Top 5 FAQs About BASIS Independent Bothell and Why You Should Join Our January Open House

December 12, 2025 by abisoyetaylor Leave a Comment

Choosing the right private school in Bothell for your child is one of the most important decisions you’ll make. At BASIS Independent Bothell, we know families want clarity on daily routines, academics, student life, and what sets our program apart from other Seattle private schools.

Below are answers to the top five most frequently asked questions from prospective parents, plus why our January Open House is the best way to experience our school firsthand.

1. What are the school drop-off and dismissal times?

Our campus opens at 7:00 AM with a free Early Bird Program before classes. Dismissal runs from 3:20–4:20 PM, and Late Bird after-school care is available until 6:00 PM.

2. What activities and clubs do you offer?

Learning at BASIS Independent Bothell doesn’t end when the school day does. Students can participate in a wide variety of extracurricular activities, including robotics, chess, speech & debate, art & music, coding, and athletics. Whether your child is passionate about STEM, performing arts, athletics, or discovering new interests, our programs provide meaningful opportunities to grow, explore, and connect.

3. Do you have a preschool program?

At this time, BASIS Independent Bothell serves Kindergarten through Grade 12. Students entering Kindergarten must be 5 years old by September 30 of the year they enroll.

4. What is the student-teacher ratio?

Kindergarten classes have about 20 students with an Early Learning Teacher and an Early Learning Teaching Fellow. Grades 1–4 average 25 students with a Learning Expert Teacher (LET) and Subject Expert Teachers (SETs) for each subject. Grades 5–12 also average 25 students per class with a Subject Expert Teacher. This structure allows students to build relationships with teachers while benefiting from experts in every subject area.

5. How do you support new student transitions?

Transitioning to a new school, especially one with a rigorous academic program, can feel overwhelming. We provide support every step of the way through daily guidance from Learning Expert Teachers, advisory programs for older grades, academic support during Student Hours, and family communication through Parent Hours. Our Dean, Student Affairs Director, and School Counselor provide emotional and social support to ensure every student feels confident and prepared.

See It All in Action at Our January Open House!

Reading about a school is helpful, but truly understanding our program, culture, and teachers happens best in person. Join us for our January Open House, where you’ll see why BASIS Independent Bothell is becoming one of the most sought-after private schools in the Seattle area.

Why Attend?

If you’re searching for a private school in Bothell, WA, or exploring Seattle-area private schools known for academic excellence, this event is your chance to see what makes BASIS Independent Bothell unique.

Join a community built on Curiosity, Ownership, Respect, Advocacy, and Loyalty!

A Day in the Life: Grade 10

December 9, 2025 by ezekielbracamonte Leave a Comment

Meet Jason!

Jason K., a focused and curious Grade 10 student at BASIS Independent Silicon Valley, enjoys exploring challenging subjects, collaborating with classmates, and applying what he learns to real-world situations. Today, we shadowed him to see what a typical day looks like, from his first class to the last.

All BASIS Independent Schools follow the BASIS Curriculum, an internationally benchmarked program designed to challenge students and help them succeed. It’s managed and continuously refined by curriculum experts, so students are supported in all subjects and prepared for college and beyond.

Period 0 | 7:35 AM – 8:20 AM | Ceramics

Jason’s day begins with his chosen elective, Ceramics, taught by Ms. Hetu. He enjoys starting the morning with something creative and hands-on, experimenting with clay and learning techniques like coiling, pinching, and slab construction. As he builds both functional and artistic pieces, he also learns the science behind glazes, firing temperatures, and the chemistry that gives ceramics its strength and texture.

Period 1 | 8:25 AM – 9:10 AM | Honors Biology

In Honors Biology with Dr. Covert, he dives into genetics, DNA structure, and ecological principles. Lab experiments allow him to connect classroom concepts with real-world applications, exploring topics like population growth, interspecies relationships, and evolution. These hands-on experiences give him a strong foundation in scientific thinking and lab techniques.

Period 2 | 9:15 AM – 10:10 AM | AP Calculus BC + Homeroom / Announcements

During AP Calculus BC with Ms. Wendel, Jason works with limits, function analysis, and modeling change to tackle challenging problems. Following calculus, the last 10 minutes of the period are dedicated to homeroom, where he catches up on announcements, checks in with friends, and prepares for the rest of the morning.

Period 3 | 10:15 AM – 11:00 AM | AP U.S. History

In AP U.S. History with Ms. Settle, he examines key events, people, and developments in U.S. history. Jason enjoys analyzing primary and secondary sources and crafting historical arguments. Completing guided readings on time has been a point of pride this year, helping him stay engaged in class discussions.

