Academics

National Junior Honor Society at BASIS Independent Bellevue

January 21, 2025 by mirandamartinez Leave a Comment

The National Junior Honor Society (NJHS) plays an integral role in building up the students in our Middle School Program as young leaders. As one of the premier student organizations in the nation, NJHS empowers members to contribute meaningfully to their communities while excelling academically. This year, our NJHS chapter has been busier than ever as our school continues to grow.

Character, Citizenship, Leadership, Scholarship, and Service.

The National Junior Honor Society (NJHS) pillars—character, citizenship, leadership, scholarship, and service—align with BLV’s mission to foster well-rounded students. NJHS encourages students to pursue academic projects and take the lead on initiatives that benefit their community. In grade 10, students transition to the National Honor Society (NHS), which introduces additional requirements to further their growth. This progression reflects BLV’s commitment to teaching foundational skills and guiding students toward confidently reaching higher levels of achievement.

The number of members fluctuates yearly depending on the number of applicants. The admittance process is rigorous, and students must re-apply annually. Students need to have earned high marks in school, complete the application questions which show examples of how they work to achieve the pillar characteristics, and write an essay based on the chosen topic. Once they have submitted their application, it is looked over by the Chapter Head and by the faculty committee which is made up of teachers from our school.

Currently, our chapter has 30 students, each doing their best to stay committed to upholding NJHS’s principles. Becoming a member of NJHS at BASIS Independent Bellevue is an honor and a responsibility. Membership requires ongoing dedication. Students must maintain strong academic standing, contribute 15 volunteer hours, and participate in NJHS activities. Students have done many creative projects such as cleaning up parks and leading informational lessons at libraries. These expectations and activities of NJHS ensure that members remain engaged and committed to their personal growth and community impact.

NJHS at BASIS Independent Bellevue: This Year so Far

At the beginning of the school year, students who had been accepted into the BASIS Independent Bellevue NJHS chapter joined the organization during our Induction Ceremony. During this event, select students read passages relating to the five pillars. Students then took their NJHS oath and received their certificate from Head of School, Dr. Thies.

In the months of November and December, BASIS Independent Bellevue hosted a food drive in partnership with Renewal Food Bank. During this time, NJHS students had the opportunity to volunteer with counting, storing, and organizing the food and hygiene products that were donated. At the end of the food drive, NJHS students went to deliver the food to the bank and received a tour to learn more about the food bank process and the communities impacted by the donations.

Lending support to our on campus community is also a passion for many of our NJHS students. For example, four grade 8 students from NJHS are currently working on a student-led project. To help support their peers in grades 6 through 8 who are taking their Pre-Comprehensive exams at the end of January, they have partnered with the primary students to create encouraging notes. The primary students wrote personal messages of support which the grade 8 students then attached to folded origami cranes that they had hand-crafted.

As our learning community grows further, NJHS is becoming a force that strengthens our student body. Through their dedication to service, leadership, and character, NJHS members set an example for their peers.

Our Grade Span: Student Learning and Leadership Opportunities

January 6, 2025 by mirandamartinez Leave a Comment

BASIS Independent Bellevue first opened its doors in 2022, offering classes for grades 2 through 7. Since then, we have continued to expand our program offerings and as of the 2024–2025 academic year, our campus now has students in grades 2 through 9.

Looking ahead, our learning community plans to branch off into two distinct campuses. The current campus will ultimately be an Upper School, serving grades 5 through 12, housing both our Middle and High School programs. Plans are in motion to build a Lower School across the street. This brand-new facility will be dedicated to our Primary Program where students learn within our celebrated SET/LET co-teaching model.

While our current span of grade 2 to grade 9 might seem unconventional, it gives our current students the chance to cultivate learning and leadership opportunities. Older and younger students on our campus get to work together in meaningful ways, enriching the educational experience for all involved.

Head of School Dr. Thies emphasizes the value of this collaboration: “I love the fact that our grade span allows our younger students to work closely with our older students. It creates unique leadership opportunities and allows our high school students to learn more about what we offer as part of our Primary Program.”

Community Through Collaboration

BASIS Independent Bellevue strives to connect students of various grades through creative, fun, and meaningful avenues. When students have positive interactions with one another it creates a culture of trust, mentorship, and positivity. Examples of this collaboration can be seen across our campus at varying grade levels.

Working on Basketball Fundamentals in Physical Education

Adham is a Grade 9 student who gets involved in our community by taking time from his Academic Enrichment sessions to help with physical education classes.

Adham recently helped grade 3 students improve their basketball skills by focusing on basketball fundamentals. Physical Education instructor Ms. Ziolkowski enjoys having the younger students work with a positive role-model who can not only teach them about how to play sports but also emphasize values such as respect and sportsmanship. Ms. Ziolkowski states, “Adham is a huge help! He did not need any guidance in managing a gym full of energetic third graders. His positive attitude and encouragement create an uplifting atmosphere, and he is always ready to assist students who need help with instructions or activities. His friendly demeanor and leadership skills make him a fantastic role model for younger students. He has been a wonderful addition to my classes.”

