Community Values

Leading with Purpose: Shogun R. Receives NJHS Outstanding Achievement Award

April 23, 2026 by ezekielbracamonte Leave a Comment

We are proud to celebrate Grade 7 student Shogun R., who has been recognized with the prestigious National Junior Honor Society (NJHS) Outstanding Achievement Award—a national honor that highlights exceptional scholarship, service, leadership, character, and citizenship.

For Shogun, the award represents more than recognition—it reflects the values he strives to live by every day.

“Winning the NJHS Outstanding Achievement Award is incredibly meaningful to me because it validates that hard work, kindness, and a dedication to learning are impactful,” he shared. “It reminds me that being a good person and having a strong work ethic can turn all my dreams into reality.”

Shogun’s journey to this achievement has been shaped by both his leadership and his commitment to service. After earning the NJHS Pillar of Character recognition in the 2024–2025 school year, he stepped into the role of NJHS Vice President, where he helped lead initiatives and create new opportunities for student involvement.

“Volunteering at a variety of local community agencies helped me better understand the needs of our community,” he explained. “I wanted to make community service more accessible for middle school students and create opportunities for others to get involved.”

As Vice President, Shogun strengthened his leadership through collaboration and communication—working closely with fellow NJHS members and advisors to organize meetings, plan agendas, and bring ideas to life.

“I’ve honed my skills through respectful interactions and positive engagement with my peers and teachers,” he said.

Behind his success is a strong network of mentors and supporters. Shogun credits NJHS advisors Ms. Mujic and Mr. Salazar, along with Director of Student Affairs Ms. Moorthy, for helping him grow as a leader and encouraging him to use his voice to make a positive impact.

He also draws inspiration from his teachers and family. “My teachers consistently bring positivity and passion into the classroom, even with a rigorous workload,” he noted. “At home, my parents have supported me through academics, community service, and even the demands of competitive fencing, always reminding me to maintain balance and wellbeing.”

His NJHS advisor, Ms. Mujic, shared her pride in his accomplishments: “I am pleased to hear Shogun was named a recipient of the NJHS Outstanding Achievement Award! Shogun has been a stellar example of the five pillars of NJHS for our campus community. He has done an excellent job as Vice President of our chapter this year, consistently demonstrating strong leadership, responsibility, and initiative.”

Looking ahead, Shogun remains focused on growth and impact. He hopes to continue developing creative solutions to support his community while maintaining excellence in his academic pursuits.

To students considering NJHS or leadership opportunities, his advice is simple but powerful:
“Don’t be afraid to try something new. Leadership can start with being thoughtful, respectful, and kind. It’s not just about academic success—it’s about how you help improve the lives of others.”

Shogun’s achievement is a reflection of both his dedication and his character, and we are excited to see the continued impact he will make in our community and beyond.

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

Gaining the Parent Perspective

April 23, 2026 by jogoldfarb Leave a Comment

On April 18^th, current parents at BASIS Independent Brooklyn’s Lower School campus sat down with prospective families to share what life at the school is really like. Their message was clear and consistent: strong academics paired with personalized academic support, a genuine love of learning, meaningful school-family partnership, and a rich cultural and artistic environment are what define the experience here.

Read on for a recap of the conversation.

Strong Academics

For the families on the panel, academic strength was the top reason they chose BASIS Independent Brooklyn. Parents described an environment that raises the bar and trusts students to rise to the challenge given the proper support to do so, with one parent saying that the school treats children like “sponges” rather than underestimating what they are capable of doing in the classroom.

Parents cited examples from history and STEM classes, in particular a project where their PreK student learned about the body by constructing a whole “suit” of organs that they wore with things like plastic bags representing lungs and a paper towel roll for the esophagus. Several contrasted their experience here with prior schools that felt less challenging or lacked clear academic standards. One parent noted that BASIS Independent Brooklyn’s commitment to curriculum stood out even during remote learning. She described our school as one of the only schools that maintained a clear academic focus during the COVID-19 pandemic. Across the board, parents felt confident that their children were receiving meaningful, high-quality instruction.