Period 4 | 11:05 AM – 11:50 AM | AP Physics 2

His favorite class is AP Physics 2 with Dr. Movshovitz. Hands-on labs and problem-solving exercises allow him to see physics concepts in action, exploring topics like electromagnetism, thermodynamics, and waves. “I love doing labs and seeing physics in action—it’s one thing to read about a concept, but it’s completely different when you can actually experiment with it,” Jason shared.

Lunch | 11:55 AM – 12:40 PM | Lunch

Lunch is a time to recharge and connect with friends. He uses this time to reflect on the morning’s lessons and prepare for the afternoon.

Period 6 | 12:45 PM – 1:30 PM | AP English Language & Composition

In AP English Language & Composition with Ms. Silva, he hones writing and rhetorical analysis skills. “Writing challenges me, but it’s rewarding to see my ideas come together clearly,” he said. He evaluates nonfiction texts, synthesizes research, and practices crafting strong, evidence-based arguments, building both analytical and communication skills.

Period 7 | 1:35 PM – 2:20 PM | Mandarin III

He continues language studies in Mandarin III with Ms. Xu, focusing on speaking, writing, and comprehension. Jason appreciates learning about Chinese culture while developing advanced communication skills in a second language.

Period 8 | 2:25 PM – 3:10 PM | Empowering Entrepreneurs

He ends the day in Empowering Entrepreneurs with Ms. Xu, where he works on team projects that teach collaboration, creativity, and critical thinking. Outside of class, Jason is involved in DECA and Mock Trial, and he enjoys applying skills from these extracurriculars—like public speaking, problem-solving, and teamwork—directly to his entrepreneurial projects. “It’s exciting to see our ideas come together as a team and learn skills we can actually use outside of school,” he explained, highlighting how his coursework and extracurriculars complement each other.

Office Hours | 3:15 PM – 4:00 PM

Teachers hold Office Hours throughout the week, providing flexible one-on-one or small-group support. During this time, students can ask questions, review challenging material, or dive deeper into subjects that interest them. This extra support helps students strengthen their understanding, build confidence, and stay on track with their learning.

From hands-on art projects to rigorous AP classes and leadership opportunities, Jason’s day shows how BISV blends creativity, critical thinking, and real-world application. “What I love most about being a BISV Bobcat is that I can challenge myself academically while still being myself,” he shared. When asked what advice he would give to younger students, he said, “Embrace who you are and take advantage of all the learning opportunities BISV offers.” His day is a snapshot of curiosity, growth, and the meaningful connections that make high school a rich and rewarding experience.

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.

A Day in the Life: Grade 8

December 9, 2025 by mirandamartinez Leave a Comment

Meet Geo!

Geo has been at BASIS Independent Fremont since grade 4, when he transferred from another private school in the area. Now in grade 8, he moves through a day that includes Pre-Calculus, high school Honors English, and Creative Writing, while also serving on the National Junior Honor Society and participating in Journalism, AI, and Robotics clubs. Outside of school, he’s a gamer (currently into Hollow Knight, though Minecraft dominated for years) and takes coding and Chinese classes to deepen his technical and linguistic skills.

How does he balance it all with a rigorous course load? Geo admits there’s the typical teenage struggle with procrastination, but when it’s time to buckle down, it’s manageable. “It’s like have fun and have time to do things, and then make time to do coursework.”

What makes grade 8 distinctive is how students like Geo begin to take ownership of their learning—choosing electives that reflect their interests, using Office Hours strategically for the subjects that need attention, and pursuing after-school clubs that align with their passions. The academics are demanding, but the opportunities to explore are equally rich.

Period 1 (8:25-9:10): Pre-Calculus AB with Mr. Sharma

Geo’s day begins with Pre-Calculus AB, a course that provides in-depth coverage of major functions, including polynomial, exponential, and trigonometric functions, before moving into matrices, discrete mathematics, and statistics. The course concludes with an introduction to calculus concepts—limits, derivatives, and integrals—preparing students for AP Calculus and beyond.

Today is test day. Students are being assessed on trigonometric functions, covering right triangles, the properties of the six trigonometric functions, application problems, and inverse trigonometric functions. It’s a rigorous start to the morning, but exactly the kind of mathematical foundation that prepares BASIS Independent Schools students for high school and college-level work.

Academic Enrichment (9:15-9:25)

After his math test, Geo heads outside to the Quad with friends. This brief period, monitored by teachers and the Student Affairs team, gives students time to reset before diving into the rest of their day.

Period 2 (9:30-10:15): French IB with Madame Laquidara

French IB builds on introductory language study, developing listening, speaking, reading, and writing skills with a focus on effective communication. Students explore French and Francophone cultures, learning about family life, daily routines, and cultural traditions practiced throughout the French-speaking world.

Class begins with a pop quiz on which verbs are conjugated with être. Afterwards, students break into small groups for a creative project—writing songs in French set to well-known tunes. Geo’s group chose a Christmas classic to get into the holiday spirit, blending language learning with seasonal fun.

