundation for fields such as operating systems, compiler design, graphics, computer networks, robotics, artificial intelligence, machine learning, and cybersecurity. By engaging with these advanced concepts early, her students enter college exceptionally well prepared.

Ms. Shahin finds great joy in guiding students through challenging material and witnessing their intellectual growth. “What I value most is being around young minds. My students constantly challenge me, inspire me, and remind me why teaching is such a privilege,” she reflects. Her former students have gone on to study computer science at top institutions, including MIT, Carnegie Mellon University, Caltech, UC Berkeley, and UC San Diego, among others. Ms. Shahin is proud to be a founding member of BASIS Independent Dublin.

Outside the classroom, Ms. Shahin enjoys hiking, road trips, and spending time with family and friends, and she never turns down a good TV show.

Are there any highlights you’d like to share about your teaching philosophy or approach?
My teaching philosophy centers on guiding students through a cohesive learning journey in which each concept is intentionally built and connected. Lessons are carefully curated to help students develop confidence and deeply understand the what, why, and how behind their work. Through inquiry-based learning, I continuously assess student understanding, adapt instruction to meet individual needs, and reinforce proper terminology, problem-solving strategies, and computational thinking skills.

Project-based learning is a core component of my approach. In courses such as AP Computer Science Principles and Data Structures & Algorithms, students progress from the ideation phase to the development of a concrete, functional product. Throughout this process, they engage in meaningful peer collaboration, produce high-quality documentation, and practice clearly explaining and justifying their code. This approach supports both technical mastery and long-term growth as independent, thoughtful problem solvers.

What are some of the most rewarding parts of being a Subject Expert Teacher and working with BASIS Independent Schools students?
Being a Subject Expert Teacher is most rewarding when I see students truly excel in the fields I’ve taught them in. It’s deeply fulfilling to watch students take the foundation built in my classroom and apply it far beyond the course, whether that means excelling academically, pursuing ambitious projects, or entering competitive fields with confidence. Over the years, I’ve had students go on to work in Silicon Valley at companies such as Google and Microsoft, found well-funded startups, gained recognition at national conferences, and even published papers. Witnessing their growth and knowing I played a part in preparing them for these achievements is incredibly gratifying. BASIS Independent students are in a league of their own. Their curiosity, enthusiasm, and drive make every lesson dynamic, and it’s exciting to see them achieve so much even before graduating high school.

Are there any thoughts that you’d like to share with families who are joining – or who are thinking of joining – the BASIS Independent Dublin community?
If you want holistic learning where teachers are invested in student success, this is the place to be. BASIS Independent Schools foster strong, respectful relationships between teachers and students, which allow for high expectations, mutual trust, and genuine mentorship. This is an environment where motivated students can truly thrive.

Student Highlight: Mykola D. ’27—A Story of Resilience and Thriving Effort

February 4, 2026 by aixuanwang Leave a Comment

Mykola D. is a Grade 11 student at BASIS Independent McLean, who moved here from Ukraine for the start of his tenth-grade year. Mykola’s story is a fascinating one, both because of his resilience in the face of change and because of the amazing work he’s doing in orthotics and prosthetics.

Mykola was always planning to go abroad to study engineering, but because of the war in Ukraine, he moved earlier than expected. His family moved to Poland on short notice when he was in 8th grade. He didn’t speak Polish, he was doing his schoolwork in English at a British school, and he was living outside his country for the first time. Despite all of that, he passed his state exams at the end of the year…in Polish!

Mykola learned about BASIS Independent McLean the next year while attending a Ukrainian school in Poland. He moved by himself to Virginia to start Grade 10. Living far from family and friends for the first time was hard, but Mykola has not only adjusted, but he has thrived. And, he has found a number of ways to stay connected with Ukraine.

First, Mykola works as the US representative of a seed oil plant in Ukraine. Yes, you read that right. He is a Grade 11 student representing a Ukrainian business. He built and maintains a database of potential clients in the food industry, networks and cold calls companies, and sets up meetings with executives. He said that his company has already shipped twenty shipping containers worth of sunflower kernels to the United States.

