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School Counseling and Self-Care

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BASIS Independent Bellevue is committed to nurturing our hard-working students using our internationally benchmarked curriculum. While academic success is a cornerstone of our institution, students also need to gain a sense of wellness that is crucial to their current and future success. With holistic wellness in mind, self-care practices are essential for scholastic excellence. 

BASIS Independent Bellevue’s new counselor places a strong emphasis on self-care as vital for the well-being of students. Our School Counselor, Ms. Olivia Bryant, is a useful resource for students and can help them on their self-care journey. She states, “Learning how to cultivate resilience and manage the bumps in the road of life is one of the most foundational gifts we can give young people. That is why self-care is so important.” 

But what does self-care look like for today’s students?  

Our new School Counselor, Ms. Olivia, is a valuable asset to the students and our overall learning community.

Understanding Self-Care 

Self-care encompasses various aspects of a student’s life, including physical, emotional, and mental well-being. Nurturing oneself in these areas takes time but helps young people achieve a balanced and healthy lifestyle. 

Physical Self-Care 

Physical self-care involves maintaining health through regular exercise, a balanced diet, and adequate sleep.  

  • Exercise Regularly: Engage in physical activities like sports, yoga, or even a brisk walk. Staying physically active helps reduce stress and improve mood. Make sure to check out the sports and other Enrichment Opportunities we are offering this year. 
  • Healthy Diet: Eat a balanced diet rich in fruits, vegetables, and whole grains. Try to avoid excessive caffeine and sugary snacks.   
  • Sleep: Ensure you get 8-10 hours of sleep per night. Establish a consistent sleep schedule to help your body regulate its internal clock.  

Emotional Self-Care

Managing emotions is crucial for overall well-being. Ms. Olivia recommends: 

  • Stress Management: Practice stress-relief techniques such as deep breathing, journaling, or listening to music. 
Ms. Olivia having fun with students at our recent celebration of Hispanic/LatinX Heritage Month. Getting outside, enjoying arts and crafts, and having fun with friends are all great ways to manage stress and practice self-care.
  • Emotional Awareness: Recognize and express your emotions. We want our students to know it is okay to seek help if you’re feeling overwhelmed. 
  • Mindfulness and Meditation: Incorporate mindfulness exercises or meditation into your daily routine to stay grounded and present. 
  • Practicing Gratitude: One strategy to improve happiness and combat stress is through consistently highlighting the things that bring us gratitude each day. Daily gratitude journaling is proven to improve well-being. 

Caring for Mental Health

Ms. Olivia wants to remind our learning community that “Mental health is health. Just as we prioritize going to the doctor for check-ups and physicals, it’s important to tend to our mental well-being too.” She encourages seeking mental health support in both the large and small stressors of life because it can be transformative to simply have a supportive person to talk to. It is a sign of strength to be able to ask for help, and Ms. Olivia encourages our families to reach out to her if your student is struggling. Together, she hopes that our students receive the support they need at school and at home to manage feelings of stress.   

Parents also play a crucial role in supporting their children’s holistic well-being: 

  • Supportive Environment: Create a supportive home environment where self-care is encouraged and practiced. Allow your student time to take brain breaks and find ways to help your student live a balanced life.  
  • Open Communication: Maintain open lines of communication with your children about their feelings and challenges. Taking the time to simply listen to their perspective and validate their feelings can make all the difference.  

Practical Resources at School

At BASIS Independent Bellevue, we offer various resources to support our students’ well-being: 

  • Counseling Services: Our school counselor is available to provide guidance to students through individual school counseling meetings. During this time, Mountaineers are provided a safe and supportive space to express feelings, problem-solve, and work towards individualized goals.  
  • Small Groups: In addition, Ms. Olivia offers small group meetings with students aimed at fostering a sense of belonging in our community while learning practical skills to enhance their overall social and emotional well-being. 
  • Character Themes of the Month: As a school community, we are also focusing on investing in students through monthly character education lessons. Each month, students will have opportunities to discuss and reflect on topics related to growth mindset, respect, gratitude, empathy, and more. Every Mountaineer Monday, students build these skills through classroom discussion and reflection. Additionally, our school counselor will be offering cookies and guided activities related to each theme of the month in her monthly event, Cookies with the Counselor.  