Peer Support in Mandarin Class

In Ms. Pan’s Mandarin class, collaboration extends to language learning. Cindy in grade 9 is another student at BASIS Independent Bellevue who takes time during the week to help younger students work on their Mandarin skills. On Tuesdays, you can find Cindy volunteering during Academic Enrichment sessions, helping younger students refine their language skills. Her efforts not only reinforce her own understanding of the language but also provide invaluable support to younger students who are taking on the often-challenging task of learning how to learn a new language in an academic setting.

Ms. Pan says, “Cindy is an exceptionally responsible student who demonstrates remarkable dedication. She attends Chinese class every Tuesday to assist the grade 2 students in learning Mandarin. Cindy’s kindness and commitment to her work are truly commendable. She skillfully teaches the students how to write Chinese characters accurately, making a significant impact on their learning experience. The students greatly enjoy having Cindy in the classroom, and every Tuesday, they eagerly anticipate her arrival. Through her consistent efforts and dedication, Cindy has earned the respect and admiration of everyone.”

Making a Learning Community Across Grades

One of the greatest benefits of our unique grade span is building comradery at our school while preparing students for real world scenarios. When students get older, and eventually enter college and the workforce, they will interact with people from various age groups and backgrounds. Traditional academic experiences often silo students into working exclusively with peers of their age and a handful of select individuals who are older or younger. At BASIS Independent Bellevue, students gain early exposure to collaboration with people who are at different ages and stages in their educational journeys, a skill that will serve them well throughout their lives.

Building community requires working with people who are at various stages in life—our students are not only learning to meet people where they are at but also are gaining valuable insight to support others in their individual journeys. We are proud of the opportunities our students have and the work they do to support one another. By fostering a culture of mentorship and collaboration, we are not only enriching their academic experience but also preparing them to thrive as leaders and lifelong learners.

A Day in the Life of a Grade 9 Student – Claire!

December 10, 2024 by jessicagrear Leave a Comment

Meet Claire, grade 9, class of 2028! Claire has been a student at our campus since our inaugural year in 2022. She has the unique privilege of being a member of BASIS Independent Bellevue’s first graduating class.

Claire is a pillar of this campus. Like many of our students, she is extremely dedicated to her studies, already taking three AP level classes and working diligently in each of them. But beyond academics, Claire is deeply involved in the fabric of our school community. She is a member of our Student Ambassador Program, Peer Advisory Council, National Junior Honor Society, Advanced Chamber Music Club, Biochemistry Club and will be a co-founding member of our upcoming Red Cross Club. Outside of school, Claire has been playing classical guitar for seven years and enjoys to read and play table tennis. We were delighted to spend the day with Claire to provide a glimpse into a Day in the Life of a grade 9 student at BASIS Independent Bellevue.

Claire begins her day with her World Language class. Beginning in grade 7, our students have the choice between four different World Languages – Latin, Spanish, Mandarin or French. Claire has opted to take French as her World Language and is currently taking French II. In more specialized classes, such as World Languages or Electives, our students begin to explore their individual interests. As a result, our students sometimes find themselves in classes with a very small teacher to student ratio. In Claire’s first period French II class, she is only one of three students! This allows each of the students to build meaningful connections with their teacher, Ms. Chaffee, while studying the language to advanced levels. During this class, we found that students are almost completely immersed in the language – we saw Claire and Ms. Chaffee having a conversation completely in French!

Second period, Claire heads to her Honors English Literature and Composition class, with Ms. Fischer. This is one of two English classes our grade 9 students have in their day, both of which are taught to the Honors level. Our Honors classes are designed to prepare students to take AP classes. Honors Literature and Composition is aimed at strengthening the foundational skill of textual analysis. In this course, students analyze various literary forms, including short stories, poetry, plays, novels and nonfiction. Ms. Fischer helps students dive into questions like “What makes literature meaningful?”, “How do we assign meaning to text?”, and “What messages are being conveyed by text?” Through these essential questions, students learn to develop their own voice as they construct arguments supported by textual evidence.

For third period, Claire is off to Pre-Calculus! By grade 9, all of our students have completed Algebra I, Geometry and Algebra II. Some students have even completed Pre-Calculus in grade 8 and take AP Calculus in grade 9. While we are very proud of our students who are on this advanced math track, it is so important to acknowledge that all of our students are working at advanced levels already. Claire is a great example of a student who is on our ‘standard’ math track which means taking Pre-Calculus in her first year of high school. This course provides an in-depth coverage of 12 major functions their graphs and applications, including Polynomial, Power, Rational, Exponential, Logistic, and Logarithmic functions. The detailed study of trigonometric functions and analytic Trigonometry are emphasized. The course also introduces Matrices, Discrete Mathematics, Statistics with Probability. Next year, Claire will go on to take Calculus at the AP level!