Most of Mykola’s work, however, has come in orthotics and prosthetics – a natural intersection of his interest in engineering and need in Ukraine. Last summer, he interned at a hospital in Ukraine, where he met and then joined a team working on orthotics. They take 3-D scans of patients in Ukraine, and Mykola cleans up the digital scan and 3-D prints orthotics that he ships to Ukraine. He has produced over two hundred since he started working with them.

Left: Mykola’s working model of ReTouch

Right: A digital scan of an orthotic device

His most exciting work, though, is on his own project: ReTouch. Mykola has designed and created a non-invasive device to restore the feeling of touch for people with prosthetics or severe hand neuropathy. It translates the pressure felt by the sensory glove and sends it to an armband, where mechanical pressure is proportionally applied to the arm. He has created a working prototype, which he is optimizing before conducting trials at a hospital in Ukraine.

Mykola hopes to someday start his own company working in prosthetics.

Mykola’s story demonstrates what it means to be resilient and to thrive in any circumstance. We are incredibly proud to have him as a Red-Tailed Hawk and can’t wait to see which path he chooses next.

BASIS Independent McLean is an Age 2–Grade 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the Red-Tailed Hawks community? To join our interest list for the next school year and receive admissions updates and more, please click here.

Meet Our New Director of Student Affairs: Teacher Jasica Gill

February 3, 2026 by mirandamartinez Leave a Comment

In 2017, Teacher Jasica received their Bachelor of Arts in English from UC Berkeley. After graduating from UCB, Teacher Jasica dove into the world of private tutoring and leading small writing classes at tutoring centers around Fremont. Eventually, they went on to work at Morgan Autism Center in San Jose before moving on to work as the middle school English and History teacher at New Horizons School in Fremont. In 2021, Teacher Jasica continued their academic journey and received a master’s in teaching from the University of San Francisco. Their unique graduate program focuses on teaching through the lens of social justice and equity, something that has lent itself wonderfully to their current role as the Director of Student Affairs.

Through their graduate school experience, Teacher Jasica solidified their teaching philosophy, which is grounded in culturally responsive teaching (CRT). In addition to being effective in the classroom, this framework contributes to the approaches Teacher Jasica takes in planning and executing effective SEL sessions through the Student Affairs department that allow students to grow holistically. Because culturally responsive teaching is rooted in the idea that all students bring their unique experiences and strengths to each situation, it allows Teacher Jasica to meet each student where they’re at and use their own strengths to fill in the gaps that emerge.

Music is also an integral part of Teacher Jasica’s day-to-day life, and they love finding ways to incorporate music into their classroom as well. They are thankful for their journey as an educator at BASIS Independent Schools so far, as they have made their way from Subject Expert Teacher to Teacher Mentor, to Director of Student Affairs. Throughout all these roles, one aspect has remained the same: Teacher Jasica’s eagerness to continue growing in and alongside this community of students and educators. Teacher Jasica is proud to be a founding member of BASIS Independent Dublin.

Aside from teaching, Teacher Jasica enjoys being with their friends, going to concerts and art museums, writing, community organizing, and spending time with their cats.

What inspired you to work in schools, and what drew you to the BASIS Independent Dublin community?

Education wasn’t always something that served me well as a student, especially during K-12. The gaps I noticed in my early education drove me to figure out how I could make a difference from within. Through working as a tutor at Ohlone College’s English Learning Center in my early teens, I had the opportunity to work with students with varied learning strengths and challenges. Through this work, I found that I had a special knack for making learning accessible to people. As I progressed through my Master’s in Teaching program at the University of San Francisco, this desire to help all learners reach their highest potential, especially in their most trying times, was cemented even more. This same desire has drawn me to Dublin, a campus where a dedicated group of people is setting out to create a community of learners who can uphold excellence and compassion as they eventually venture out of the classroom and into the world. It isn’t every day that one gets to be part of the initial culture creation at a place that will undoubtedly go on to positively change a community and its members. The challenge of troubleshooting issues that are inevitable during the beginning stages of getting a school off the ground is exciting for me, as I know my prior experience will allow me to help create a strong foundation.