Self-care is essential for students to thrive both academically and personally. At BASIS Independent Bellevue, we are dedicated to supporting our students’ well-being. We encourage students to prioritize their self-care and reach out for support when needed. Our school counselor, Ms. Olivia, is here to partner with parents to provide students with support when facing both successes and challenges. Our school community wants to make sure students connect with our counselor and engage with topics like self-care during their educational journey. Ultimately, directing energy toward self-care as a school community helps our Mountaineers find balance, strength, and acceptance in their daily lives. 

Leadership Spotlight: Associate Head of School Leo Yoon

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Before the annual summer Teacher training, BASIS Independent Brooklyn’s leadership team welcomed Leo Yoon to campus as Associate Head of School. He brings years of experience as a teacher and administrator in the private school world. He also joins our community at an exciting time – our community just celebrated 10 years of educating students in Brooklyn, and our school was recognized as the Best K-12 Private School in Brooklyn, Best Private High School in Brooklyn, and Best Private College Prep High School in Brooklyn according to Niche.com’s 2024 rankings.

Most recently, Mr. Yoon led the Upper School Program at The Wilberforce School in Princeton, New Jersey, where he served as Head of Upper School for eight years. He has been dedicated to educating young people throughout his career. He brings with him almost two decades of experience in education, having served in a variety of roles, including math teacher, student dean, director of middle school, and head of upper school. Mr. Yoon holds a Bachelor of Science in electrical engineering from SUNY Binghamton as well as graduate degrees from Westminster Theological Seminary and Teachers College, Columbia University. To help families get to know more about Mr. Yoon, we asked him about his background and ideas as he moves into the Associate Head of School for BASIS Independent Brooklyn. Below is an interview that has been edited for length and clarity.

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

While I studied electrical engineering in college, I spent my college summers helping out at a youth education center. During my senior year of college, a close friend (who would one day be my wife) asked me what I would do as a career if I could do anything. This led to some honest thinking. I liked engineering, but I loved what I did during the summers–teaching and working with middle and high school students. This probably sounds cliché, but I loved and honestly still love the potential that educators have in making a positive difference in kids’ lives during some of their most formative years. I find it a great privilege and responsibility to be in such a position.

What appealed to you about joining BASIS Independent Brooklyn?

Two things appealed to me most about the school: its commitment to academic excellence and the school environment. The material that’s taught at BASIS Independent is at the highest levels of academic rigor that I’ve seen as an educator. But what’s more impressive is how effectively this challenging material is taught at the school and how students are encouraged and pushed to learn at their highest potential, which leads to the second thing that appealed to me…the school environment. I love that the school is committed to creating an environment where students feel valued and supported to think freely and creatively and, at the same time, are challenged to excel.

Tell us about some of your plans or priorities in the year ahead?

I’ve thoroughly enjoyed getting to know the school leaders, teachers, and some families during the last few weeks and am very much looking forward to meeting the rest of the community. I’m especially excited to get to know the students! Teachers are, of course, fundamental to a school, and one of my main goals for this year is to support them in a way that allows them to further develop their craft as educators.

We understand you are not just a new member of school leadership, but you are also a parent at our school. What difference does that second perspective bring?

As a parent, I understand firsthand many of the hopes and concerns that parents have regarding their child’s education. Having such a perspective allows me to approach decision-making with a deeper understanding and sensitivity toward the potential effects the decisions will have on both students and their families.

Do you mind sharing a fun fact that families might not know about you?

My two daughters, Zoe and Isobel, love rollerblading, and since we recently moved to a place just a few blocks from Prospect Park, I decided to take up rollerblading again to join them on the trail. So, if you see a middle-aged Asian man with two girls rollerblading at the park, feel free to say hello…but only if he looks like he knows what he’s doing (if he looks like he has no business on rollerblades, please assume it’s not me and save me an embarrassing encounter!).

You just moved from New Jersey to Brooklyn. What are some of your favorite things about the borough so far?

THE FOOD! My family and I have really enjoyed trying new foods and restaurants. On the recommendation of one of our administrators, we found our favorite dessert spot in Brooklyn so far: Culture (frozen yogurt)! Besides the food, I love that we can walk everywhere! We’ve doubled our daily steps, which bodes well for us since we’ve probably doubled our calorie intake with all the good food!

