Academics

Parent Perspectives Shared at Our Fall Open House

November 3, 2025 by jogoldfarb Leave a Comment

At BASIS Independent Brooklyn’s recent Open House, several parents spoke on a panel about what drew them to our school and what stands out most based on their years in our community. We wanted to capture the conversation to help others understand what makes our school stand apart. Many thanks to all our parents for sharing their experiences!

Paul C. (Dad to Jasper in Gr. 10)

We were talking to one of my wife’s aunts, who lives in Arizona, and she told us that they’re building a BASIS [Independent] School in Brooklyn, and she told us that we needed to do whatever we could to get our kid into it. She’s an educator in Arizona, so she was very familiar with the BASIS Curriculum. That’s why we came to the school and took the tour, and it was so inspirational. Literally, my wife was crying because it just felt like this is what we’re looking for.

This school has a reputation for being a really challenging school. However, the truth is, in our experience – and it’s been about 10 years now – that BASIS [Independent Brooklyn] is going to make your kid a better student, no matter what their capabilities are. That’s what’s most important.

The other thing that I loved in this whole process and journey, are the relationships that my son has developed with the teachers along the way. They talk about classes; they talk about movies and more. He’s leaned into a lot of different and varying interests here. I think that is possible when you are at a school that has a smaller student body. The school and the teachers You’re able to have a more meaningful relationship with the students and nurture their interests.

Seema S. (Mom to Sonia in Gr. 6):

My daughter, Sonia, started here in third grade, so this is her fourth year at Basis. Our family is very happy with Basis. When we started looking at schools, we were looking at different public and private schools. My husband was very keen on BASIS Independent Brooklyn. He’s an engineer by background. So, he was looking for a rigorous STEM education. I was a little bit skeptical because I wanted a more well-rounded, and I thought BASIS [Independent Brooklyn] might be too STEM-heavy.

We’ve been really impressed with the breadth of the curriculum. For example, Basis offers classes in creative writing, philosophy, drama, music, and choir. The administration has been building out its sports program as well. In fourth grade, the kids put on a school play – Alice in Wonderland, and it was amazing. It was so impressive. The students even designed the props, and the acting was great. My daughter loves her creative writing class. So, I think it’s a very well-rounded education.

Ralf S. (Dad to Frankie in Gr. 5 and Alba in Gr. 7):

I’m the very lucky father of two daughters here at BASIS Independent Brooklyn. Frankie is a fifth grader, and it’s her eighth year at the school. Alba is a seventh grader, and it’s her tenth year at BASIS Independent Brooklyn. We came to the school for many of the same reasons as the other parents mentioned. In 2014, there was a newspaper article about a new school in Brooklyn with a world-class learning culture and high-level education that combines that with the joy of learning. It sounded great on paper because that’s a virtuous circle: The more they learn, the more they enjoy learning, the more they learn. It’s just this positive upwards spiral, and that’s definitely been proven to be so over the past 10 years.

Let me just pick a couple of specific reasons why we love the school.

One, my daughters learn a lot overall, but they also learn how to learn. And that’s almost more important to me than any specific subject matter. For example, they learn about time management and organizational skills. It is so important that they learn how to organize themselves, how to communicate, and how to deal with “struggle”. These kids have the skills to learn.

Second, we love that the school normalizes failure. I actually think BASIS [Independent Brooklyn] is a super nurturing school. If you look up the word nurturing in the dictionary, it says that it means “to help somebody develop and succeed.” And that’s exactly what the school and the teachers do.

As mentioned, one example is to normalize failure. For example, in science, let’s say you have a project to build a bridge, you build your project while working with your team. Then let’s say the bridge doesn’t hold the weight that you wanted it to hold. Okay, that’s fine. You deal with it. You talk to your classmates. You talk to teachers, you go to student hours, and you just try again. It’s okay to fail. And then you pick yourself up and try again.

In my opinion, one of the most important things to succeed in life is developing resilience and grit and never giving up. And BASIS [Independent Brooklyn] kids have an abundance of that because they’ve just learned this throughout their classes. I think it’s much better to have these experiences and to learn skills dealing with failure now rather than when you’re going into college.

Rajashree C. (Mom to Leandra in Gr. 5):

My daughter has been at BASIS [Independent Brooklyn] from Kindergarten. Now she is in fifth grade, so we are entering middle school. We have a lot of respect for how they manage the transition from primary to middle school. This year, we’re really navigating what it means to not have what they call a Learning Expert Teacher. Students navigate classes of their own, move from one class to another. A couple of weeks ago I came in for the Meet the Teacher Night, and sometimes I’m surprised by all my daughter learning. I went home, and I asked her, “Do you feel like this is okay?” And she responds very confidently, “Yeah, it’s fine.” And this is how it’s been. It’s been an evolution.

Whatever level your students are at, based on my experience, BASIS [Independent Brooklyn] will help your students grow and be more responsible for their own journey and their own sort of pathways. That’s what’s been most interesting to me – how Leandra has grown.

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Thank you to our parents for sharing their experiences with prospective families, and thank you for the honor and privilege of educating your children!

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.

Rigorous Curriculum, Personalized Support: How We Help Every Student Thrive

October 31, 2025 by sarahpeterson Leave a Comment

When prospective families learn about our spiraling curriculum—where students typically work one year ahead of traditional schools and high schoolers manage 3-5 AP courses simultaneously—we often hear the same question: “Will my child be able to handle this?”