What does a typical day look like for you on campus?

Currently, a typical day on campus starts with me arriving at least an hour before students so I can focus on administrative tasks such as responding to emails, looking at data to inform student intervention plans, and making a to-do list of the students I need to check in with for the day. My day truly begins when students arrive, and I can greet them in the morning to make sure they know that we are happy to have them with us. The bulk of my day is spent interacting with students who come to my office for various reasons. Some students come by because they need a place to regulate themselves, some come for academic support, and many come because they need help working through a problem. Regardless of the reason they arrive, it is my goal to make sure that they leave with a sense of being cared for and knowing that whatever they need is actively being addressed and will eventually be resolved. When I’m not in the office with a student, I like to make it a point to be out at homeroom time, lunch, and in the hallways during passing period to make my presence felt throughout the day. It’s important for me to be a consistent part of students’ days, so they know that even when they are having a day that feels out of control, the support I provide will always remain intact.

How would you describe your approach to student support and engagement?

My approach to student support is based on a combination of data-driven intervention and culturally responsive teaching. Through analyzing the data from a student’s performance on assignments and assessments, I’m able to pull from my years of teaching experience on how to best respond to their unique needs. Whether they need more scaffolding, help with executive function habits, or social-emotional learning support, the goal remains to meet each student where they are to help guide them to where they can be. My approach to engaging students is rooted in making authenticity the cornerstone of all my interactions. Through my years of working in education, I have found that students are not looking for a “friend” or “equal” in their teachers and school staff; they are looking for someone consistent, honest, and who provides concrete support. The best way to provide students with the type of support they are seeking is by dialoguing with them and being transparent about the goals you have for them while constructively highlighting their current areas of growth. The last step to successful student support in intervention is bringing it back to the data by helping students track their own growth while working with them. When students can see their successes reflected in the work they are doing with you, it allows them to not just use a tool once but to make it a part of their toolbox for future use.

What are you most excited about in your role at a new school?

I am most excited about meeting all the students and seeing how an entire community can come together to create something special. I am looking forward to creating new traditions and struggling through problems together. The foundation of any place determines its long-term success, and I am beyond thrilled to be contributing to a foundation rooted in creating a learning experience that goes beyond rigor and extends into students developing a love and joy for learning.

Meet Our New Subject Expert Teacher: Mr. Scott Dievendorf

January 30, 2026 by mirandamartinez Leave a Comment

Mr. Dievendorf earned his BA in English Literature with a Creative Writing Emphasis from the University of California, Santa Cruz, and an MFA in Fiction Writing from Columbia University. He spent the majority of his career at the college level, where he taught composition, literature, and creative writing. Beyond the classroom, he served as the Fiction Editor of Apogee Journal and helped run the Hudson Valley Writers’ Center in Sleepy Hollow, NY.

Mr. Dievendorf first joined BASIS Independent Schools as a Subject Expert English Teacher at Fremont Upper School. His teaching philosophy is rooted in the belief that writing and literature have the power to transform the way students see themselves and the world. Literary studies encourage students to engage with nuance, abstraction, complexity, and imagination. Through the work of analysis, they learn to uncover layers of meaning and, as writers, develop the ability to organize their thoughts, hone their voice, and create meaning of their own. They gain critical and creative thinking skills to more deeply explore the world around them and discover their place in it. His goal is to inspire students to appreciate what Language Arts has to offer and to use it as a tool to better themselves. Mr. Dievendorf is proud to be a founding member of BASIS Independent Dublin.

In addition to teaching, Mr. Dievendorf loves reading and writing fiction and is a compulsive book collector. He enjoys running around with his dog, testing out recipes, and trying to learn a new language.

Are there any highlights you’d like to share about your teaching philosophy or approach?