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 Yoon Family on vacation this year.

Why Mandarin?

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When families begin learning about our Early Learning and Primary programs, they often ask us the same question: “Why do you teach Mandarin to all your students?”

Mandarin is a required part of our curriculum from Transitional Kindergarten to Grade 4 because Mandarin provides our early learners with the opportunity to engage both sides of their brains, provides students with visual and artistic stimulation, and promotes the development of interdisciplinary thought and analysis.

Mandarin is a tonal language. This means that the same word can have multiple different meanings depending on the tone. Students of the language must attend to both the basic sound as well as the tone in order to understand a word.

The difference in brain activity between Mandarin and English speakers is well documented in scientific research. Most recently, The Proceedings of the National Academy of Sciences of the United States of America published a study that outlined the specific differences in brain activity between speakers of tonal and non-tonal languages.

The results demonstrated that while speech processing is largely carried out in the “common left hemisphere,” Mandarin speakers activate an additional sector of their brain called the “right anterior temporal cortex,” which is crucial in recognizing differences in tone. Learning to speak a tonal language means that one must exercise this connection between the left and right hemispheres of the brain in order to improve their tonal comprehension abilities.

Additionally, Mandarin’s use of written characters for each word rather than an alphabet provides students with visual and artistic stimulation. Introducing Mandarin at an early age promotes the development of interdisciplinary thought and analysis, enabling the students to draw connections between their lessons from different subjects. 

We have two tracts for our Mandarin program: heritage and non-heritage. This is the only subject in which the class is split into two. The heritage class is for students who may speak Mandarin at home and is taught entirely in Mandarin. The non-heritage class is for students who have had little to no exposure to Mandarin and begins each year with beginner Mandarin, slowly becoming more advanced over the course of the year.

Mandarin instruction at BASIS Curriculum Schools employs a variety of teaching techniques for accessing different styles of learning. For example, because tone is so important when speaking Mandarin, students often use music and song to practice their speaking skills. Through a variety of teaching methods and instructional media, students rapidly improve their conversational Mandarin abilities.

Though Mandarin is the required World Language from TK – Grade 4, a student’s exposure to another language doesn’t end there. Beginning in Grade 5, students will study Latin as their World Language. Then, from Grade 7 and onwards, students will choose between French, Latin, Mandarin, or Spanish as their World Language.

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. 

Head of School Announcement

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Dear Families,

I am excited to announce that Mr. Robert Runyon has been named the Head of School of BASIS Independent Bothell. Mr. Runyon is an experienced school leader and respected educator within BASIS Independent Schools, and he has shaped the trajectory of both new and established schools since joining the network eight years ago. Mr. Runyon will be the inaugural Head of School at BASIS Independent Bothell after serving as the Associate Head of School at BASIS Independent Brooklyn, a Preschool-Grade 12 private school with a lower and upper school campus. While in Brooklyn, Mr. Runyon was critical to rolling out a school culture and community assessment, leading professional development for faculty, and introducing a new social-emotional learning program celebrated by teachers. His time at BASIS Independent Brooklyn coincided with the school’s recognition as the Best K-12 Private School in Brooklyn according to Niche.

Previously, Mr. Runyon was the Director of Admissions at BASIS Independent Fremont and oversaw Academic Programs for both BASIS Independent Brooklyn and Manhattan. Mr. Runyon has been instrumental in the growth of both new and established schools within our network across departments, so he is uniquely well-equipped to open and build our BASIS Independent Bothell school community.

Mr. Runyon was born and raised in Portland, Oregon, and is excited to be back in the Pacific Northwest with his wife and young son. I am confident that Mr. Runyon will establish and lead a successful school community where learning is celebrated and students thrive.

Regards,

Mr. Toby Walker
Vice President of BASIS Independent Schools

Letter from Mr. Runyon, Head of School

Hello Families,

When I first browsed the BASIS Independent Brooklyn website in 2016, I remember thinking, “This is how schools should be.” The combination of academic rigor, social and emotional support, and Subject Expert Teachers offering a wide variety of courses showcased to me the ample opportunities students had at BASIS Independent Schools. Not only could they develop proficiency in many different disciplines, but also pursue their unique interests.