It’s a valid question, especially for families considering transferring from public school programs. But here’s what makes our approach different: academic rigor doesn’t mean leaving students to sink or swim. Our commitment to challenge goes hand in hand with an equally strong commitment to educating the whole student and providing individualized support.

Meeting Students Where They Are

Every student’s academic journey is unique. Some arrive ready to sprint ahead, while others need time to build confidence in new areas. That’s why we’ve designed comprehensive support systems that ensure each student receives exactly what they need to progress and thrive.

Throughout the school year, we use internal testing data to gain a clear picture of where each student stands. This information doesn’t just sit in a file—it drives action. Our educators use these insights to identify students who would benefit from our Enrichment and Intervention programs, creating a responsive learning environment that adapts to each child’s needs.

Enrichment: Challenging Students to Reach Higher

For students who are ready for additional challenges, our Enrichment Program provides opportunities to dive deeper and think bigger. At the Lower School, these students work with their teachers and our Specialist Expert Teacher on advanced individual or group projects that go beyond the standard curriculum.

These aren’t just “extra” assignments—they’re carefully designed experiences that integrate higher-order thinking skills like analysis, creation, and evaluation. Students apply their knowledge in new and innovative ways through hands-on activities that make learning come alive.

Take, for example, a project currently underway with third graders. Our Specialist Expert Teacher, Ms. Bhora, is working with students who have mastered multiplication by arrays. Rather than simply moving on to the next concept, these students are designing farms with differently sized animal pens—a real-world application that brings multiple mathematical concepts together.

“The students and I are having a wonderful time creating a Farm Map and Budget while applying multi-digit multiplication using estimation, partial product method, standard algorithm, and fractions,” Ms. Bhora explains. “So far, the students have designed a farm map featuring six different farm animals. They calculated how much area each animal will need, the fraction of the farm’s total area per animal, and added the fractions to double-check their work. They have now started working on the budgeting portion. I gave them the annual cost of raising an animal. They need to calculate the total cost per animal and estimate whether a given amount will be enough to run the farm each year. The kids and I are having a lot of fun doing this enrichment project.”

This is enrichment in action—taking mastered skills and applying them in engaging, complex scenarios that prepare students for real-world problem-solving.

Intervention: Providing Support When Students Need It

Just as some students need additional challenges, others benefit from extra support in certain subjects or content areas. Our Intervention Program ensures that no student falls through the cracks.

When a student is identified for intervention support, they don’t work with just one teacher—they work with a whole team. This includes their Learning Expert Teacher, Subject Expert Teacher, Specialist Expert Teacher, Dean of Students, and Director of Student Affairs. Together, this team creates an individualized plan tailored to address the student’s specific needs.

These customized plans might include support with organization and project management skills, in-class assistance to ensure understanding of new concepts, or one-on-one and small group sessions with our Specialist Expert Teacher at the Lower School or Director of Student Affairs at the Upper School.

What’s crucial is that this isn’t a “set it and forget it” approach. The team continuously tracks the student’s progress, adjusting the plan as needed to ensure it’s having the desired outcome and the student is moving forward.

Student Office Hours: Support on Demand

Beyond our structured programs, teachers at both our Lower and Upper School campuses offer Student Office Hours throughout the week. This open-door approach gives students the flexibility to seek help when they need it.

During these sessions, students can work with teachers one-on-one or in small groups. Some use this time to ask clarifying questions, while others work through challenging assignments with guidance. Still others seek additional challenges to deepen their understanding of subjects they’re passionate about.

This accessibility sends a powerful message to students: asking for help is encouraged, not stigmatized. Seeking challenges is celebrated. Your teachers are your partners in learning.

The Bottom Line

Yes, our curriculum is rigorous. Yes, we challenge students to reach higher than they might in traditional settings. We recognize that challenge without support isn’t education—it’s just stress.

Our approach ensures that every student—whether they need an extra push forward or a helping hand along the way—receives the personalized attention they need to succeed. Academic excellence isn’t about pushing every student through the same program at the same pace. It’s about helping each student discover what they’re capable of achieving when they have the right support system behind them.

That’s the difference between rigor and rigidity, and it’s what allows our students to not just survive our challenging curriculum, but to truly thrive within it.

Ready to see how personalized support and academic rigor work together? Schedule a campus tour to experience our learning environment firsthand and discuss how we can help your child thrive.

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.

A Day in the Life of a Grade 4 LET – Ms. Strider!

October 23, 2025 by emilyhughes Leave a Comment

My name is Ms. Strider and I am the Grade 4 LET (Learning Expert Teacher) at BASIS Independent Bellevue. I stay with my class of students throughout the day, supporting both their academic development and personal growth. While Grade 4 students follow a full schedule similar to upper grades, my role is to help them build responsibility and independence as they prepare for Grade 5. I work closely with our Subject Expert Teachers (SETs) to collaboratively teach each subject, ensuring lessons are engaging and connected across disciplines. Because I see my students in every class, I gain a deep understanding of their learning needs and strengths. This allows me to form meaningful relationships with families and provide thoughtful, and accurate updates on student progress throughout the year.

My day with Grade 4 begins at 7:55 AM when I pick my students up from the multi-purpose room and we head to our lockers to get ready for our day. Students get to say hello to their friends each morning, catch each other up on their fencing practice or dance rehearsal, and get the last of their wiggles out before it is time for class.

Period 1: Science with Ms. Delp!