I treat literature as a gateway to explore the broader world, and writing and analysis as navigation tools. My students learn that a text is conceptually rich and invites them to consider the social, cultural, and historical context that shaped it. Our work encourages critical and creative thinking, venturing through layers of meaning, bridging seemingly disparate ideas, and mapping out new intellectual discoveries. Ultimately, I see our coursework as essential to my students’ success across disciplines by preparing them to think critically and communicate effectively.

What are some of the most rewarding parts of being a Subject Expert Teacher and working with BASIS Independent Schools students?

BASIS Independent Schools maintains a rare balance between teacher independence and student rigor. I deeply value how much the school trusts its Subject Expert Teachers to develop their own independent resources and lesson plans. This, paired with its culture of rigor and achievement through the BASIS Curriculum, inspires genuine curiosity and academic engagement. It leads to a dedicated collegiate classroom community strengthened by collaboration, intellectual inquiry, and passion. I am consistently impressed by how well my students meet the demands of university-level coursework.

Are there any thoughts that you’d like to share with families who are joining – or who are thinking of joining – the BASIS Independent Dublin community?

From my perspective, BASIS Independent Dublin offers a unique and invaluable opportunity. Its founding leaders have brought together some of the most talented and thoughtful educators I’ve met to build an academic program and vibrant culture from the ground up. This founding team will lay the foundation for an extraordinary school, and its early families will be essential to that process. I’m looking forward to seeing our academic community grow. 

Dr. Araci Honored with Regional Teaching Excellence Award from the American Chemical Society

January 29, 2026 by sarahpeterson Leave a Comment

Excellence in education deserves to be celebrated—and we couldn’t be prouder to share that Dr. Araci, the Chemistry Subject Expert Teacher at Fremont Independent Upper School, has been recognized by the American Chemical Society with the 2025 Regional Award for Excellence in High School Teaching in the Western Region.

Dr. Araci received this prestigious honor at the ACS Western Regional Meeting Awards Ceremony in San Jose in October, standing out among exceptional educators across a 15-section region spanning California, Arizona, Hawaii, and Nevada.

“We are incredibly proud of Dr. Araci’s recognition,” said Ms. Abodouma, Head of School. “This award is so well-deserved. Dr. Araci elevates the learning experience on our campus every single day, inspiring our students to see chemistry not just as a subject to study, but an exciting exploration and another lens through which they can understand and transform the world around them.”

The Excellence in High School Teaching Award celebrates educators who demonstrate exceptional quality of instruction, inspire and challenge students, and contribute to the broader chemistry education community. Dr. Araci embodies these qualities in remarkable ways.

In her Honors Chemistry, AP Chemistry, and Drug Discovery and Development Capstone courses, Dr. Araci creates a transformative college-level learning environment where students evolve into independent thinkers and researchers. Through hands-on laboratory work and collaborative discussions, she empowers students to seek answers, ask deeper questions, and discover the joy of scientific inquiry.

Her impact extends far beyond the classroom. Dr. Araci leads workshops on academic integrity and classroom engagement and advises student-led initiatives and competitions, including the Chemistry Club, the You Be the Solution Challenge, the ACS Berkeley Chemistry Tournament, and the US National Chemistry Olympiads. She also created one of our school’s most beloved traditions: the annual Honors Chemistry Debate held each Valentine’s Day. This unique event brings together students and the entire school community to explore thought-provoking questions like “What makes the world go around: Money or Love?”

“It was wonderful to be recognized, and I am honored to be awarded by ACS,” Dr. Araci shared after the ceremony, where she connected with educators, college professors, and industry professionals from across the Western United States—relationships that promise to open new doors for collaboration and opportunity for our students.

This recognition is a testament to Dr. Araci’s unwavering dedication to making chemistry engaging, accessible, and transformative. She doesn’t just teach chemistry; she ignites curiosity, builds confidence, and shapes the next generation of scientists and critical thinkers.

Congratulations, Dr. Araci. This honor reflects what we’ve known all along—you’re making an extraordinary difference.

Explore our innovative programs and see how BASIS Independent Fremont is redefining STEM education.

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.