Period 3 (10:20-11:05): PE & Health 8 with Mr. Pappas

PE & Health for grade 8 teaches specific skills through sports while emphasizing teamwork, fair play, and sportsmanship. The course also covers essential health topics, including nutrition, CPR, anatomy, and physiology, providing students with knowledge for lifelong wellness.

After stretches and warm-ups, students play kickball—a chance to move, compete, and practice the collaborative skills they’re developing across all their classes.

Period 4 (11:10-11:55): Lunch

Geo brings his packed lunch to a National Junior Honor Society meeting. The first ten minutes give students time to eat and catch up, then the group moves through their agenda—reviewing mental health surveys they distributed to students, planning upcoming library organization efforts, and breaking into committees to discuss next steps for their initiatives.

Geo serves on the Peer-to-Peer Tutoring Committee, which organizes weekly tutoring opportunities for middle school students. It’s leadership in action—students identifying needs in their community and creating solutions.

Period 5 (12:00-12:45): English 8 with Ms. Hotaling

English 8 is equivalent to a high school honors program, preparing students for eventual passage of both AP English Literature and AP English Language exams. Students broaden their exposure to different genres while learning to produce thoughtful, well-argued analyses with pieces that are both soundly constructed and powerfully phrased.

Today, students identify values and discuss how these help societies function smoothly, relating the conversation to their reading of “Lord of the Flies”. It’s the kind of thematic analysis that connects literature to larger questions about human nature and social structures.

Period 6 (12:50-1:35): Physics 8 with Mr. Smith

Physics 8 builds understanding of the physical world both conceptually and mathematically, expanding concepts to real-world situations and introducing two-dimensional problems for the first time. Students develop the ability to pose scientific arguments and present evidence to support claims across topics, including kinematics, forces, energy, momentum, optics, electricity, and magnetism.

Today, students prepare for their upcoming unit test on Forces—reviewing concepts and working through practice problems that will demonstrate their mastery of the material.

Period 7 (1:40-2:25): Creative Writing with Mr. Bradshaw

Creative Writing introduces students to prose and poetry, focusing on scene, characterization, plotting, point of view, and dialogue. Students read work from classic and contemporary writers, study craft essays, and critique one another’s original writing.

Today’s prompt: “You’re walking home, and you think you’re being followed. Tell this story.” Students dive into their narratives, building tension and developing their storytelling skills. “I really like writing, especially fiction,” Geo says. “It’s a really fun thing to do, to build a world.”

Period 8 (2:30-3:15): U.S. History with Mr. Loero

U.S. History investigates American history from the Pre-Columbian Era through the turn of the 20th century, designed both thematically and chronologically. The course emphasizes historical thinking skills as students analyze primary and secondary sources, evaluate causes and effects, and examine change and continuity over time to craft historically defensible claims about the past.

Today’s topic: the Tea Act of 1773. Students discuss the political and economic tensions that contributed to colonial resistance, connecting individual events to the larger narrative of the American Revolution.

Office Hours (3:20-4:00)

Most days, Geo uses Office Hours strategically based on what he needs. “It really depends,” he explains. “Sometimes it’s French, sometimes it’s math, sometimes it’s coding. Sometimes I go to Mr. Sharma’s to get work done. It really ranges depending on what homework I have. Usually, it’s time to get coursework done. Sometimes, though, I use him for explanations.”

It’s this flexibility that makes Office Hours valuable—students can seek one-on-one help when they’re stuck, work through challenging assignments with teacher guidance, or dig deeper into subjects they’re passionate about. For Geo, it’s about meeting his needs in the moment, whether that’s tackling a tricky pre-calculus problem or clarifying French grammar.

When the final bell rings, Geo’s day continues with the clubs that fuel his interests beyond the classroom.

Journalism Club has Geo writing articles for the student newspaper, “The Yellow Pages”. His current piece explores the holiday spirit at his local campus, BASIS Independent Fremont. “I think that has taught me a lot of valuable experience,” he notes—developing both writing skills and the ability to capture the school community’s voice.

Robotics Club brings theory into physical form. Students have been building, testing, and driving a moving robot—applying engineering principles, problem-solving collaboratively, and iterating their designs based on real-world performance.

AI Club takes students on a deep dive into how artificial intelligence actually works—and it’s a lot of lines of code. “It’s very interesting to see the functions and how it all works,” Geo says. “It’s very interesting and very intriguing, though it does get a little complicated at times.” The complexity doesn’t deter him; it draws him deeper into understanding the technology shaping the future.

From Pre-Calculus to Creative Writing, from NJHS leadership to hands-on robotics, Geo’s day showcases what’s possible when rigorous academics meet genuine opportunities for exploration. His advice to other students? “I would say join the clubs that seem the most fun for you, but also have a balance of education.” It’s a demanding schedule, yes—but one that prepares students not just for high school, but for thinking critically, creating boldly, and pursuing their passions with purpose for college and beyond.