Academic Growth Supported

Academic growth is supported through a culture of individualized help, anchored by the school’s Student Hours system. Teachers offer after-school sessions where students can review assignments or classwork with teachers in a low-pressure setting. One parent commented that Student Hours are not seen as negative at all, as was the case when she was growing up. It is a great system for getting students caught up or for those who need more review. One parent’s child progressed rapidly in writing through these sessions combined with home practice.

The panel reinforced how the culture around Student Hours is normal and inclusive, with most kids participating at some point. This approach helps students address gaps quickly and builds confidence in their learning.

It is also worth noting that in PreK through Grade 4, BASIS Independent Brooklyn classes have a unique two-teacher model, with two teachers in the classroom with deep knowledge of effective pedagogical techniques and expertise. These two teachers work together to guide students in making vital connections inside and outside the classroom, delivering lessons to elicit student engagement and inspire a joy of learning.

School Community and Partnership

Parents spoke warmly about the strength of the school-family partnership. Weekly Parent Fridays invite families into the classrooms, giving children the chance to show their grown-ups what they have been working on and their classroom. This boosts excitement and connection.

Outside of school, the community extends into social life. Birthday parties, informal gatherings, and school-organized events outside of school foster close relationships among parents.

Parents noted that the school is great about organizing special events outside of school, such as the Community Art event happening after the Open House. These events create a relaxed, less structured way for lasting friendships to form among both children and their parents and guardians.

Cultural and Artistic Programming

Parents were enthusiastic about the school’s hands-on cultural and artistic programming, describing it as both enriching and developmentally appropriate. Regular cultural celebrations encourage students to learn about different heritages through food, movement, music, and art.

One parent gave the example that this year’s music classes included Latin American styles taught by Mr. Peebles, who has a master’s degree in music as well as a degree in Hispanic Studies, adding unique value. Students performed Winter Concerts showcasing their new cultural dance skills, and that was wonderful.

Art classes introduce students to a range of techniques and foundational principles, and drama programs and music education contribute to a well-rounded school experience beyond core academics. Specials including Mandarin, early STEM, art, music, movement, and drama create a comprehensive enrichment environment.

Thank you to all our parent panelists for a wonderful conversation. Your candor and insights made for a truly enriching conversation, and the families in attendance were so glad to hear your perspectives.

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

Teaching with a Disability: A Reflection from Ms. Tseng

April 16, 2026 by jaydahsherman Leave a Comment

As I approach my eighth year as an elementary educator, I have had the privilege of working with young learners across multiple grade levels but, third grade will always hold a special place in my heart. Since I began working at BASIS Independent Bellevue I have been both a Learning Expert Teacher and a Subject Expert Teacher for grade 3. Being on both sides of the Co-Teaching Model has offered me great perspective and there is something truly special about this age. My students are curious, empathetic, and beginning to understand the world not just through academics, but through perspective and relationships to others.

I’ve learned in my career that there are many lessons taught in a classroom that are not found in a curriculum. Education goes far beyond reading, writing, and math.

My Story

Outside of the classroom, I am also a skater. Movement and skating have been a meaningful part of my life for years, especially at skate parks where I find both challenge and joy. Before my injury, I was a roller skater, and as I adapted over time, I transitioned to inline skating. Returning to skating in new ways has reminded me that identity is not fixed it evolves with us, and that joy can be rediscovered even after change. Skating continues to be an important outlet for me, grounding me in resilience, creativity, and movement beyond the classroom.

In 2021, my journey as an educator took an unexpected turn when I experienced an injury that would quietly shape the next few years of my life. At the time, I didn’t yet have a diagnosis or fully understand what my body was going through—I just knew I was in pain. Despite this, I continued showing up each day for my students, navigating the classroom with a persistent ache in my ankle, and continuing to skate outside of school. I was working diligently to hold onto the many things that bring me joy.