The first five minutes of each class look fairly similar throughout the day. Students are filling out their CJs (communication journals) and following any directions on the board as a warm up. In Science, students’ daily warm up is to copy down the notes from the board into their science folders so they have all the necessary information ready to go when it is time for a discussion or to start collecting data. Ms. Delp and I work together to provide Grade 4 students with materials, guidelines, and data points for a variety of different scientific activities. In the first month of school, we have measured our wingspans and compared our lengths to that of birds, tested if double stuffed Oreos are actually doubled stuffed, and explored surface tension by adding singular water droplets to pennies. Once we have our notes, completed our experiments, and graphed our data, it is time to clean up, pack up, and line up for our next class.

Period 2: Specials—Music, Art, Drama or Engineering!

Primary students have a variety of specials throughout the week. This morning’s special is Engineering with Ms. DiBattista! Our Specials classes look different than the classic LET/SET model. During these classes, I sometimes work with small groups of students in various levels of reading groups conduct interventions or enrichment. Today, I pulled a few of my students to conduct a reading intervention activity, while the rest of my class did an engineering lesson with Ms. DiBattista. Students’ reading levels are decided by our process of reading assessments that happen once per trimester. With that data, students are placed into small groups, of 3–5 students, and work directly with me on various reading strategies such as identifying the main idea, providing text evidence, or determining character motivation. Building these skills will help students in English class, advance their literacy skills, and most importantly, allow them to be able to read and understand texts independently.

Period 3: English with Ms. Tseng!

Just like in Science class, students begin class by filling out their CJ’s, noting any homework or upcoming assessments, and working independently on their warm ups. Ms. Tseng and I usually collect this work and begin getting students ready for their Novel Study. Currently, we are reading The Phantom Tollbooth! We take turns reading pages in the book between Ms. Tseng, myself, and the students. Learning to annotate texts is a skill we are building and growing in Grade 4. The Phantom Tollbooth is great practice for these skills, as it has several settings and characters. Ms. Tseng may pause the reading to point out a vocabulary word that we need to write down. I may also pause when we meet a new character to take notes about their description and add a sticky note annotation. English class flies by when everyone is so invested in the story! Time to clean up, pack up, and line up for lunch and recess.

Period 5: Math with Ms. Tessler!

These consistent classroom routines make a huge difference in the lives of the students and the teachers. No matter what subject, students know exactly how each class is going to start and exactly what each teacher is expecting their behaviors should be. Grade 4 enters math class, fills out their CJs, and begins their math warm up. Math warm ups are usually a set of problems covering material that we learned the day before. I will go over the warm up with the class, model the work on the board, and answer any questions. Ms. Tessler will get the class set up and ready for notes in their math notebooks. As students are taking notes or working on their independent math assignment, this is a great time for me to look for students who are exhibiting qualities of P.A.C.E (perseverance, active, community, and empathy). Students who show one or more of these qualities at any time during the day receive a PACE Pass. Students turn in their earned passes to the front office to enter the grade level weekly raffle for a chance to win a small prize every Friday. Once all of our daily math tasks have been completed, it is time to clean up, pack up, and line up!

Period 6: Specials or Mandarin!

Three days of the week, Grade 4 has Mandarin class. There are two different Mandarin classes that students are sorted into from the beginning of the year based on ability-level. I do not attend Mandarin class, so I spend this time meeting with SETs, planning reading groups, or having an extra cup of coffee and a snack.

However, this afternoon is Drama with Mr. Mullens! Once all of the students have entered the drama space, filled out their CJs, and listened to Mr. Mullens’ daily expectations, I begin pulling another round of small reading groups. Groups can meet once, twice, or three times a week depending on students’ needs for reading and decoding texts. In Drama class, students are working in three different casts to write their own scripts for the upcoming spring performance. Even though some students are pulled away during the script writing, the entire cast works collaboratively and is able to quickly and effectively fill in any students upon their return to the classroom.

AE (Academic Enrichment) Time!

All students Grade 4 and above have a 20-minute AE period each afternoon. There are a variety of ways to spend a Grade 4 AE period: study hall, brain breaks, or most often, SEL (Social Emotional Learning), lessons and activities. For our SEL lessons we utilize a program called CharacterStrong at BASIS Independent Bellevue. Each month is centered around a character trait theme—October’s is Responsibility. Throughout the month, our class engages in mini-lessons, discussions, videos, and games designed to help students learn about and practice being responsible in their daily lives. Because academic expectations are high on this campus–even in the primary grades–it’s important to remind students that they are more than their grades, and that being a kid is about learning and growing in all areas of life.

Period 7: History with Ms. Rieger!

Our last core class of the day, but procedures and expectations remain the same. Students enter the classroom quietly, fill out their CJs with today’s topic, homework, and upcoming tests. Warm ups in History require students to have their binders and answer the questions on the board neatly on a piece of notebook paper. When the five–minute timer goes off, I read each question with the students and go over the answers. Often in this course there is some background information to read before students can dive deep into the new content, analyze cause and effects, and collect evidence. At the beginning of class I will read the passages with the students and have some student helpers annotate for vocabulary and important details. Then Ms. Rieger will share her slides, photographs, or stories about the time period we are focusing on and begin to ask critical thinking questions to the class. After notes, worksheets, or discussions, it is time to clean up, pack up, and line up once again.

Period 8: PE with Coach Shelp!