Fourth period, Claire attends AP Physics, her first AP class of the day. This course is an algebra-based, introductory college-level physics course that explores topics such as Newtonian mechanics (including rotational motion); momentum and systems; work, energy, and power; and simple harmonic motion. Students develop scientific critical thinking and reasoning skills through a hands-on approach. As is sometimes the case, today was a quiz day so our observers saw students working hard on a quiz. On non-assessment days, students in AP Physics can often be found engaging in experiments as this class spends 25% of class time on labs.

Next, Claire is off to lunch! Our grade 9 students have open campus privileges, which means they have the ability to choose where they would like to have lunch on campus. After the first trimester of the school year, our grade 9 students also have the opportunity to leave campus during lunch. These lunch privileges allow our high school students to develop their autonomy while learning to manage their time effectively. On this day, we found Claire hanging out with her friends in a Mandarin classroom having lunch and working on homework.

After lunch, Claire heads to Honors English Language and Composition. This class, taught by Ms. Ward, provides students with an introduction to rhetoric, research, and composition. While reading works drawn from a range of disciplines and historical periods, students acquire foundational knowledge and skills related to the rhetorical analysis of nonfiction texts. As writers, students gain practice in the development and revision of evidence-based analytical and argumentative writing, and learn to locate, evaluate, and cite a range of sources in support of their arguments. The course deepens students’ understanding of how and why communicators make choices based upon the rhetorical situation and audience. While observing, we saw Claire working on the first outline of an essay. Students had previously participated in a murder mystery game where they were presented with various clues and evidence about a “murder” that had taken place. Using the evidence provided, they began crafting thesis statements as the start of their essay. These thesis statements were then used to create the outline we saw Claire working on.

Next, Claire has a 20-minute Academic Enrichment period that we call AE. AE provides students with quiet time for them to work on homework or study. AE is also utilized by staff members to convey important announcements or work on Social Emotional Learning strategies. For example, every Monday, all students have Mountaineer Monday activities, which are developed by our School Counselor and focus on our Character Themes of the Month. On other days, our College Counselor uses the AE period as a touchpoint with high school students, sharing leadership opportunities with them and checking in about upcoming events.

Once AE is over, it is time for Claire to attend AP United States Government and Politics. This course is designed to give students an analytical perspective on government and politics in the United States, and it includes both the study of general concepts used to interpret U.S. government and politics and the analysis of specific examples. On the day prior to our observation, students had worked in groups to complete an activity called hexagonal thinking, which acted as a review for their most recent unit. Each group of students was asked to choose 25 terms, documents or quotations from the most recent unit and make connections between each of them. Of those 25 items, they needed to create a detailed explanation for six of their connections. During our observation, we were able to see Claire and her group present their six explanations to the class! This type of work is designed to prepare our students for their upcoming AP exams in May.

Finally, Claire is off to her last class of the day, AP Computer Science. This class is Claire’s elective class and is currently one of our most popular electives on campus. This course introduces students to computer science with fundamental topics including problem solving, design strategies and methodologies, organization of data, approaches to processing data, analysis of potential solutions, and the ethical and social implications of computing. It includes the study of common algorithms and the use of some of Java’s built-in classes and interfaces for basic data structures, as well as a structured lab component with of a minimum of 20 hours of hands-on lab experiences integrated throughout the course. On this day, students were working on a project focused on creating a text-based adventure game!

After school, Claire heads home to practice her guitar and get some well-deserved rest! She is an excellent representative of BASIS Independent Bellevue and we are so proud to have had the opportunity to share a day of learning with Claire. We extend our thanks to Claire and her family for allowing us to highlight her!

Giving Thanks: How Our Teachers Bring Thanksgiving into the Classroom

November 30, 2024 by aixuanwang Leave a Comment

Thanksgiving is a season of gratitude, reflection, and shared traditions, and our teachers have found creative ways to bring these themes to life in their classrooms. From storytelling and art projects in PreK to exploring food chemistry in high school, students across all grades have been connecting with the holiday spirit while honing their skills and expanding their understanding. Here’s a glimpse into how our educators make Thanksgiving memorable this year.

PreK-2: Gratitude and Friendsgiving Fun
During November, PreK-2 students delved into Thanksgiving’s spirit through activities combining learning and joy. They explored traditional Thanksgiving foods in class and even used math skills to graph their favorite and least liked dishes. They also learned to use their writing skills to create a list of people and things they were grateful for, including parents, pets, and toys.

The celebration culminated in a “Friendsgiving,” where all three PreK-2 classes came together to make turkey puppets and bond with their peers. Ms. Jen, our Director of Lower School, added a special touch by reading a story about thankfulness to each Early Learning Program (ELP) class. Students then created a gratitude chain, linking paper links with pictures of things each of them was thankful for. This heartwarming display is now visible in the ELP atrium to show how gratitude connects us all!

Grade 3: Turkey and Budgets
Third graders tackled Thanksgiving with a mix of creativity and practical skills. In math class, they explored geometric patterns while designing intricate turkey feathers, from which they learned about the similarities and differences between shapes like parallelograms, rhombuses, and trapezoids.