It wasn’t until 2023 that I was formally diagnosed with post-traumatic ankle arthritis, giving clarity to the challenges I had been facing for years. Arthritis is a condition that can develop after injury and can affect people at many stages of life. Millions of individuals, including young and active people, live with arthritis every day. It is silent to the naked eye but causes an array of challenges.

The Impact

Looking back, those years required a level of perseverance I didn’t always recognize in the moment. I adapted as best as I could. At times using a cane, a knee scooter, or carrying a stool throughout the day, while continuing to create a positive, supportive classroom environment. Following my diagnosis, I began consistently using a prosthetic orthotic device, which has allowed me to move more safely, comfortably, and independently while staying fully present in the classroom with my students.

Despite these challenges, I remained committed to showing up for my students with positivity, resilience, and care. Over time, I regained mobility and now use a Orthotic leg device daily, allowing me to move comfortably around the classroom and stay fully engaged with my students.

What I did not expect was how deeply this experience would impact them.

My third graders began to notice, ask questions, and most importantly, respond with empathy. They learned that not all challenges are visible and that people experience the world in different ways. Through this, they developed a deeper understanding of kindness, patience, and inclusion—lessons not taught through a textbook, but through lived experience.

Teaching with a disability has reinforced my belief that the classroom is not just a place for academic growth, it is a space where character is built. When children are given the opportunity to understand and connect, they rise with incredible empathy. The journey has brought real challenges, but it has also brought growth, perspective, and a deeper understanding of resilience. I continue to teach and skate. I am adapting while staying connected to the things that bring meaning and joy to my life.

Every day in the classroom is a reminder that children learn not only from instruction, but from the environment we create together; the kindness they experience, the respect they witness, and the way they are made to feel.

For families, I want to offer sincere reassurance:
Your child is deeply valued in our classroom community. I am committed to supporting them academically, socially, and emotionally in an environment grounded in care, respect, and encouragement.

Through my own experiences, I have learned that resilience is not about avoiding challenges, but about continuing forward with strength, adaptability, and awareness. That is the same resilience I hope to nurture in every child, so they leave our classroom not only prepared for what comes next, but confident in their ability to navigate it.

Celebrating Women in STEM: Bellevue’s Subject Expert Engineering Teacher

March 12, 2026 by emilyhughes Leave a Comment

March is Women’s History month and BASIS Independent Bellevue is celebrating in a variety of ways, including donating to a local women’s shelter, making a Mae Jemison inspired craft, and a presentation from one of our Subject Expert Science Teachers about the history of women in STEM. In order to celebrate the importance of women in STEM, we collaborated with Ms. DiBattista, a Engineering Subject Expert Teacher, to share about her passion for engineering that was sparked as a child and continues to remain strong today as she inspires the next generation of engineers!

Background

When I was a small girl, my dream was to become an inventor. I can vividly remember carrying my manila folder around with me, that was filled with designs that ranged from bubble powered cars to amazing rollercoasters! If you saw me as a young child, you could bet that I would have this manila folder with me. As I let my imagination soar, little did I know I was engaging in the engineering design process long before I knew how engineering would change my life. I will never forget the day my parents gifted me my first Lego set. It was a part of the Lego Architecture collection featuring the London Bridge. My first Lego set sparked my interest in civil engineering, which continues to be an area of passion for me.

As I grew older, I decided to attend the University of Central Florida, where I received my certification in K-6 Education. I knew that I wanted to work with kids in education, but I hadn’t yet made the connection of incorporating my passion in design with teaching. Initially, I taught math and science to grade 5 students as an intern. I then continued as a permanent teacher at the same school. My Supervising Teacher, who later became my colleague, inspired me to figure out what kind of teacher I wanted to be. I often admired how she combined fun activities and problem-solving with good classroom management. I could see students thriving in this environment and knew I wanted to be the kind of teacher that created a similar environment for my future students. At that school, I was also the Club Supervisor for the Coding Club and the Chess Club, which included students in grades 2–5. Both clubs gave me experience working with students on how to solve problems. Seeing students have so much joy in creating projects to solve problems got me wondering if there was a teaching role where I could put this process into action.