“Welcome to your favorite class!” is the way Coach Shelp begins PE. This class is different from Art, Music, and Drama because I always attend PE with my class. PE is a great way to get moving and learn about sportsmanship. Students begin each PE class by jogging some laps around the gym. Once we are warmed up, it is time to play—dodgeball, soccer, pickleball and more! We congratulate our teammates and exchange kind words with our opponents. Time flies in PE and then it is time to grab all of our belongings from our lockers and go home!

After all of my students have been picked up from dismissal, I meet with my co-teaching SETs to collaborate on lessons for the following week. After school you will find me at home in the coziest pajamas crocheting or snuggling with my cat. Another great day in Grade 4!

A Day in the Life: Grade 6

October 16, 2025 by mirandamartinez Leave a Comment

What does a typical day look like for a grade 6 student at BASIS Independent Schools? We followed Uma, a student at BASIS Independent Fremont, through her day to find out—and to hear how she navigated the transition from her previous private school to BASIS Independent Schools’ rigorous academic environment.

Meet Uma

Uma joined BASIS Independent Fremont in grade 5 after moving from another private school in the area. Like many students who join in middle school, she had questions about what the transition would be like—and whether she’d find her place in a new academic community.

Today, Uma is thriving. Outside the classroom, she balances swimming (breaststroke is her specialty), soccer, piano, and will soon add fencing to her roster. She loves spending time outdoors and has built strong friendships across campus.

But the beginning of her journey looked different. “At first, I did not want to come to BASIS Independent Fremont (BIF). I didn’t want to leave my old school,” Uma remembers honestly. The first day felt overwhelming—until a classmate extended a hand. “This girl came up to me and said, ‘Hey, I’m Sunny. Do you want to sit with me at lunch tomorrow?’ I was just kind of keeping my head down the whole day, but then all of a sudden someone in my class just came up to me.”

That moment changed everything. “Actually, quickly, I really liked it. I met different people, some were from my old school, and I was able to make new friends.”

The academic adjustment took focus and effort. “Classes were obviously harder than in my old school. I struggled a little bit, but I got up to speed after about a month. My teachers were good, and they helped me, and there were Office Hours. Office Hours really help.” With the right support systems in place, Uma found her footing—and then some.

Her advice to families considering BASIS Independent Schools? “It seems hard at first to change schools, but you know, BIF has a lot of really nice people. The teachers are kind, they’re supportive, and I’ve really enjoyed my time here.”

So what does a day in grade 6 actually look like? Let’s walk through Uma’s schedule—from Latin translation to physics experiments—and see how the combination of challenging coursework and strong support systems helps students like Uma succeed.

Period 1 (8:25–9:10 AM): Latin IB with Mr. Baldwin

Uma’s day begins with Latin, where students build vocabulary, grammar, and translation skills while exploring life in the Roman Empire. Through Latin texts and historical sources, they investigate how different people—citizens, immigrants, enslaved individuals, and women—lived and contributed to Roman society.

Today, students worked in their “Legions”—collaborative small groups—to answer comprehension questions before sharing insights with the class.

Academic Enrichment (9:15–9:25 AM)

This brief period gives students time to prepare for their day—finishing assignments, studying for tests, connecting with friends, or simply taking a mental break. Academic Enrichment at BASIS Independent Fremont is held outdoors in their Quad and is monitored by a combination of teachers and administrators, specifically their Student Affairs Team, ensuring students have a safe and supportive environment to start their morning.

Period 2 (9:30–10:15 AM): PE & Sports 6 with Mr. Mosley

Physical education for grade 6 emphasizes communication, perseverance, and learning to respond constructively to both success and setbacks. Students explore the FITT principle and develop healthy habits that extend far beyond middle school. FITT stands for Frequency (how often), Intensity (how hard), Time (how long), and Type (what kind).

This week introduced flag football, with students learning gameplay fundamentals and building teamwork skills on the field.

Period 3 (10:20–11:05 AM): Pre-Algebra with Ms. Yaru

Pre-Algebra bridges arithmetic and higher-level mathematics, preparing students for Algebra I and Geometry. The curriculum covers essential concepts, including fractions, decimals, proportions, algebraic expressions, scientific notation, and real-world problem solving.

Today, students worked through algebraic equations—and Uma has discovered something unexpected. “My favorite class is Math. I never thought I’d say that, but Ms. Yaru makes it nice and easy. I like the way she teaches.”

*Grade 6 students take either Pre-Algebra or Algebra I and Geometry as their math course.

Period 4 (11:10–11:55 AM): Lunch

BASIS Independent Schools looks for local hot lunch providers that can offer a variety of meal options for special dietary needs, including vegetarian and nut-free.

During lunch, Uma plays four-square with friends. The competitive game sometimes brings intense moments, but she’s developed perspective. “I think I’ve just gotten a little bit more mature since coming to BIF. I’ve learned how to deal with situations and just go on with it.”

Period 5 (12:00–12:45 PM): Middle School Art with Teacher Danae

Students in grade 6 select a fine arts elective. Uma’s is Art. In this elective, students develop 2-D and 3-D art-making skills through traditional and contemporary techniques. The course emphasizes individual expression, historical perspective, and art as communication, with projects inspired by both contemporary and historical artists.

Students are completing their Album Cover Portraits, creating transformative works based on reference photos of subjects meaningful to them. Uma’s portrait features her older sister.

Period 6 (12:50–1:35 PM): English 6 with Mr. Gailliard

English 6 develops lifelong communication skills through five core components: conventions, reading, writing, scholarship, and reasoning. Students strengthen their command of grammar and punctuation while building critical thinking abilities and foundational research skills that support learning across all disciplines.