In each school I have been a part of, I have had the privilege to build a community alongside passionate families and dedicated administrators that have prepared students to be participants, not spectators, in the 21st century world. Through the growth mindset that the BASIS Curriculum requires and the purposeful community that we build, we shaped and defined the culture of a brand new school together. This is what I am excited to build in Bothell: a culture that will include not only academic pursuits such as an annual spelling bee, Science Olympiad, and APs, but also school traditions such as carnivals, drama productions, sporting events, and prom!

What I describe is everything that I would have wanted from a school when I was a student and ultimately is my vision for BASIS Independent Bothell.

Even though my family and I do not move to Bothell until July, my days are already consumed with planning. While we search for a home, hopefully within biking distance of the school, I am already working with our construction teams to ensure we deliver a campus that excites our community as much as the beautiful renderings that have already been shared. As my wife and I make plans for our son, who is a future member of the Class of 2040, I can’t help but think of the other faculty members and their families who will join our team. BASIS Independent Schools is fortunate to draw from not only a nationwide talent pool but also an international one. Recruitment and faculty building will be one of my most important tasks, and I can’t wait to see if anyone relocates from farther than me!

I also can’t wait to meet you. The interest already gathered and the amount of families that have toured and inquired how to apply excites me. I look forward to meeting you at future admissions events and, once applied, in your family meetings.

As our sister schools in Brooklyn, McLean, and Silicon Valley have done, I want BASIS Independent Bothell to become one of the top-ranked schools in the Seattle area and a pillar of the Bothell community. We have a lot of work to do and I am looking forward to accomplishing it with you.

In partnership,

Mr. Robert Runyon
Head of School

On a Mission with our Head of School

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As we reflect on the first few weeks of school and successful Meet the Teacher events, we are eager to hear from our Head of School, LaNette Hodge. With her focused and intentional leadership style, she has spent the summer collaborating with her staff and crafting a set of core values to guide BASIS Independent Manhattan throughout the 2023-24 year.

Welcome back! This is quite an exciting year for you.

It is! We are so excited and fulfilled. I can say that because we are now a fully mature school with our first graduating class of seniors. It is such a privilege to be able to offer our families not only a comprehensive educational journey from PreK-12 but also a complete and consistent student experience.

I understand that you place great importance on mantras and setting intentions. As a thoughtful and visionary leader, what aspirations do you have for the upcoming school year?

Personally, my journey towards self-improvement is a constant pursuit, and I wake up every day with a purpose to serve others, which fills my heart with immense gratitude. The intentional efforts put in by our team to establish a culture of trust, respect, and pride at BASIS Independent Manhattan is something I take great pride in. This culture resonates in every aspect of our school’s operations, shaping the exceptional educational experience we provide.

While there are a number of goals that come to mind, I have three primary ones for achievement in the coming year, which I would love to share in more detail. I am sharing these goals with our community because I believe that transparency and communication are essential for building trust and success.

Goal #1: Alignment of Mission, Vision & Values

Over the summer, our team carefully created a mission statement that we use as our guide in our daily interactions with one another. I feel we have a renewed sense of teamwork now that allows us to promote a supportive culture of inclusion, equity, and agency.

That effort expands to encircle our school community in which teachers, students, parents, and staff build relationships of connectivity, collaboration, and belonging.

Goal #2: Staff Satisfaction

I am very proud to say that we had 84% retention at both our Lower and Upper Schools, and are currently fully staffed! That is an incredible accomplishment in the current landscape of education and hiring. Our leadership team has done a lot of important work to attract and retain the best and brightest faculty and staff.

Even with the high number of returning, experienced teachers and the addition of pedigreed new teachers to support our school’s growth, we are inspired to push even further. We do that by providing our staff with professional development opportunities and leadership initiatives in a diverse and equitable environment.

Heading from our summer teacher training into this school year, I also could see a renewed sense of collegiality, collaboration, and camaraderie. That kind of positivity spills into the classrooms, trickles down to the students, and is shared with families who then express their appreciation back to the teachers. It’s a beautiful and rewarding cycle.

Goal #3: Culture of Connection & Belonging

Another goal is to continue to build, promote, and foster a school culture of belonging and connectedness—where all students feel included, supported, valued, and respected. This is leading to improved academic achievement and social-emotional well-being. Beyond the student experience, we also encourage a school community culture where affirmation, collaboration, and partnerships thrive and are the valued norm.