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.

Student Spotlight: Hera L-Y—Researching Forever Chemicals in Our Water

December 6, 2025 by aixuanwang Leave a Comment

Hera L-Y, a senior at BIM, conducted a series of water-quality analyses on samples collected from several local areas during her free time. After testing samples from Falls Church, Loudoun County, Washington, D.C., Montgomery County (MD), and Alexandria, VA, she discovered a significant discrepancy between Alexandria’s results and those of the other regions. We recently interviewed her about her process and findings.

Hera, I know you’ve been doing your own research on Polyfluoroalkyl substances (PFAS) in our water, and it was recently written about in the Alexandria Times. How did you get started looking into forever chemicals?

In the summer after my sophomore year, I did an internship in a chemistry lab in China, and the professor who was mentoring me introduced me to PFAS and gave me a project to work on with the help of some graduate students. I learned a bunch of different simulation software and then simulated the interactions between PFAS and proteins. We used Perfluorooctanoic acid (PFOA), which is really common. We studied its interaction with bovine serum albumin, which is a protein in cows very similar to human serum albumin but a bit less complicated.

We found that the binding energy was really strong, which told us that PFOA was really likely to bind to the protein. And then we calculated how much the protein changed after interaction with PFOA and found it hadn’t changed much at all. We realized that because the interaction was so stable, the body wasn’t recognizing it as a foreign particle. But binding to the protein could still knock it out of service.

Hera presenting on PFAS during her internship.

It harms protein function without triggering any sort of immune response? That doesn’t sound good.

Not good.

So your lab work got you interested in PFAS. How did you get from there to testing local water?

After that summer, I knew that this was something that I wanted to continue looking into. I built my own website about PFAS, trying to, like, educate people as much as possible about products that contain them. And then in March or April of 2024, I started this project. What sparked the whole thing was that I found these filters online that let you test your own tap water’s PFAS level. So I bought two and tested my tap water, and then also tested boiled water, because my family drinks a lot of tea.

Then I wondered if the concentration in my home would be different from my friends’ homes. So I tested in a bunch of different towns: Arlington, Alexandria, Loudoun, and Falls Church. The average was around 9-10 PPT, but there were two outliers. Loudoun was really low, around 3.5 PPT. And I actually expected that to happen because they advertised that they are implementing things to filter out PFAS. So I knew Loudoun was going to be lower than the rest, but then I found that my first result for Alexandria was 22 PPT, more than twice the average. At first, I thought it might have been an experimental error, so I tested again at a different location in Alexandria. That one came back 17 PPT, so less, but still way more than average.

Hera collecting water samples with young campers during the Environmental Science summer camp she led.

So what was going on with Alexandria’s water?

What I did was look into the water sources for all the counties. So I tested the Potomac River and the Occoquan Reservoir, because those are the two main sources of water in Northern Virginia. Both were in double digits. The Potomac was around 15 PPT, and the Occoquan was 21 PPT, both of which are lower than the first Alexandria reading, which was a little confusing. But concentrations do vary with rainfall.

I reached out to a few newspapers because I’ve never seen this covered before, and I got connected with the journalist who wrote the article. We did some research and found an article from 2023 that talked about how Alexandria had an actionable level of PFAS. The mayor at the time was talking about how they were going to do something to stop it, but their levels are actually higher now. So clearly, they didn’t really do anything.

What’s next with this project?

It’s kind of on pause right now for college applications, but I definitely want to continue it in college. Because we know PFAS are bad for us, but we don’t know the extent of how bad. There’s a strong correlation between the concentration of PFAS in someone’s body and liver cancer. I do know that the liver is the main thing that detoxes your body. Because PFAS are so non-degradable, they kind of build up in your liver over time. I’m curious about the biochemistry there.

Sounds fascinating. I look forward to hearing more about it in the future. Thanks, Hera!

You can also read about Hera’s findings in the Alexandria Times.

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.

Walking in Their Shoes: Leadership Steps Into the Classroom

December 5, 2025 by sarahpeterson Leave a Comment

What does a typical day look like for a BASIS Independent Fremont Bumblebee? This year, our Lower School leadership team isn’t just observing from the sidelines—they’re finding out firsthand.

In a new initiative launched this fall, members of our leadership team are spending full days immersed in student life across different grade levels. No phones. No laptops. No stepping out for meetings. Just the complete student experience of sitting at desks, participating in activities, and moving through the daily schedule alongside our Bumblebees.