Today’s focus was on identifying helping verbs—fundamental building blocks of effective writing.

Period 7 (1:40–2:25 PM): Physics 6 with Ms. Yaru

Physics introduces students to the language that describes the physical world around them. Through core topics including motion, forces, energy, and electricity, students learn to apply mathematics to physical relationships. Hands-on demonstrations and laboratory sessions help students investigate everyday physics—from how bicycles work to what happens inside a battery.

Today, students learned to calculate speed using the gradient of a distance-time graph, connecting mathematical concepts to physical motion.

Period 8 (2:30–3:15 PM): World History & Geography I with Ms. Sagal

This course traces global human history from the Paleolithic Era through the Renaissance, examining major events and civilizations across Africa, Europe, Asia, Oceania, and the Americas. Students develop historical thinking skills—comparing civilizations, analyzing causes and effects, and constructing arguments from primary and secondary sources.

Today’s lesson explored the social and political characteristics of the Norte Chico civilization, one of the earliest complex societies in the Americas.

Office Hours (3:20–4:00 PM)

Teachers hold Office Hours throughout the week, for both students and parents, offering flexible one-on-one and small group support. Students use this time to ask clarifying questions, work through challenging material, or explore subjects more deeply. One day each week, grade 6 students enjoy unstructured outdoor time during this period.

While today is an outdoor day, Uma typically spends Office Hours with Ms. Yaru, working on math. “I did not want to do Office Hours at first, but this year, I’ve gone to all the math office hours, and it’s really helped me. I was not good at math before, but now I think I’m doing pretty well.”

After school, Uma heads to swim practice to work on her breaststroke technique, soccer training, or piano lessons. With fencing starting soon, she’s adding another dimension to her already active schedule—proof that rigorous academics and rich extracurricular experiences go hand in hand at BASIS Independent Schools.

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.

A Day in the Life: Uma V., Grade 6

October 16, 2025 by sarahpeterson Leave a Comment

What does a typical day look like for a grade 6 student at BASIS Independent Fremont (BIF)? We followed Uma through her day to find out—and to hear how she navigated the transition from her previous private school to BIF’s rigorous academic environment.

Meet Uma

But the beginning of her journey looked different. “At first, I did not want to come to BIF. I didn’t want to leave my old school,” Uma remembers honestly. The first day felt overwhelming—until a classmate extended a hand. “This girl came up to me and said, ‘Hey, I’m Sunny. Do you want to sit with me at lunch tomorrow?’ I was just kind of keeping my head down the whole day, but then all of a sudden someone in my class just came up to me.”

That moment changed everything. “Actually, quickly, I really liked it. I met different people, some were from my old school, and I was able to make new friends.”

Her advice to families considering BIF? “It seems hard at first to change schools, but you know, BIF has a lot of really nice people. The teachers are kind, they’re supportive, and I’ve really enjoyed my time here.”

Period 1 (8:25–9:10 AM): Latin IB with Mr. Baldwin

Today, students worked in their “Legions”—collaborative small groups—to answer comprehension questions before sharing insights with the class.

Academic Enrichment (9:15–9:25 AM)

This brief period gives students time to prepare for their day—finishing assignments, studying for tests, connecting with friends, or simply taking a mental break. Academic Enrichment is held outdoors in our Quad and is monitored by a combination of teachers and administrators, specifically our Student Affairs team, ensuring students have a safe and supportive environment to start their morning.

Period 2 (9:30–10:15 AM): PE & Sports 6 with Mr. Mosley

This week introduced flag football, with students learning gameplay fundamentals and building teamwork skills on the field.

Period 3 (10:20–11:05 AM): Pre-Algebra with Ms. Yaru

*Grade 6 students take either Pre-Algebra or Algebra I and Geometry as their math course.

Period 4 (11:10–11:55 AM): Lunch

BIF offers a hot lunch service that caters from several local restaurants, providing multiple menu options from each. The restaurants rotate throughout the year, giving students variety in their daily choices.

Period 5 (12:00–12:45 PM): Middle School Art with Teacher Danae

Students are completing their Album Cover Portraits, creating transformative works based on reference photos of subjects meaningful to them. Uma’s portrait features her older sister.

Period 6 (12:50–1:35 PM): English 6 with Mr. Gailliard

Today’s focus was on identifying helping verbs—fundamental building blocks of effective writing.

Period 7 (1:40–2:25 PM): Physics 6 with Ms. Yaru

Today, students learned to calculate speed using the gradient of a distance-time graph, connecting mathematical concepts to physical motion.

Period 8 (2:30–3:15 PM): World History & Geography I with Ms. Sagal

Today’s lesson explored the social and political characteristics of the Norte Chico civilization, one of the earliest complex societies in the Americas.

Office Hours (3:20–4:00 PM)

Learn more about our Middle School Program here.

Subject Expert Spotlight: How Dr. C Redefines Biology at Our NYC Private School

October 7, 2025 by christineklayman Leave a Comment

At BASIS Independent Manhattan, our passionate Subject Expert Teachers (SET) are the secret ingredient to delivering our advanced curriculum in an engaging way, helping students take intellectual risks and make real-world connections outside of the classroom.

This month, we spotlight Dr. Chubaryov (Dr. C), our Biology SET at the Upper School in Chelsea, who teaches AP and Honors Biology in addition to AP Environmental Science to our high school students. After reading about her approach in the classroom and what makes her one of the best teachers in Manhattan, come and see for yourself at one of our Fall Open Houses.