Engineering at BASIS Independent Bellevue

In my search for Engineering and STEM-based teaching positions, I soon found BASIS Independent Bellevue and was instantly drawn to the BASIS Curriculum, which emphasized the foundational skills of problem-solving, critical thinking, and collaboration through the Engineering and Design Process. Last summer I had the pleasure of teaching Girls Rock Math, a STEAM-based summer camp for girls at BASIS Independent Bellevue. Following the summer camp, when the opportunity arose to teach grade 3 and 4 students Engineering at Bellevue, I instantly jumped at the opportunity. I was eager to be in a teaching role where I could share my love of problem solving and creativity with children who could match my excitement for engineering. I felt this teaching role created the space for me to be the teacher I dreamed of being back when I was an intern. As the Subject Expert Engineering Teacher at BASIS Independent Bellevue, I get to incorporate my passion for design that I had as a young child, along with my training in education.

Everything I do in my class centers around the Engineering and Design Process. The Engineering and Design Process consists of seven steps: Ask, Imagine, Plan, Create, Test, Improve, and Communicate. My favorite part of the Engineering and Design Process is the testing phase, because students get to see their projects come to life! Students can see whether projects are successful or need improvements in real time. The Engineering and Design process is not only helpful within our engineering class but can be applied in all aspects of life. Breaking a problem down into steps helps teach our students to form a plan when facing any issue. It also teaches them that most ideas don’t work the way we might imagine on the first try. Working through the Engineering and Design Process helps create student resilience and team communication to solve problems.

A Project in Action

Throughout the course of this year students have engaged with many projects, but my favorite project so far has been designing a paper skyscraper city with grade 3 students. This project introduced students to Urban Planning Engineering and was focused on students learning how to incorporate green spaces, sustainable engineering processes, and best practices for merging the built environment with the natural environment. The kids created a whole city block that included skyscrapers and a central green space. They designed the buildings with visible interiors, so everyone could see who lived inside. Students also made small versions of themselves that they placed around the buildings. The students were thrilled with the process of creating a miniature version of themselves to put in their model. I was delighted to find an alien stuck in one of the park trees, which further confirms my theory that BASIS Independent Bellevue students are out of this world!

Skyscraper City designed by grade 3 students.

Looking Ahead

As I continue to build the Engineering Program at BASIS Independent Bellevue, I want to create more opportunities for students to showcase their models and engineering work within the school community. Students take great pride in the projects they create, and I would love to find more ways to highlight their accomplishments beyond our classroom. I am also eager to be able to work with primary students next year, as we expand and have Kindergarten–grade 2 students on campus. I can’t wait to work with primary students and start nurturing their foundational skills of problem-solving, critical thinking, and collaboration from a young age.

Thinking back on the trajectory of my career, I am extremely grateful that my path has led me to be the Subject Expert Engineering Teacher at BASIS Independent Bellevue. When I see a young girl in my class ecstatic about her parachute design, I am instantly taken back to being the girl with the manila folder filled with my creative designs. I am humbled to now be in a position to nurture students’ sparks of creativity and empower them to explore the possibilities of Engineering in their future!

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

Who Is a BASIS Independent Bothell Student? Understanding Our Community Through Our CORAL Values

February 11, 2026 by abisoyetaylor Leave a Comment

Every admissions season brings wonderful conversations with families as they discover our program and school. This year, one question stands out above the rest which is, “Who is a BASIS Independent Bothell Student?”

As a founding school in our first year, this question comes up often and it’s an important one. While our admissions process is comprehensive and considers every part of a student’s application, what truly helps families understand our environment is getting to know the qualities and values that define our students. When we speak with our Learning and Subject Expert Teachers, and administrators across our campus, the same themes surface. Our community is grounded in the CORAL values that shape the BASIS Independent Bothell experience: Curiosity, Ownership, Respect, Advocacy, and Loyalty.