Learning by Living It

Recently, Mr. K Wagoner, our Director of Academic Programs, joined our grade 4 Calcium cohort for an entire school day. From morning arrival through dismissal, Mr. K Wagoner experienced the rhythm and rigor of a BASIS Independent Fremont education from a student’s perspective—tackling problem sets, collaborating with classmates, and navigating the transitions that make up a student’s day.

The goal? To gain deeper insights into the classroom experience and curriculum our students navigate daily, ensuring we’re providing the optimal learning environment and support.

Beyond Observation

This initiative represents a departure from traditional classroom observations or walkthroughs. By truly stepping into student roles, even for just a day, our leadership team gains perspectives that can’t be captured from the back of the room or through data alone.

“We can look at data and observe classrooms, but there’s something irreplaceable about actually experiencing what our students experience,” explains Mr. J Wagoner, Head of Lower School. “This initiative is about ensuring our leadership decisions are grounded in the reality of student life, not just what we think happens in classrooms, but what actually happens. When you sit in a student’s seat, you understand their day in a whole new way.”

Over the coming weeks, different members of our leadership team will rotate through various grade levels, building a comprehensive picture of student life across our Lower School campus.

Fresh Perspectives

For Mr. K Wagoner, the experience proved eye-opening. “Spending the full day in a grade 4 classroom gave me a completely different perspective on the student experience,” he shares. “You notice things about pacing, transitions, and cognitive load that you simply can’t see from the back of the classroom. I came away with a deeper appreciation for both the rigor our students manage daily and the skill our teachers bring to creating engaging, purposeful learning environments.”

This commitment to truly understanding our students’ daily experiences reflects the heart of what makes BASIS Independent Fremont special—a willingness to learn, adapt, and always put students first.

Want to learn more about the BASIS Independent Fremont experience? Contact us to schedule a tour and see our vibrant learning community in action.

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.

The Importance of Unstructured Play: Daily Recess Enriches Student Life at BASIS Independent Bellevue

December 5, 2025 by emilyhughes Leave a Comment

Why Recess Matters

Families often ask what recess looks like at BASIS Independent Bellevue. With our school’s reputation for academic rigor, it’s natural to wonder whether students still have time to move, play, and unwind. The answer is a definite yes. Recess is an intentional and consistent part of every school day. Across grade levels, students step away from academics to reset, recharge, and enjoy unstructured play. An article published by the American Psychological Association(2023) stated, “A wealth of research shows that unstructured play—play that isn’t organized or directed by adults or older peers and that generally doesn’t have a defined purpose or outcome—is a fundamental necessity for children to thrive physically, emotionally, mentally, and socially.” These breaks support their physical health, social development, and overall readiness to learn when they return to class.

Recess in Action

At BASIS Independent Bellevue, recess takes place in a safe and varied space. There are many different activities for students to choose from. There are four four-square courts and one gaga ball area. We have a full soccer field, a basketball area with hoops, and movable volleyball nets. There is also a large swing set with four swings. For younger students, there is a climbing set with monkey bars and another with a slide. We also see students using their creativity to create games of their own or explore in the nature around them. These spaces give every child a safe place to play and enjoy.

Grade 3 students experimenting with leaves.

During recess, three teachers walk across the whole field to keep students safe and help solve problems quickly. At the same time, other staff members, including the health coordinator, the school counselor, and the Dean of Students, are always available if extra support is needed. This system makes sure students get the right help, should they need it.

Our rules are clear but also flexible. When students have different ideas about the rules, teachers set a time to meet with them. We listen, discuss, and make changes together. For example, we recently observed students having some disagreements on the basketball court. Students sometimes could not agree on which exact rules to follow. Some wanted to play by NBA rules, while others preferred the youth league rules they knew from practice. Instead of stopping the play, we helped them organize a team meeting. Together, they chose leaders, drafted rules, and later discussed the details during their Academic Enrichment time. Soon, the new rules were printed and shared with everyone. Now the basketball games run more smoothly, and students know they built the system themselves. This gave them a sense of empowerment, because the solution came from their own voices!

The way recess is organized allows students of different ages to play together. Many families have siblings in our school, and it is also common to see older students connecting with their younger brothers or sisters. They let them take turns, show kindness, and include them in games. These small moments make our recess warm and welcoming, and helps students grow in friendship and care.

At BASIS Independent Bellevue, all grade levels have recess built into the school day, from Kindergarten through grade 12. In the Primary grades, students might be found exploring nature or playing on the playground structure. In the Middle and High School grades, students often engage in games of soccer, football, or basketball. No matter the grade level, the purpose of recess remains the same—providing unstructured time for students to connect with their peers and develop physically, emotionally, mentally, and socially.

Recess plays a meaningful role in daily school life. Over the years, it has shown itself to be more than playtime. In these valuable breaks, students practice perseverance as they keep trying in games, show active learning when they create and adjust rules, strengthen community through teamwork, and demonstrate empathy when they support classmates. The lessons learned at recess promote the well-being and success of all students, both in the classroom and beyond, by fostering resilience, building social connection, and renewing engagement in learning.