The Spark: From Opera to Observation

In August, Dr. C balanced a full life that brought huge changes at the start of this school year: she graduated from her PhD program at NYU and got married. Yet, her focus remains on the students. Dr. C’s own passion for biology was ignited in high school by an amazing teacher who made the subject exciting—even “cool.” A fond memory that sticks with her is how her biology teacher would play opera music while instructing the class on how to do dissections. This mix of creativity and deep study informs her teaching today.

Two female students performing a dissection in biology class

Thinking Like a Scientist: Beyond Memorization

Once in high school at BASIS Independent Manhattan, students have already completed three years of physics, biology, and chemistry. With this preparation and budding passion for biology, Dr. C can immediately help grow her students’ intellectual curiosity. She also challenges them to take risks that go beyond just learning biology, helping them feel confident to “do biology.”

Dr. C is one of the best subject expert teachers in manhattan, demonstrating a hands-on learning lab for her students

From NYU PhD to Chelsea Classroom

To enable her students to be active participants, Dr. C emphasizes that they are scientists in training. She often brings her doctoral research into the classroom, sharing personal anecdotes about her work in the NYU lab studying Hirschsprung Disease. These stories help her students connect abstract concepts – like cellular signaling or genetics – and their real-world applications. Dr. C notes that this is when she really sees her students thinking like scientists: reasoning through how biological systems interact and discovering both the beauty and relevance of biology in everyday life.

three female students present a biology poster on cell organelles

A Nurturing Academic Environment

When asked about their teacher, students immediately get wide-eyed and say she is great because of her duality. Dr. C’s teaching style is direct, but it is constantly peppered with personal anecdotes about her PhD studies that bring the subject to life. Students also appreciate how she holds them accountable, but does so by consistently performing “checks for understanding” to ensure every student feels supported. This exemplifies the nurturing academic environment at BASIS Independent Manhattan, where students feel inspired to safely take intellectual risks and achieve their highest potential.

student presenting to her peers in the classroom

The Takeaway

BASIS Independent Manhattan’s unique model, featuring passionate Subject Expert Teachers who deliver an advanced curriculum in a nurturing environment, is why we are recognized among the best NYC private schools. It’s designed to empower students to think critically and achieve great success.

Our Entire Class of 2025 and Approximately 70% of High School Students Awarded AP Scholar Distinction

October 3, 2025 by jogoldfarb Leave a Comment

At BASIS Independent Brooklyn, we prioritize celebrating our students’ accomplishments. Today, we can proudly share that all members of our Class of 2025 and nearly 70% of our high school students qualified as Advanced Placement (AP) Scholars during their tenure at our school. Students move from AP Scholar to AP Scholar with Honor and then AP Scholar with Distinction. With the 2025 scores, BASIS Independent Brooklyn students earned the highest-ever average AP test score of 3.94 as well as the highest-ever passing rate of 94%.

“We reached a milestone this year with every one of our seniors receiving an honor of AP Scholar or higher this year at BASIS Independent Brooklyn,” said Josh Harmon, Head of School for BASIS Independent Brooklyn’s Upper School. “When looking at all students in grades 9-12, our students earned the highest average score yet of 3.94 across all the exams and a pass rate of 94%. This is possible due to a number of factors: the strong drive of our students, an outstanding curriculum that spirals through the years, the expertise of our teachers, and the overall support offered by our faculty and Student Affairs team.”

AP Scholar awards recognize students who have demonstrated both a depth and breadth of knowledge and whose work has shown college-level mastery across multiple disciplines. The College Board awards the following distinctions for AP exams, and we have students who have achieved all levels.

AP Scholar: students who received a score of 3 or higher on 3 or more AP exams.

AP Scholar with Honors: students who received a score of 3 or higher on 4 or more exams, and have an average score of at least 3.25 across all exams taken.

AP Scholar with Distinction: students who received a score of 3 or higher on at least 5 exams, and an average score of 3.5 across all exams taken.

Nationwide, only about 10% of students earn the distinction of AP Scholar or higher by the time they graduate (based on historic data provided by the College Board). We are thrilled to share some of the top accomplishments here:

80 students in our high school were named AP Scholar (or higher distinctions), representing approximately 67% of our high school, after the exams were taken in May 2025.

Approximately 63% of our seniors received the AP Scholar with Distinction, the highest award offered by the College Board.

Congratulations to all our students who have earned an AP Scholar Award for their performance on the exams during their High School tenure. See the full list of student recipients updated to include the 2025 results below:

AP Scholar: Students who received a score of 3 or higher on 3 or more AP exams.

Victor Bergman-B. ’25

Dana B. ’26

Matthias B. ’25

Leo B. ’25

Leonardo C. ’27

Joaquim H. ’26

Gabriel H. ’26

Rachel K. ’25

Ethan L. ’27

Summer L. ’26

William M. ’28

Hendrix. N. ’25

Jason P. ’25

Saajan P. ’26

Ishan P. ’28

Julia R. ’28

Gabe S. ’26

Willa S. ’27

Sasha T. ’25

Vivian W. ’27

Victor Y. ’27

Erica Z. ’26

AP Scholar with Honors: Students who received a score of 3 or higher on 4 or more AP exams and have an average score of at least 3.25 across all exams taken. Nationwide, only about 6% of students will graduate high school with this degree of recognition or higher. Nearly all of these honorees have done so well before graduation.