Students also had a taste of real-world problem-solving by planning a Thanksgiving dinner. With a budget of $50–$60, they selected main courses, side dishes, desserts, and beverages for a feast for eight people. This activity was an excellent way for students to practice their adding and subtracting skills while learning how to make thoughtful, budget-conscious decisions—a lesson that will be useful beyond the classroom.

Middle School: Holiday Tunes and Teamwork
In middle school music classes, students prepare to spread holiday cheer with their first concert of the year. Grade 6 students have been building their instrumental skills by learning festive music and are excited to showcase their progress to parents and peers.

Meanwhile, Grades 7 and 8 elective bands, comprising more experienced musicians, have taken their holiday repertoire to the next level. Not only did they choose some of the songs they were going to perform, but they also started practicing after Trunk or Treat (one of our Halloween traditions before October 31) and made significant progress. We can’t wait to watch the results of their heartfelt commitment and growing understanding of music and teamwork! The upcoming concerts are sure to be a highlight of the season.

Mark Your Calendars!

Monday, December 16: Grades 7–8 and High School Rock Bands
Tuesday, December 17th: Grades 5 & 6 Performances

Grade 10: Chemistry of Thanksgiving Favorites

Honors Chemistry students took a lighthearted approach to Thanksgiving this year by exploring the science behind favorite holiday foods. After watching a video that delved into questions like why muffins rise without yeast and how turkey timers work, students turned to hands-on learning. Using Thanksgiving-themed food items, they constructed molecular models of compounds like tryptophan, amylose, and amylopectin.

Meanwhile, in the AP Chemistry class, students became detectives in a Thanksgiving-themed experiment called Easy as Pie. Through a series of mini-experiments on evidence found in the kitchen, they worked to solve the mystery of who stole Mom’s pie! These creative, hands-on projects offered a fun and interactive way to connect chemistry with everyday life and holiday traditions.

Through these engaging and creative lessons, our teachers have inspired students to connect with the spirit of Thanksgiving while practicing gratitude, teamwork, and curiosity. From colorful crafts to musical performances and molecular models, these activities highlight the many ways our school celebrates learning and community during this special time of year.

We hope everyone had a wonderful Thanksgiving!

Collaborative Coat Drive: Chinese, French, and Spanish Honors Society.

Leadership Spotlight: Middle School Dean of Students Patrick Russell

November 22, 2024 by jogoldfarb Leave a Comment

The Middle School Program at BASIS Independent Brooklyn aims to build strong foundational knowledge across subjects while also nurturing student autonomy and self-discipline needed for advanced critical inquiry important for high school and college. Two Deans of Students help guide that growth and advancement in the critical middle school years at the school. Today we wanted to feature Dean Patrick Russell, who focuses on academic student support in the Middle School years, since prospective families often have questions about the transition to our Middle School Program. Who better than Mr. Russell to speak to the support and best practices brought to help students transition to and thrive at our school.

After graduating from Cornell University in 2016, Mr. Russell joined our team first as a Teaching Fellow. During this time, he shadowed Subject Expert Teachers to learn about the BASIS Curriculum and grow teaching skills and understanding of classroom management. His passion for teaching, skill in connecting with students, and ability to bring subject matter to life was quickly evident. He moved into a Subject Expert Teacher role for both English and French instruction in our Middle and High School Programs. Mr. Russell is a beloved teacher and now a rising star in administration. He is the Coach for our Cross Country and Track Teams, and he has led conditioning and weight training programs for our students.

Would you share what drew you to a career in education?

I was inspired to go into education by my high school English teacher. I was one of the kids not always succeeding in middle school and high school, since the school I attended was very rigid and had a very specific way of doing things. I needed something a little bit different.

My high school English teacher constantly sat me down and we would debrief after difficult lessons or disappointing grades. He would ask what happened, and he listened and made the content more accessible to me. He was also one of those teachers who would assign somewhat non-canonical material that he knew we would read. At the end of the day, this teacher being able to give students challenging material and provide it in such a way that they care, showing up every day with the enthusiasm that he brought, completely turned around my high school experience. He created a course that made every student care.

What appealed to you about joining BASIS Independent Brooklyn first as a teaching fellow then teacher and now Dean?

I wanted to focus on the parts of my job that were the most fulfilling, which were helping students overcome challenges, facilitating their growth as students, and making real connections with people. While I do love the disciplines that I taught, the Dean role allowed for more of those rewarding moments and the opportunity to make a bigger impact on the entire Middle School Program rather than in just my disciplines.

Through the years, I have seen many different teaching styles that have different impacts on students, and I have seen the benefits that all of them can bring. I have also seen where different learning styles work differently for different students. It is so important to give kids the opportunity to figure out what works best for them, which also involves giving them space to experiment through trial and error and fail safely, build back up, and have moments of self-reflection. The pedagogical autonomy afforded to BASIS Independent Brooklyn teachers allows them to provide multiple differentiated routes to the same learning outcomes, which in turn increases content accessibility for students.

You taught middle school English and French before moving into the Dean of Students Role. How did that experience inform your new position?