References:

The Many Wondrous Benefits of Unstructured Play. American Psychological Association (CLAY). (2023, September 26). https://www.apa.org/topics/children/kids-unstructured-play-benefits

From Day One: How we Foster Belonging and Growth

December 3, 2025 by anjalijoshi Leave a Comment

Starting at a new school is an exciting transition—one filled with possibility, discovery, and new routines

A Strong Start

At BASIS Independent Manhattan, a PreK-grade 12 private school in NYC, we know that a strong start begins with more than academics. Students thrive when they feel confident, connected, and supported, both socially and emotionally. From the moment families join our community, we surround each child with a thoughtful system of support grounded in clear expectations, consistent routines, and nurturing relationships.

What is Our Approach at the Lower School?

A Thoughtfully Designed Transition for Every Student

Whether a student is joining us from PreK to grade 5, advancing to a new grade, or transferring mid-year, our faculty and Student Affairs teams work together to ensure each child feels ready—emotionally, socially, and academically.

We begin with:

Individualized onboarding including our Student Affairs Team and educators connecting with new families prior to the start of the school year

Early relationship-building, such as pairing new families with a current family to help them feel welcomed and informed

Predictable, structured routines that set expectations, introduce students to the available resources, and nurture confidence during a child’s transition into a new school community

School Perspective: Supporting Student Connections

Hear from our Director of Student Affairs, Ms. Bandarenko as she explains how she supports new students socially and academically as they transition into a new community.

The Role of Social–Emotional Learning at BASIS Independent Manhattan

Our approach to Social-Emotional Learning (SEL) is embedded in daily interactions, classroom practices, and community routines. Students learn how to:

1. Build resilience and perseverance
2. Develop independence and self-advocacy
3. Strengthen communication and conflict-resolution skills
4. Form positive peer relationships
5. Navigate new environments with confidence

Creating a School Culture Where Every Student Can Thrive

We prioritize:
1. Dependable routines and joyful structure
2. Daily opportunities for connection
3. Intentional, developmentally aligned expectations
4. A strong partnership with families

Top Left: Director of Student Affairs, Ms. Bandarenko, and a new student get acquainted. Top Right and Below: Lower School Dean of Students, Ms. Rodriguez, meeting with a student.

We believe when students feel known, they feel empowered—and when they feel empowered, they thrive.

Curious how our Subject Expert Teachers, Deans, and Student Affairs teams support students academically and emotionally? We would love to meet your family at our Lower School on the UWS in NYC!

Visit Us!

A Day in the Life: Geo Y., Grade 8

December 3, 2025 by sarahpeterson Leave a Comment

BASIS Independent Fremont Upper School is where academic rigor meets opportunity. Grade 8 students take high school-level courses, lead campus initiatives, and explore everything from artificial intelligence to creative fiction. It’s a balance of academic depth and personal exploration—and no two students’ schedules look quite the same. To show you what that looks like in practice, we followed Geo through his day.

Meet Geo

Geo has been at BIF since grade 4, when he transferred from another private school in the area. Now in grade 8, he moves through a day that includes Pre-Calculus, high school Honors English, and Creative Writing, while also serving on the National Junior Honor Society and participating in Journalism, AI, and Robotics clubs. Outside of school, he’s a gamer (currently into Hollow Knight, though Minecraft dominated for years) and takes coding and Chinese classes to deepen his technical and linguistic skills.

Let’s follow Geo through a typical day to see what grade 8 at BIF really looks like in action.

Period 1 (8:25-9:10): Pre-Calculus AB with Mr. Sharma

Today is test day. Students are being assessed on trigonometric functions, covering right triangles, the properties of the six trigonometric functions, application problems, and inverse trigonometric functions. It’s a rigorous start to the morning, but exactly the kind of mathematical foundation that prepares BIF students for high school and college-level work.

Academic Enrichment (9:15-9:25)

Period 2 (9:30-10:15): French IB with Madame Laquidara

Period 3 (10:20-11:05): PE & Health 8 with Mr. Pappas

After stretches and warm-ups, students play kickball—a chance to move, compete, and practice the collaborative skills they’re developing across all their classes.

Period 4 (11:10-11:55): Lunch

Period 5 (12:00-12:45): English 8 with Ms. Hotaling

Period 6 (12:50-1:35): Physics 8 with Mr. Smith

Today, students prepare for their upcoming unit test on Forces—reviewing concepts and working through practice problems that will demonstrate their mastery of the material.

Period 7 (1:40-2:25): Creative Writing with Mr. Bradshaw

Period 8 (2:30-3:15): U.S. History with Mr. Loero

Office Hours (3:20-4:00)

When the final bell rings, Geo’s day continues with the clubs that fuel his interests beyond the classroom.