That all sounds great, but how do you do it?

Our collaborative leadership approach is helping us to achieve our goals by fostering communication and collaboration across all levels of the school community. We now have an Associate Head of School at the Lower and Upper School campuses, which creates an aligned and supportive foundation. We also have shared office space where we work closely every day, which:

  • promotes cross-functional school collaboration
  • facilitates feedback and decision-making efficiency, and
  • allows us to anticipate and respond to the needs of our students, teachers, or parents

Our success is evident in the positive experiences our families are having and the enthusiastic recommendations they are sharing with their families, friends, and colleagues. It is truly remarkable to witness the increased number of admissions applications we have received in PreK, kindergarten, grade 6, and grade 9 – the traditional entry points for our school. This growth is a testament to the thriving Wildcat school community we are building, and I am eagerly looking forward to the incredible achievements that await us this year, especially with our exceptional Class of 2024!

College Counseling Spotlight: Preparing for Decision Day

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Every year on May 1, students are cementing where they will attend college on National Decision Day. What are we doing to prepare our students for this big, impending decision?

This year, our College Counselor, Ms. Abrams, has been working with students and parents in grades 9-11 to ensure they feel confident and comfortable with the college admissions process, and we are also pleased to share some of the standout internships and programs our soon-to-be seniors are doing this summer.

Our students learn a lot about the college process and how this journey will be unique for each one of them. During the vital junior year, grade 11 students have:

Individual, weekly meetings in the College Counseling office to form college lists and identify the “right fit” schools that suit their personalities and support their academic goals.

Group sessions to discuss major college application checkpoints, such as essay writing, resume building, and summer program enrollment.

Collaboration time with teachers to share information and prepare for the recommendation letter writing process.

Our grade 9-10 students have access to Ms. Abrams’ resources and are encouraged to stop by her office to start discussing their plans for the future. She helps them choose high school courses that will be beneficial for completing their goals, and her door is always open for them to discuss volunteer and summer program opportunities, and college research.

Once students reach their senior year, they take a daily college counseling course to help them succeed in successfully planning for the next stage of their education journey.

Admissions Reps Visiting Our Campus
Further, we host college admissions representatives on campus in the fall, and this year we welcomed reps from over 50 colleges and universities. These visits provide an advantageous opportunity to learn straight from the source about what makes a college unique, and they allow students of all grade levels to get their questions answered. This process helps our students hone their college choices to the point where they will be happy to attend anyone on their list.

Supporting Parents in the Process
Every month, Ms. Abrams distributes an informational newsletter on local college fairs, parent workshops, and organizations in the community that can help build student resumes. For example, families have access to a curated list of hundreds of Pre-College Summer Program opportunities and volunteering.

Additionally, Ms. Abrams hosts various webinars for parents about topics such as Financial Aid, The Common Application, and the SAT/ACT tests. She also makes time for individual check-ins to ensure that she, the families, and the student are all on the same page and that everyone’s goals align.

Preparing for Senior Year
Our students are currently brainstorming for their personal statements and supplemental essays, which will help them get ahead before the rush of college applications in the fall semester. After their AP tests, juniors will work on these essays in their English classes with Ms. Abrams and their English Subject Expert Teacher to ensure they receive constructive and valuable feedback.

Additionally, students are working on leveling up their resumes and conveying themselves in the best way possible. They are visiting colleges both in person and online, and we are excited to take all of our high school students to SUNY New Paltz this May to get a feel for a college campus.

Pre-College Summer Programs for Our Students
Many students will engage in pre-college summer programs at major universities or through community organizations. These programs help teach students important skills for their futures, such as collaboration, time management, organization, and advocacy. See below for some student highlights!

Ashley W. (Class of ’24) is attending New York University’s Pre-College program this summer. She is so excited to dive into two courses: Applied Psychology and Intro to Marketing. Ashley has loved NYU for a very long time and is looking forward to making new friends and expanding her passions this summer.