Coming from a teaching role to administration, I have seen the positive culture and genuine joy around learning at the school. I have seen first-hand also how what works for one student might not work for every student, which reinforced to me the importance of being able to meet students where they are to create a differentiated, supportive approach to instruction.

Tell us about the support in place for students transitioning into the Middle School Program.

We understand that every student is unique—each adjusts to change differently, has their own approach to learning, and defines success in their own way, which is why personalized Student Support is essential to the process of learning and to academic success. Essentially, we provide a range of support to our new students, and we know some students will need more supervision and guidance through a formal program. The first few months of school entail students getting used to their daily and weekly schedule of classes and homework, which may feel overwhelming at first. Our team is present to help students adapt to changes and reestablish positive habits.

Another important skill we prioritize developing is self-advocacy. When students advocate for themselves, they feel empowered to ask for help, take academic risks, and make mistakes in a supportive environment. It involves learning from mistakes and failing safely, knowing that failure is not permanent but an opportunity to grow.

Overall, finding the best way to study and approach academic challenges is a trial-and-error exercise. Our team works with students alongside their Subject Expert Teachers to build work and study habits as well as develop effective time management and organization skills. These skills are incredibly important in Middle School as we prepare students over time for our High School Program and beyond.

You just worked to establish both track and cross country teams at our school. Have you always enjoyed running and being a coach?

Yes, when I grew up cross country and track were my off-season sports. I’ve had a running club at our school as long as I’ve been here. Over time with our revamped ethos on sports where it is a greater part of the holistic student experience, we were able to evolve that club into a competitive team. Also, I recently received my USA Track and Field Level One coaching certification, and I’m excited about it.

Do you mind sharing some fun facts that families might not know about you?

When I was younger, I played hockey in the World Junior Championships for Great Britain. I had to stop playing after graduating college and moving to Brooklyn, but I would love to have time to start again!

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.

The Co-Teaching Model at BASIS Independent Bellevue

November 5, 2024 by mirandamartinez Leave a Comment

When visiting BASIS Independent Bellevue, families often inquire about co-teaching at our school. This is a key component of our Mountaineer learning community: the model of collaboration between Subject Expert Teachers (SETs) and Learning Expert Teachers (LETs) in our primary classrooms. This model has been a trusted staple across our network for over a decade. BASIS Independent Schools utilize this unique co-teaching model to nurture academic growth, creativity, and social development.

The success of this model hinges upon the collaboration between SETs and LETs. Crucially, the SET and LET both carry out specific functions that enables the co-teachers to effectively oversee the classroom. On the one hand, SETs are Subject Experts, with degrees related to their teaching fields. SETs are responsible for delivering advanced content in each core subject and assessing student growth within these specialized fields. SETs also offer student hours to offer curated support when students need help in an area of study. On the other hand, LETs are trained in education and focus on pedagogy, student support, and guiding students throughout their day. The LET formally and informally assess the growth of every student in their class while providing specialized support in areas such as social and emotional learning to make sure their students are ready for their academic journey throughout the year. In a sense, The LET helps students learn to read the compass that leads them through their journey as a Mountaineer, giving them a sense of direction to navigate academic and social moments with clarity, precision, and confidence. With this unique partnership, each teacher brings complementary strengths to create a supportive, versatile, and academically rigorous classroom environment for every student.

The SET/LET model is designed to stimulate a balance between foundational skills and independent thinking. The symbiosis created between the SET and LET also lends itself to enable teachers to be more flexible in the classroom and address specific student and group needs. While crafting the schedule each year, our Administrative team is sure to build in collaboration time specifically for the LETs to meet with the SETs to allow them to partner together to create dynamic and engaging lessons for students. Thus, through their collaboration, teachers working in this model also have opportunities to optimize the classroom for intellectual, social, and emotional growth in real time. This also means that students in our Primary Program have access to multiple teachers as learning resources, offering more support during class time.

The Primary Program

Our Primary Program is intended to spark a love of learning in students. During this time, LETs take on a strategic role in teaching students to learn and leading students from class to class, being a consistent presence in their educational lives to support development. LETs emphasize content knowledge, and the academic tools students need to have ready as the subject-matters they encounter in the classroom become more complex.

Meanwhile, by showing expertise in a field of study, the SET helps students delve into subject-specific materials and gain a long-term vision about where their educational journey will go as they cultivate the discipline-specific skills required for critical inquiry across various subjects.

“Collaborating as a Learning Expert Teacher and Subject Expert Teacher enhances the educational experience by addressing the whole child while also recognizing their unique strengths in specific subject areas. This partnership fosters a deeper connection in teaching and learning, benefiting our exceptional students in remarkable ways.”

– Ms. Tseng, Grade 3 LET

One key class where students learn to apply what they are learning across subjects is the weekly 85-minute “Connections” period where SETs and LETs collaborate to fuel creativity and teamwork. This class acts as a bridge between disciplines, encouraging students to think critically, solve problems collaboratively, and see the bigger picture of their education. By integrating knowledge from multiple subjects, Connections empowers students to develop skills and understand the nuances of life beyond the classroom.