Bodhi D. ’27

Laith J. ’25

Audrey L. ’27

Viola L. ’25

Noah N. ’27

Nolan S. ’27

Isabella Y. ’27

AP Scholar with Distinction: Students who have a score of 3 or higher on at least 5 exams, and an average score of 3.5 across all exams taken. These students have already completed at least a semester’s worth of college credit while still in high school. Only about 4% of graduating seniors nationwide receive this award, and less than 1/10th of 1% of students receive it after sophomore year.

Overall, in our high school, more than 50 students received this honor:

Wyatt A. ’26

Orsen A. ’27

Iris Autier-B. ’27

Maya B. ’27

Philip B. ’26

Henry B. ’27

Jack C. ’25

Nathaniel C. ’26

Mia C. ’26

Nicolas D. ’25

Colin D. ’25

Axel F. ’25

Petra G. ’27

Alexa G. ’26

Abraham G. ’27

Douglas H. ’27

Archie H. ’26

Maxwell H. ’25

Mateo K. ’25

Sofia K. ’27

Katherine K. ’26

Lianna L. ’26

Aidan L. ’25

Harrison L. ’27

Thomas M. ’25

Sabrina M. ’26

Varick M. ’27

Maddox M. ’25

Sefir O. ’26

Talin P. ’26

Crosby P. ’27

Gustavo P. ’25

Kanika R. ’26

Noah R. ’26

James R. ’25

Skye S. ’25

Zahra S. ’26

Hudson S. ’27

Nadia S. ’25

Xinyi S. ’26

Bowen S. ’27

Gregory S. ’26

Maxim S. ’25

William S. ’27

Hugo S. ’27

Jasmine S. ’26

Indi S. ’27

Olivia S. ’27

Ryan T. ’25

Beckham V. ’26

River W. ’26

Photo (above): Our Class of 2026 posing with Head of School Josh Harmon and College Counselor Matt Brauch.

Please join us in congratulating our Bears!

BASIS Independent Bothell is Open

September 26, 2025 by mallorykilbreath Leave a Comment

It’s finally here. The opening of the brand-new BASIS Independent School in Bothell was announced over a year ago, in January of 2024. Since then, countless individuals have worked countless hours to launch the school.

On September 10, 2025, all of the hard work, dedication, and intensive thought culminated on the first day of school, welcoming over 230 students into the building for the first time. Our founding class of Kindergarten – 7^th Graders has the opportunity to carve out a culture, create traditions, and build a legacy that will remain for every class to follow.

“The journey of getting this school started has been one of the most interesting, complicated, and enjoyable projects I have ever undertaken. Over the past 18 months, I have been privileged to welcome hundreds of parents and students to our community and hire dozens of teachers and administrators to help make this a welcoming place for all our students. Throughout it all, we have all been united under our shared commitment to our students and ensuring that we can provide a space where they can thrive and meet their potential. Now that our doors are open, I feel so privileged to walk into classrooms where that is happening every single day”. Robert Runyon, Head of School

Don’t miss the opportunity to be a part of our community next year.

Visit our School

Meet Our Teachers: Featured Educators from Our Community

September 25, 2025 by sarahpeterson Leave a Comment

This month, our annual Meet the Teacher Night brought BASIS Independent Fremont families together to explore our campus and gain valuable insights into the learning environment that shapes their children’s educational experience. Our teachers opened their classroom doors wide, sharing their passion for education and giving parents that coveted “inside scoop” on what makes learning at BASIS Independent Fremont so special. While Meet the Teacher Night gave a taste of what’s in store, we wanted to take this opportunity to dive deeper and introduce you to three of our exceptional teachers who are making a tremendous impact on our students’ lives.

Getting to Know Our Incredible Educators

Mr. Kasper: Engineering Wonder and Curiosity

Our beloved Engineering Subject Expert Teacher for grades TK–4, Mr. Kasper, has been a cornerstone of our school community for years. His passion for education was cultivated during 17 years of teaching in South Korea, where he discovered his true calling working with elementary students.

What makes Mr. Kasper truly special is his infectious curiosity—the same quality he loves nurturing in his students. “I love teaching because every question from a curious child and every spark of creativity in their work reminds me that learning is not just about answers—it’s about the joy of discovery,” he shares.

In his Engineering classes, students dive into the Engineering Design Process, tackling age-appropriate projects that seamlessly blend math, science, and technology. Through hands-on, real-world challenges, our young engineers learn how to solve problems with tangible benefits while developing crucial STEM literacy skills.

Ms. Bhora: Individualized Excellence in Our New Role

This year, we’re thrilled to introduce Ms. Bhora in her new position as our Specialist Expert Teacher—a role we created specifically to enhance individualized instruction across subjects. After serving as an exceptional Grade 3 Learning Expert Teacher, Ms. Bhora was the natural choice for this important position.

With over 13 years of teaching experience and five years as part of our BASIS Independent Fremont family, Ms. Bhora brings a wealth of expertise to her new role, focusing on academic enrichment in math and English, intervention programs, and support for our Learning Expert Teachers.

“The beautiful thing about working one-on-one is that every student’s path looks different. My job is to help them discover their own way to reach their goals,” Ms. Bhora explains, perfectly capturing the essence of personalized learning.

Ms. Bhora’s approach creates exactly what she believes children need most: a safe, loving, nurturing, and challenging environment where every student can thrive.