Deniz E. (Class of ’25) has lots of plans for this upcoming summer. First, he will attend Columbia University’s three-week Summer Immersion Program where he will focus on two courses: Globalization and Challenges in International Economics and Politics, and Political Economic Ideologies of The Modern World. Deniz loves New York City and is excited to work on Columbia’s campus this summer. He will also work at the USTA’s Tennis Summer Camp as a Junior Coach and help young children improve their tennis skills.

Hudson L. (Class of ’25) is excited to attend The University of Pennsylvania’s Pre-College Summer Program. After thoroughly enjoying both his AP Biology and AP Psychology courses, Hudson is enrolled in UPenn’s Neuroscience Research Academy. He is looking forward to learning more about the brain and how it connects to our emotions. Specifically, he is excited to spend time on a beautiful college campus.

Julia N. (Class of ’26) will attend Columbia University’s Pre-College program for Architecture this summer. Besides being a dedicated student and soccer player, Julia loves art. She is eager to explore her more creative side while working alongside like-minded peers on a college campus this summer.

Teacher Perspectives: An Insight into our Classroom Culture and Environment

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When you step into a BASIS Independent Bellevue classroom, you know you are somewhere different. There is an energy in the classroom with students eager to learn and Subject Expert Teachers who are excited to teach students to love their discipline as much as they do.

BASIS Independent Bellevue opened fall 2022, and the sixth campus to open in the BASIS Independent Schools network. As a school new to the area, many families are curious about the classroom dynamic and teacher difference. We recently sat down with Mr. Tyler, a History Subject Expert Teacher, to articulate the classroom and teacher difference for families, and bring to life our learning community. From their teaching strategies to their personal insights, our teachers have a wealth of knowledge and experience to share.

This school year, Mr. Tyler teaches middle school world history and Grade 4 history. He is new to the BASIS Independent Schools family and offers a fresh perspective on how he and his peers ignite the fire, soul, and mind of their students.

Who is a BASIS Independent Bellevue Student and what are their characteristics?

Mr. Tyler: What stands out to me about our students is that they are not only advanced learners; they are more than I expected. They have an itching to dig deeper and expand their learning into real avenues and apply their learnings in real ways. They always have a drive to complete their work and go beyond what is expected to expand the connections in the world around them. They have a ton of curiosity, and this is so rewarding as a teacher. My classroom slogan is “Come in with a smile, work hard, and leave with a smile,” and my students are equipped to do just that. They themselves want to discover what they are made of and that excites me each day in the classroom.

What stands out about the BASIS Curriculum?

Mr. Tyler: Our curriculum is aligned with the skills needed to take on high level content, which we provide. Our students are prepared for the Advanced Placement (AP) curriculum that is utilized in our High School Program, as they will already have the fundamental thinking skills from their time in our middle school, which are needed to excel in college related content, such as the AP curriculum provides. The BASIS Curriculum is balanced in focusing on both liberal arts and STEM, and teaching students deep content within history. The curriculum is also collaborative in nature, which allows students to create connections and motivate them to step away from memorization of facts to developing historical content knowledge skills.

Who is a BASIS Independent Bellevue teacher?

Mr. Tyler: All of the Learning Expert Teachers (LET) and Subject Expert Teachers (SET) at BASIS Independent Bellevue are not just experts in their field but also do an exceptional job of passing their knowledge down to their students. The teachers continuously collaborate between Subject Advisors at other campuses across the BASIS Independent Schools network, and in the Primary Program, between LETs and SETs. The teachers are willing to make it happen, they believe in the model, and no teacher is too much of an expert to learn from one another. Everyone is open and willing to learn and this partnership between the teachers is what builds collaboration.

How would you describe the classroom dynamic and culture?

Mr. Tyler: It is not just that we have an advanced curriculum, but we have a learning culture that brings it to life. Teachers and students push each other in productive ways, which helps the expansion of the curriculum. We owe so much of the success to teachers and students; they create an environment where everyone is at their best and students needs are met. Each co-hort of students is supportive. What is also unique to our culture is that the competitiveness is focused on ‘wow isn’t it incredible I can achieve this,’ versus a pursuit for the top score.

We are grateful for the hard work and dedication of our teachers, and are excited to share their stories and perspectives.

BASIS Independent Bellevue, a private school, opened with Grades 2 – 7 to start and will add a grade level each school year as we expand to a full middle and high school (Grades 5 – 12).