The Bridge Year

In grade 5, considered the Bridge Year, our co-teaching model shifts to refine student independence and accountability. In grade 5, students begin working directly with SETs, as the LET steps back. This transition builds the self-reliance expected of middle and high school students. With this increased independence, our spiraling curriculum becomes essential, allowing students to revisit prior concepts as they delve into new, advanced coursework across subjects like English, math, science, and Latin.

The foundation laid by the co-teaching model in the earlier years thus helps our students succeed in the intermediate grades. Speaking to the way we have laid out these years in our program, our Dean of Students, Ms. Hinton, states, “In the primary grades, with a co-teaching model, we build strong foundational skills in our students. Because there are two teachers, this can look like providing different teaching strategies to address all types of learning, more teaching presence to see and support work, and the ability to reach learners at all levels. In their younger years, students use this model when learning to read. As they get older, they are now reading to learn and build on their foundational knowledge. Grade 5 is an incredibly transitional year for students because they no longer have an LET. This year is when they work on specific skills such as time management, organization, and other facets that are normally supported by their LET. That being said, testing such as pre-comps and comps do not begin until grade 6, that way students can focus on building skills throughout the years instead of acquiring them all at once. Students can find successes in their middle and high school education based on the skills and confidence that are formed within their early education at BASIS Independent Bellevue.”

A Useful Model

The co-teaching model sets BASIS Independent Bellevue apart from other institutions by creating a dynamic and supportive learning environment for students. The benefits of this model include personalized attention, the cultivation of independent thinking, and a useful makeup which leads to the development of strong academic and social skills.

You can learn more about the SET/LET model by touring our school, or attending an Admissions event. Sign up today!

New Teacher Feature: Introducing Ms. Garza!

October 23, 2024 by jessicagrear Leave a Comment

This school year, we are thrilled to have added 12 teachers to our growing community. One such new addition, Ms. Garza, stands out amongst her peers for her enthusiasm and impressive professional background. She joins us as a Humanities Subject Expert Teacher for grades 2 and 3 and works with our Learning Expert Teachers to help students develop their literacy skills to their highest potential.

Ms. Garza attended the University of Texas at Brownsville where she received a partial scholarship to play golf! She now has over ten years of experience in education and has taught Kindergarten all the way through grade 5. She recently moved from Texas to Washington state in July 2024 and joined our team this summer. Since then, she has demonstrated exceptional competency in the classroom and is a supportive presence for our primary students. We sat down with Ms. Garza for an interview to highlight her experience and get her perspective on being a BASIS Independent Bellevue educator.

Professional Background and Experience

Tell us a bit about your journey in education? What inspired you to become a teacher?

“I began my career as a teacher’s assistant for grades 3 – 5. I did this for two years before being hired as a full-time 2^nd grade teacher. I remained in that role for another two years before I moved on to teaching Kindergarten. I was a Kindergarten teacher for three years. During my role as a Kindergarten teacher, I was asked to observe and help manage a cohort of my peers to provide them with meaningful feedback about their instruction. It was through this that I was later asked to apply to be the Assistant Principal for the school!

I was fortunate enough to be offered the position and then worked as the Assistant Principal for the subsequent three years. I loved my time in the administrative role because it allowed me to get a behind the scenes look at how a school runs, but ultimately, I missed being in the classroom and seeing students grow day by day. I love to see that “Aha!” look from students and I missed out on that as the Assistant Principal. That feeling led me to begin looking for teaching positions again, which brought me to BASIS Independent Bellevue. I feel like I have really come full circle because it was my second-grade teacher that helped me fall in love with learning and now, I’m back in the classroom as a second-grade teacher myself!”

What’s been the most rewarding thing from your journey so far?

“In 2018 – 2029 I was named Teacher of the Year at my school, which was a huge honor for me. I was a member of the founding cohort of educators as the school opened and worked to help improve and grow the school community. It was great to see those efforts recognized”

How do you continue to grow as an educator?

“I really love feedback, and I thrive off being observed by my mentors. Of course, I still get a little jittery when admin comes in my room for an observation, but I truly do feel like it has been the most valuable tool in helping me grow as an educator. It is one of the things I love about BASIS Independent Bellevue. There are so many built in observations from mentors that all want to push you to be better.”

Impact

What do you hope your students take away from their time in your class?

“First and foremost, I want to be a role model for my students. I want to demonstrate a love of reading in my own life and hope that translates to their lives. But of course, I also want to impart valuable skills like reading comprehension and writing. I hope they learn applicable skills for the real world while having fun doing it!”

How do you build strong relationships with your students and their families?

“I think it is very important to get to know your students on a personal level. I make sure to take time during our Morning Meetings to ask about their hobbies and interests outside of school. I want them to know I care about them beyond the classroom.

To extend those relationships with my students’ families, I make sure I have regular communication with them. I love to send home positive notes regularly, so the parents don’t just hear from me when their child needs improvement. This is why our Communication Journal is a helpful tool because it allows me to send home regular feedback that I know parents will see. Most importantly, I try to keep the lines of communication open with families so they know we are working in partnership to support the best outcomes for their child.”