Ms. Vicky: Bringing Mandarin to Life

New to our campus this year, Ms. Vicky joins us as one of our Mandarin Subject Expert Teachers, bringing over 20 years of experience in language education and an infectious passion for making Mandarin accessible and exciting.

Born and raised in Taiwan, with educational roots in New Zealand and nearly two decades of experience in the U.S., Ms. Vicky brings a truly global perspective to her classroom. Her expertise spans from preschool through 9th grade, and she’s even the co-founder of the “Fun Learning Mandarin” YouTube channel.

“Starting somewhere new is always an adventure, but the enthusiasm I see from students here makes me confident we’re going to build something amazing together,” Ms. Vicky shares with the optimism that defines her teaching approach.

Through songs, stories, games, and hands-on activities, Ms. Vicky creates an immersive Mandarin experience that connects students not just to language skills but to the rich culture and customs of Mandarin-speaking regions.

Our Meet the Teacher Night was just the beginning of what promises to be an extraordinary year of learning, discovery, and growth. These three educators, along with all our incredible teachers, are ready to inspire, challenge, and support every student on their unique educational journey.

Here’s to a year filled with curious questions, creative sparks, and amazing discoveries!

Learn more about our world-class educators here.

Celebrating a Record-Breaking Year for Academic Excellence

September 19, 2025 by christineklayman Leave a Comment

We are thrilled to celebrate a truly outstanding year of academic achievement at BASIS Independent Manhattan, as our students have once again surpassed expectations on their Advanced Placement (AP) exams and earned significant recognition from the College Board and the National Merit Scholarship Corporation.

This year’s results are a testament to our students’ dedication and our teachers’ commitment to fostering a culture of excellence. We are incredibly proud to announce that 69% of our AP test-taking students received AP Scholar Awards, a remarkable achievement that demonstrates consistent growth since our first AP exam administration.

By the Numbers: Our Students Continue to Excel

The achievements of our students speak for themselves:

35 students have earned AP Scholar Awards across various categories.
4 juniors have received a Letter of Commendation from the National Merit Scholarship Corporation for their outstanding performance on the PSAT/NMSQT.
Our students’ average AP score was an impressive 4.28 out of 5, significantly higher than the overall average for the rest of the country and abroad, which was 3.12.

graphic showing average ap score and number of ap scholars

A Track Record of Growth and Success

Our commitment to academic excellence is reflected in the steady growth of our AP Scholar recognition year after year. The number of students receiving these prestigious awards has consistently grown since our first AP exam administration.

2022-2023: 47% of test-takers were recognized as AP Scholars
2023-2024: 51% of test-takers were recognized
2024-2025: 69% of test-takers were recognized

“The year-over-year increase in how many of our students are honored as AP Scholars is a fantastic representation of the BASIS Independent Manhattan program and the teachers who deliver our curriculum,” said Ms. Cyndriel Meimban, Director of Academic Programs. “Hard work, dedication, and intellectual curiosity have enabled them to excel at the highest levels of academic achievement, and we are incredibly proud of their outstanding accomplishments on the AP Exams.”

This upward trend is a clear indicator of our students’ rising potential and the strength of our rigorous academic program.

Recognizing Our Scholars

We would like to celebrate every one of our students who worked tirelessly to achieve these results. Their hard work and determination are truly inspiring.

National Merit Scholarship Program Commended Students

Maxfield S.
Sean F.
Symir T.
Zixi Y.

national merit scholarship commended students

AP Scholar	AP Scholar with Honor	AP Scholar with Distinction
Daniel C. (Gr. 10)	Joshua Ag. (Gr. 10)	Finn B. (Gr. 10)
Anderson C. (Gr. 10)	Aidan B. (Gr. 10)	Stella C. (Gr. 11)
Isabella D. (Gr. 10)	Yujia (Zoe) G. (Gr. 10)	Charles D. (Gr. 11)
Or H-U. (Gr. 10)	Saira K. (Gr. 10)	Sean F. (Gr. 11)
Julia N. (Gr. 11)	Lucia M. (Gr. 10)	Eli F. (Gr. 11)
Evan N. (Gr. 10)	Apostolos R. (Gr. 10)	Felix H. (Gr. 10)
Julien N. (Gr. 10)	Charles S. (Gr. 10)	Kaylee H. (Gr. 10)
Uliana T. (Gr. 10)	Andrew S. (Gr. 11)	Arry J. (Gr. 12) + AP Capstone Diploma
		Lola O. (Gr. 11)
		Marcus P. (Gr. 12) + AP Capstone Diploma
		Maximilian R-J. (Gr. 11)
		Dashiell S. (Gr. 11)
		Maxfield S. (Gr. 11)
		Alex S. (Gr. 10)
		Joshua (J.J.) S. (Gr. 10)
		Symir T. (Gr. 11)
		Amelie W. (Gr. 10)
		Zixi Y. (Gr. 11)
		Isabella (Izzy) Z. (Gr. 10)

Congratulations once more to these bright minds and the supportive teachers and families who have helped them along the way. We are incredibly proud of their accomplishments and look forward to their continued success!

Interested in learning more about our program? We invite you to visit our school at an upcoming Fall Open House on October 25 (PreK–5) and October 26 (Gr. 6–12) or contact our Admissions team to see if BASIS Independent Manhattan is the right fit for you.

BASIS Independent Manhattan, a private school offering PreK through Grade 12, is based in Manhattan, New York. Students thrive alongside Subject Expert Teachers as they engage in a liberal arts program with STEM offerings.