These values are not admissions requirements. Instead, they reflect the environment students thrive in and the traits that naturally develop as they grow within our classrooms. Understanding CORAL gives families a meaningful picture of the kind of learning community we are building. One centered on exploration, responsibility, character, and connection.

Curiosity at BASIS Independent Bothell: The Spark That Drives Learning

Curiosity is foundational to a BASIS Independent Bothell student. It fuels engagement, inspires creativity, and drives students to ask thoughtful questions.

Our Dean of Students, Ms. Cales, describes our students as “ambitious, hardworking, and curious.” That curiosity shows up in science investigations, literature discussions, math problem-solving, and each moment where students lean into learning with enthusiasm.

Mr. Sturm, a Primary Math and Science Subject Expert Teacher, echoed this, calling his students “curious, tenacious, and joyful.” These qualities reflect our learners’ determination to explore new ideas and the joy they find in discovery.

In our Kindergarten Early Learning Teacher, Ms. Gray shared similar observations, describing her young scholars as “kind, curious, and collaborative,” adding that “these are skills that will benefit our students throughout their lives.” Curiosity starts early and only grows as students advance through our program.

Ownership: Building Responsibility and Confidence

Ownership emerges when students take responsibility for their learning, reflect on progress, and take pride in their growth.

Primary and Middle School Math Subject Expert Teacher Ms. Perleberg describes her students as “ambitious, mature, and compassionate.” That maturity often shows up in the way students manage their time, set goals, ask for help when needed, and take initiative. Ownership is a skill that supports long-term academic success and personal development.

Respect: Creating a Positive and Inclusive School Culture

Respect is one of the first values families notice when visiting our campus. It is reflected in the way students speak to their Learning and Subject Expert Teachers, collaborate with peers, and care for their learning environment.

A culture of respect helps students feel safe sharing ideas, making mistakes, and taking academic risks. This foundation supports meaningful collaboration and helps students build strong social emotional skills.

Advocacy: Empowering Students to Use Their Voice

Advocacy helps students learn how to communicate confidently and respectfully. It emerges when a student asks a question, seeks clarity, requests help, or stands up for a peer.

As students grow, advocacy becomes a key part of their learning journey. It builds independence, leadership, and emotional resilience which are all essential for long-term success.

Loyalty: Strengthening Our School Community

Loyalty develops naturally within a supportive school community. In our founding year, this value has been especially strong. Students, families, and faculty are building traditions, shaping culture, and creating a sense of belonging together.

Loyalty inspires our students to support one another, take pride in their work, and invest in the community they are helping to build.

The Bigger Picture: What Defines a BASIS Independent Bothell Student?

When we asked teachers across multiple grade levels to describe the kind of student who thrives here, a consistent picture emerged:

These qualities shared by Ms. Perleberg, Ms. Cales, Mr. Sturm, and Ms. Gray reflect who our students become when they are immersed in a learning environment shaped by these CORAL values.

They are not criteria for enrollment. They are the characteristics that naturally develop within a community that values curiosity, ownership, respect, advocacy, and loyalty.

Ready to Learn More About BASIS Independent Bothell?

If these values resonate with your family and you’d like to explore whether our school is the right fit for your child, we would love to connect.

Schedule a campus tour

Attend an admissions event

Contact our team

We look forward to partnering with families who share our belief in a community built on curiosity, integrity, and lifelong learning.

Alumni Panel Insights

February 5, 2026 by jogoldfarb Leave a Comment

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

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

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

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

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

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

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

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

College Preparation and Academic Rigor

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

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

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

Capstone Courses and Senior Project

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

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

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

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

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

Community and Social Environment

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

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

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

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

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

Our Class of 2025 together on campus before their graduation.

Extracurricular Engagement and Time Management

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

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

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

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

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

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

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

Parental Support and Student Mindset

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

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

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

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

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

Technology and AI Integration

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

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

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

Transition and Integration Support

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

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

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

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

Leadership Spotlight: Director Cameron, Middle School Program

January 26, 2026 by jogoldfarb Leave a Comment

The Middle School Program at BASIS Independent Brooklyn is carefully designed both to challenge and support students during a very impressionable time. We believe middle school is a time for building strong foundational knowledge in a wide variety of subjects while growing a student’s autonomy and self-discipline needed for critical inquiry.