If you could give one piece of advice to students joining our school, what would it be?

“I believe if I had a program like our phonics program, Logic of English, when I was younger, I would have fallen in love with reading much sooner. It is important to know that this program may be difficult at first and will take effort to get used to it. We really do challenge our students and expect a lot from them academically, but it’s so rewarding to see them thrive when they master these concepts. I want students to not get discouraged if things don’t immediately make sense to them because we are all here to help them on their journey.”

Teaching Philosophy

What is your teaching philosophy and how do you implement it in the classroom?

“I make sure I have regular collaboration time with my Learning Expert Teachers because it’s important that we are on the same page when we conduct our coteaching lessons. We always focus on making our lessons engaging and fun so it doesn’t feel like we are just reading from a script. We want our students to be up and using the classroom space, so we often utilize things like stations and centers. I love to see students genuinely excited to learn.”

How do you create an inclusive and engaging learning environment for all students?

“Because of our coteaching model, we can utilize small groups in our classrooms very frequently. We often have two or three groups of students working at a time and this allows those students to have closer connections with the teachers and gives them the confidence to be able to share more within the safety of a small group. It allows us the flexibility to differentiate and meet the needs of students more carefully.

I also observe the different personalities and learning styles of my students in the classroom and try to meet those needs. For example, sometimes we have students that are very bright and sometimes take the opportunity to shout out answers and or be a little bit chatty during class time. For those students, I might assign them a teacher helper task so that they can be empowered to use their outgoing personality for leadership in the classroom.”

Can you share how your experience with BASIS Independent Bellevue has been so far?

“My experience with BASIS Independent Bellevue has been nothing but positive. Our students are so driven and bright and they’re always a joy to work with. But what I really appreciate the most has been the culture of support and positivity that is created by the Administration. Our Head of School and Student Affairs Department are always pushing us to be better educators, and they provide so many resources to help us get there. They truly want to see us grow, and this positive support is unlike any other school I have worked at.”

Personal Life

What do you enjoy doing in your free time when you’re not teaching?

“I love to watch my friends do karaoke – but not do it myself, ha! I also really like activities that get me out and moving. Paddleboarding is a hobby of mine that has grown since I moved to Washington because there are so many beautiful spots for it! I also enjoy traveling when I can. My favorite place I have traveled recently was Costa Rica, because I love to be by the beach”

What’s one personal goal you hope to achieve in the next year?

“I picked up running as a hobby and usually participate in a 5k or 10k every month. My goal for this next year is to successfully complete my first half marathon!”

What’s something that people might be surprised to learn about you?

“I love playing golf! It was something I got into during my junior year of high school because it brought me close to my dad. I used to drive the golf cart around for him while he played until he finally convinced me to give it a try. I ended up being pretty good and was able to use it to get a partial scholarship to college!”

A Warm Welcome!

Ms. Garza has shown her dedication to building literacy and reading skills with our primary students. She goes above and beyond to make her classes engaging and fun, inspiring our students to think critically about the world around them and to become participants, not just spectators. Her energy and enthusiasm for her lessons nurtures a love of learning in each of them and it is clear that students feel supported and cared for in her classroom. We are thrilled to welcome Ms. Garza to our faculty this year and we look forward to her continued contributions to our Mountaineer community!

BASIS Independent Schools Solidify Position as Leading K-12 Network

October 22, 2024 by msnyder Leave a Comment

The 2025 Niche private school rankings are here, and BASIS Independent Schools has once again secured its spot as one of the nation’s top, private K–12 institutions! This year, five of our seven campuses were eligible for ranking, and all of them received high honors: BASIS Independent Brooklyn, McLean, Silicon Valley, along with Fremont and Manhattan, which were eligible for rankings for the first time this year. BASIS Independent Bellevue and Bothell, our newest schools, will be eligible for ranking in the next few years.

2025 Rankings: BASIS Independent Schools

National Achievements

State and Region Achievements

Top Rankings by Campus

BASIS Independent McLean: A+ Grade

#1 Best Private K-12 Schools in Virginia

#1 Best High Schools for STEM in Virginia

#1 Best College Prep Private High Schools in Virginia

#1 Best Private High Schools in Virginia

BASIS Independent Silicon Valley: A+ Grade

#3 Best High Schools for STEM in California

#5 Best High Schools for STEM in America

BASIS Independent Brooklyn: A+ Grade

#9 Best College Prep High Schools in New York

#11 Best Private K-12 Schools in New York

#20 Best Private K-12 Schools in America

BASIS Independent Manhattan: A+ Grade
(First year eligible for Rankings)

#15 Best High Schools for STEM in New York

#20 Best Private K-12 Schools in New York

BASIS Independent Fremont: A+ Grade
(First year eligible for Rankings)

#6 Best High Schools for STEM in the San Francisco Bay Area

#9 Best High Schools for STEM in California

#13 Best Private K-12 Schools in the San Francisco Bay Area

Niche, a trusted leader in K–12 school rankings, provides detailed profiles for schools across the U.S. using comprehensive search and data tools. The 2025 rankings are based on an in-depth analysis of key data points and millions of reviews from students and parents. Factors such as SAT/ACT scores, the quality of colleges students pursue, student-teacher ratios, and private school ratings are considered. Data is sourced from the U.S. Department of Education, Niche users, and the schools themselves.