Journalism Club has Geo writing articles for the student newspaper, “The Yellow Pages”. His current piece explores the holiday spirit at BIF. “I think that has taught me a lot of valuable experience,” he notes—developing both writing skills and the ability to capture the school community’s voice.

Curious about what your student’s day could look like at BIF? We’d love to show you around. Click here to schedule a tour, attend an upcoming open house, or reach out to our admissions team to learn more about BASIS Independent Fremont Upper School.

What Makes Senior Year at BASIS Independent Schools Truly Exceptional

December 2, 2025 by nathanielyinger Leave a Comment

At BASIS Independent Schools, the final year of high school is much more than the average senior year — it’s a powerful transition from advanced classroom learning to meaningful, real‑world academic application. Here’s how we do it differently, and how our BASIS Independent Dublin campus is uniquely positioned to empower students for college and beyond.

1. A Curriculum Designed for Depth and Distinction

By grade 11 most students have completed their required coursework, freeing up their senior year to focus on three key pillars: Capstone Courses, College Counseling, and the Senior Project.

Capstone Courses
Students take Capstone Courses during the first two trimesters of their senior year. These teacher-designed teacher‑designed courses go beyond breadth, diving into topics at a university‑level depth — and the Subject Expert Teachers bring their passion and expertise to light in every class. Example courses include, but are not limited to:

• Contemporary Renditions of the Classics
• Economics of Water Resources
• Differential Equations
• Econometrics
• Corporate Finance
• Introduction to Gothicism and Horror
• Game Theory and Behavioral Economics
• French Literature and Film

• Advanced Java Topics & Machine Learning
• Introduction to Linguistics
• Linear Algebra
• Industrial Chemistry
• Multiversal Fiction
• Multivariable Calculus
• Rhetoric and Communications
• Topics in Modern Physics

The seminar or lab‑style format mirrors what students will encounter in college, helping them build habits of independent thought, collaboration and project‑based learning.

2. College Counseling Built Into the Curriculum

We integrate a dedicated College Counseling module into the senior year: a daily class during the first two trimesters where each student works alongside their College Counselor to craft college and scholarship applications, refine essays, conduct mock interviews, and align decisions with their personal goals.

This is more than a guidance office pass‑through. Students meet individually with counselors during class time, in an environment built for focus, peer support, and high expectations. That means better planning, deeper fit, and stronger applications — exactly the kind of experience families exploring BASIS Independent Dublin are seeking.

3. The Senior Project: Real Work. Real Impact

For the final trimester, seniors apply everything they’ve learned in high school to a three‑month, off‑site Senior Project, designed and executed by the students, with coaching from both an internal faculty advisor and an external professional mentor (lab director, entrepreneur, researcher, etc.).

Our seniors start by designing a research question that is often centered on a subject they are passionate or curious about. Then they embark on a journey to answer it, documenting and analyzing their findings as they go. They partner with both an internal and external advisor to support and guide their research. Students may choose to conduct their research in the form of internships or experimental research at university research labs, field work abroad, or research conducted remotely from home. From explorations into new-age technology to cutting-edge medical advancements to social justice, the Senior Project offers students the opportunity to channel their innate curiosity. This experience readies them for the type of self-direction and self-discipline expected in an undergraduate and graduate setting.

This project culminates in a public presentation to the school community—demonstrating academic rigor, professional maturity, and real‑world relevance. It’s the ultimate capstone to the BASIS Independent Schools experience, and at the Dublin campus it offers students local access to the Bay Area’s rich research ecosystem, internship opportunities, and global perspectives.

Examples of Senior Projects completed by recent graduates of BASIS Independent Fremont and BASIS Independent Silicon Valley include:

• Transportation Planning for Safer and More Efficient Intersections
• From Nerves to Nodes: Creating a Bionic Arm through 3D Printing
• Tackling a National Epidemic: Developing a Mobile Application for Mental Health
• Helping Alameda County Unhoused Students Pursue Further Education
• Detecting Fast-moving Near-Earth Objects with a Novel Deep Learning Algorithm
• Adaptive Glove System for Real Time Piano Learning Assistance
• Graffiti, The Punk Movement, Hip-Hop Culture, and Socioeconomic Oppression

• Exploring Plant-Based Dyes for Sustainable Fashion
• Using Image Recognition to Assess Forest Areas Prone to Wildfires
• Jaws: The Classic that Doomed Sharks
• A New Perspective of the Beautiful Game: Material Composition and Aerodynamics of a Soccer Ball
• Response to Tragedies as Portrayed in Contemporary Chinese Films
• Searching for a Universal Solution to Common Small Business Marketing Problems
• Analyzing the Quantum Hall Effect in Apollonian Gaskets

Why This Matters

• Global Readiness: Our Dublin location gives students access to a vibrant hub of research, technology, and innovation—preparing them for success at leading universities and careers worldwide.