Pairing challenge with the right support is core to our Middle School Program. Leading the charge is Director Shantell Cameron. For the past three years, she has worked tirelessly to complement the internationally benchmarked academics with joy in learning and excitement in community. With roots in the classroom, Ms. Cameron first joined our school as a Gr. 2 Learning Expert Teacher nearly eight years ago before moving into school leadership, first as a Dean of Students, then as a Director at our Upper School campus.

Ms. Cameron has been educating young minds for nearly two decades. She obtained her master’s degree in education in 2014, and previously taught and worked in administration at another private school before joining our community. We sat down with her to ask some questions that might help convey all that Ms. Cameron manages at our school and her vision for the Middle School Program.

What is a typical day for you as Director of the Middle School?

As the Middle School Director, I work closely with teachers to ensure they have the support they need to thrive in the classroom. I collaborate with my team daily to continue building a positive Middle School culture—one that is not only academically strong but also fun and engaging for students. My days include observing classes, providing meaningful feedback to teachers, and managing escalated situations with students or staff as they arise. I also partner with families to make sure we are supporting their children both in school and at home, reinforcing our commitment to developing well-rounded students.

Our Middle School Program is known for challenging students to the highest international levels. How do you support the whole student in these critical years?

Middle School is one of the most challenging stages in a student’s life. It’s a pivotal time for both cognitive and emotional growth. At our school, the curriculum is intentionally rigorous, which can sometimes feel overwhelming for students and families. Because of this, I believe it’s essential to balance high academic expectations with meaningful social and emotional support.

To support students academically, we provide multiple layers of help. In addition to weekly student hours, students can work with peer tutors from our High School Program when they need extra reinforcement in specific subjects. We also offer a student support program where students collaborate with their advisor, the Dean, and their teachers to create an individualized plan that helps them navigate our demanding curriculum. We know that academic rigor and accountability can be challenging for middle schoolers as they learn to manage their grades and keep up with the pace of coursework.

Equally important is supporting our students’ social-emotional development. I am a strong believer in building and maintaining a positive school culture where students feel a genuine sense of belonging and have things to look forward to beyond academics. When a student has a passion, whether it’s a club, sport, or committee, I strongly encourage them to participate. Those are the opportunities that help them grow socially and build confidence.

What do you think stands apart about our Middle School program?

Our Middle School Program is truly unique; saying it stands out among other middle schools across the city and state is an understatement. We are a community that strives to support every student and partner closely with every family. When I think about what sets us apart, a few key pillars come to mind:

• Belonging: Our students and families consistently feel a strong sense of belonging because we operate not only as a school community but as a family. As Director, I value maintaining an open-door policy where students can stop by to share feedback, ask questions, or simply say hello. I avoid a strict “by appointment only” approach because it’s important that students and teachers feel heard and know their voice matters

• Support System: Our support system is exceptional and truly caters to teachers, students, and families. We approach every situation with flexibility, an open mind, and a commitment to keeping students at the center. This not only strengthens the sense of belonging but also creates a warm, family-oriented environment. The level of support provided by our administrative team is unlike that of many middle schools. Here, no teacher or student is “just a number.” We work tirelessly to make sure everyone feels valued, heard, and fully supported.

• Curriculum: Our curriculum is “first class” and speaks for itself. Our Middle School students are preparing for high school in ways many schools don’t even consider. By the time they complete our program, students are ready for college-level coursework, perform extremely well on standardized tests in high school (PSAT, SAT, and Advanced Placement exams), and show strong results on our midterms and final exams (Pre-Comps and Comps). Our elective offerings give students opportunities to explore passions and potential career interests early on. In short, our curriculum prepares students not just for our high school but for future success beyond the classroom.