“We are both extremely proud and also not surprised by this recognition and attention for BASIS Independent Schools,” says Toby Walker, Vice President of BASIS Independent Schools. “This year, two additional schools were eligible to be ranked and the impressive rankings for BASIS Independent Fremont (CA) and BASIS Independent Manhattan only goes to show the consistency of excellent across our network of schools.”

These exciting achievements further highlight our continued excellence and commitment to delivering world-class education year after year, and further demonstrates the dedication of our Learning and Subject Expert Teachers, and their unwavering commitment to helping students achieve success at the world’s leading colleges and universities. The strength of our network is evident from coast to coast, consistently delivering outstanding results.

Explore Admissions at a BASIS Independent school today. Find your school.

BASIS Independent Schools offer the high-achieving BASIS Curriculum, which was developed in 1998 and serves students from preschool through Grade 12. BASIS Independent Schools educates students to the highest international levels with a spiraling liberal arts and sciences curriculum benchmarked to the best education systems in the world. Our advanced curriculum, unmatched in breadth and depth, prepares students to be innovative, well-rounded leaders across disciplines. BASIS Independent Schools currently offers private school campuses in California, New York, Northern Virginia, and Washington State.

BASIS Independent Manhattan: A Rising Star in New York City Education

October 2, 2024 by christineklayman Leave a Comment

BASIS Independent Manhattan is thrilled to announce its remarkable success in the 2025 Best Schools Niche Rankings! We have burst into the scene in our inaugural year of eligibility, securing spots in the Top 15 Best Private Schools in Manhattan and Top 20 Best Private High Schools in New York. These outstanding achievements are a testament to our dedicated faculty, supportive staff, talented students, and close-knit community. We take great pride in the achievements of our graduating seniors, the Class of 2024, and their impressive college acceptances, which have significantly contributed to our growth and enhanced our profile in NYC.

2025 Rankings: BASIS Independent Manhattan

#13 Best K-12 Private School in Manhattan and #14 Best Private High School in Manhattan

BASIS Independent Manhattan: A+ Grade

#15 Best High School for STEM in New York

#19 Best College Prep Private High Schools in New York

#20 Best Private K-12 Schools in New York

#87 (out of 3,180) Best Private K-12 Schools in America

“Receiving these prestigious rankings is an honor, but I’m most proud of the exceptional educational experience we’ve created,” said Ms. LaNette Hodge, Head of School. “These rankings are a validation of our faculty and staff’s dedication and commitment to our school. Achieving these impressive results in our first year of eligibility is remarkable, and I’m confident that our upward trajectory will continue as we build upon our successes.”

Other BASIS Independent Schools Achieve High Honors

While BASIS Independent Manhattan has made significant strides in New York City, other BASIS Independent Schools across the country have also achieved impressive rankings. BASIS Independent Brooklyn, McLean, Silicon Valley, and Fremont have all secured top positions in their respective regions. These collective achievements solidify BASIS Independent Schools’ position as a leading network of K-12 institutions. Read full network rankings »

Explore Admissions at BASIS Independent Manhattan today. View upcoming admissions events.

4 BASIS Independent McLean Students Honored as National Merit Semifinalists

September 27, 2024 by aixuanwang Leave a Comment

On September 11, 2024, officials from the National Merit Scholarship Corporation (NMSC) announced the names of more than 16,000 Semifinalists, and we are thrilled to celebrate four of our BASIS seniors who have been named National Merit Scholarship Semifinalists:

Natasha A. ’25
Ian P. ’25
Vincenzo T. ’25
Gavin W. ’25

High school juniors entered the 2025 National Merit Scholarship Program by taking the 2023 Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT®), which served as the initial screening of program entrants. The nationwide pool of Semifinalists, representing less than one percent of U.S. high school seniors, includes the highest-scoring entrants from about 21,000 high schools across the country.

While they have outperformed the majority of over 1.3 million high school juniors who entered the Program by taking the 2023 PSAT test, these academically talented seniors’ quest is not over. To become a Finalist, they must also submit a detailed scholarship application showcasing their outstanding academic record, participation in school and community activities, leadership abilities, employment, and honors and awards received. They will be competing for over 6,000 scholarships worth more than $26 million, which will be awarded next spring.

“We are so incredibly proud of our hard-working students. This is an amazing accomplishment, and we wish them luck as the process continues to unfold. Congratulations again to our Semifinalists!” —Jason Shorbe, Head of School at BASIS Independent McLean.

First row (from left to right):
Vincenzo T. ’25
Natasha A. ’25
Gavin W. ’25
Ian P. ’25

Second row (from left to right):
Jason Shorbe (Head of School)
Matt Ramsby (College Counselor)

Please join us in congratulating our four BIM Semifinalists!