• College Fit + Success: The embedded college counseling program ensures students don’t just apply to top schools, they enroll at the right schools for them.

• Hands‑On, Future‑Ready Work: The Senior Project gives students a portfolio piece, professional mentor network, and presentation experience — a differentiator in the competitive admissions landscape.

“Our senior year gives me the ability to pursue exactly the subjects I want to pursue in college, without being constrained by required courses. This makes the scheduled classes more than just coursework – they’re truly enjoyable with passionate teachers that make the classes inspiring and motivating.” – Harini N., Senior at BASIS Independent Fremont

The final year of high school should be transformational. It’s not simply “wrapping up high school” — it’s the launch‑pad to college and career success.

Ready to Learn More?

If your family is considering BASIS Independent Dublin, we invite you to connect with our admissions team to explore how our unique senior‑year program aligns with your student’s goals. Let’s design a path that leads to success — and sets your student apart.

Contact Our Admissions Team

Day of Service + Celebrating A Culture of Service

December 2, 2025 by jogoldfarb Leave a Comment

Service is a core value at BASIS Independent Brooklyn. We regularly ask our community to contribute positively, not just to our school but also to the broader community with acts of service. Faculty and administration encourage students to ask how they can help and to seek opportunities to provide needed support in age-appropriate ways. They also challenge our older students to lead with action and purpose, to advocate for and strengthen our community.

Right before Thanksgiving Break, our entire High School participated in the 5th Annual Day of Service, working with five local non-profits the morning of Tuesday, November 25th. Students were given options of service projects to participate in, and this Giving Tuesday, we wanted to feature the organizations that partnered with us on that day, as well as in recent programs and drives. Each organization’s website is linked below to make it easy to find out more about their great work and donate directly to them.

DAY OF SERVICE PARTNERS

JASA

High School students traveled to our Lower School campus, held discussions with our youngest Cubs about the importance of service, and assembled 70 toiletry kits for recently unhoused seniors now in one of JASA’s assisted living centers.

PortSide New York

Our students painted three signs, refilled the bases of educational signs, and set up holiday decorations aboard the Mary A. Whelan ship, a model for NYC’s waterfront future via advocacy and direct service.

Partnerships for Parks

Our students collected 100 bags of leaves and litter at Coffey Park in Red Hook.

Sean Casey Animal Rescue

Our students walked dogs housed at the Sean Casey Animal Rescue. They spent the morning learning about the Sean Casey Animal Rescue, which is an animal-welfare group that finds homes for dogs, cats, birds, and rabbits based nearby in Brooklyn.

Letters Against Isolation

Students assisted teachers and administrators with tasks to organize and beautify our school, and students wrote more than 75 cards for Letters Against Isolation to send to seniors for encouragement and support.

ONGOING SERVICE PROGRAM + DRIVES

Red Hook Art Project (RHAP)

Currently, two High School students volunteer to teach weekly guitar and chess with the inspiring students at Red Hook Art Project. We have had an amazing partnership through the years that has involved specific drives as well as homework help.
Our National Honor Society recently collected hundreds of donations for RHAP’s Thanksgiving Food Drive and direct donations to their catered meal fund.

LifeStory Club

High School Students in our National Honor Society recently held a session to write birthday cards in several languages for homebound seniors brought together through this fantastic organization, focused on building community among seniors across New York City.

Heights and Hills

Before Thanksgiving Break, students in Gr. 3-5 made more than 300 cards for Heights and Hills to include in the Thanksgiving meals they delivered to homebound seniors across Brooklyn.

Camp Friendship Food Pantry

Our High School students regularly volunteer at the weekend Food Pantry, which serves 350 people weekly from Gowanus/Park Slope/Sunset Park. The number of families has grown substantially this year.
BASIS Independent Brooklyn families raised $450 for the Camp Friendship School Supply Drive this summer.

The Alex House Project

Our Toy Drive is now underway for The Alex House Project, which empowers young parents in Brooklyn with resources, support, and housing solutions. Deadline for donations is December 10^th. Please consider supporting this effort. Toys can be dropped off at the Front Office of either campus.

Heart of Dinner

One of our Gr. 11 students worked with Mandarin teachers across Gr. 1-11 to decorate more than 400 bags for Heart of Dinner’s meal delivery to Asian seniors in NYC during the Thanksgiving season.

On top of these programs, our National Honor Society and National Junior Honor Society members volunteer hundreds of hours at various organizations each semester. We are proud of the students we educate at our school, and they give us hope for the future. Cultivating a core value of service is an important part of education, and we are proud to play our part in giving back to underserved communities right around our school as well as in the broader New York City area.

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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.