• Teachers: Most importantly, our teachers are a defining strength of our program. We don’t just have educators; we have experts who truly love what they do. I witness daily how our teachers bring rigor to life through games, hands-on labs, debates that spark critical thinking, and culminating projects that connect learning to the real world. They give students the opportunity to take ownership of their learning, and that is not something found everywhere. Our teachers plan with every student in mind, rather than simply following a standard state-provided curriculum, allowing them to reach multiple learning styles in meaningful ways. I am honored to lead a program that demonstrates consistent growth, care, and respect.

You have been a big proponent of building a strong school culture during your years at the school. What programs have you started to build a great culture supporting students and teachers in Middle School?

Due to my firm belief in creating well-rounded students, I am constantly seeking ways to strengthen our school’s culture. Middle school students thrive when they have opportunities to collaborate and engage outside the classroom. Over my five years on the Administration team, both in Primary and Middle School, I have started and supported numerous programs to foster community, connection, and tradition:

Grade 8 Overnight/Lock-In: In my first year as Middle School Director, I established the Grade 8 Overnight, where students spend the night at school, enjoying games and fun activities. This December will mark our third Overnight.

Our Gr. 8 Lock In chaperones bonded in their matching PJs and bear slippers, which Director Cameron ordered.

Grade 8 Washington, D.C./Charlottesville Trip: Alongside Mr. Piel (U.S. History SET), I led the creation of this trip, which provides students with hands-on historical and civic learning experiences. It has become an annual tradition in March.
Grade 8 Celebration: I created a celebration to honor our eighth graders for completing the Middle School program. While not a formal graduation, this event recognizes students’ achievements and brings families together to celebrate their successes. This year will be the third celebration.
Grade 6 Ice-Skating Trip: To reward students after completing Pre-Comps, I started a fun Ice-Skating trip for Grade 6 students. This social tradition helps students celebrate academic milestones and connect with peers.
Parent University-Style Forums: I collaborated with administration and external partners to create forums supporting families, including the “Inside Scoop to Pre-Comps and Comps” for Grade 6 families and an Executive Functioning Workshop for parents in Grades 5–8. These forums help families support their students academically and socially at home.
Recess for Middle School Students: Working with the Dean, we introduced AE Recess, giving students the option for downtime and socialization three times a week. This initiative was based on student and parent feedback and strengthens our supportive community.
Increased Teacher Collaboration: I encouraged a schedule (weekly team meetings) that allows teachers to collaborate more effectively, share best practices, and strengthen professional partnerships across departments.

Head of School Josh Harmon and Director Cameron marveling at how many pizzas were consumed at our Pre-Comp Student Session and Pizza Party.

All of these initiatives are designed to build and improve culture in the Middle School, providing students, teachers, and families with a fuller, more meaningful school experience. I am committed to continuing to create traditions and opportunities that positively impact both academics and student life.

Our school integrated a “no cell phone” policy last school year. From your perspective as the Director, how has that changed the school day or experience for students in the Middle School Program?

Our no cell phone policy has drastically changed the dynamics of Middle School. I have observed students becoming more focused in the classroom, more socially engaged with their peers, and building stronger self-advocacy skills. Over the past few years, cell phones and other personal devices played a significant role in students’ daily lives. While these technologies have positive attributes, they often disrupted the traditional school experience, a structure that, in my view, is essential for holding students accountable for their learning.

Since implementing this policy, I have seen students conversing more with peers in classrooms, cafeterias, and hallways, participating more actively in lessons, and choosing to be fully involved in the school community. Additionally, we have seen a significant decrease in suspensions related to cyberbullying or inappropriate phone use during school hours. Overall, this policy has strengthened both the academic and social-emotional environment of our Middle School.

You have been at our school for many years, first as a Learning Expert Teacher (LET), then as a Dean, and now as Director. What drew you to BASIS Independent Brooklyn (and keeps you coming back)?

This is my eighth school year here at BASIS Independent Brooklyn, and each year truly gets better. I was initially drawn to this school because of its commitment to genuine skill mastery rather than simply teaching to a test. I also value the strong support system in place for teachers, students, and families, as it consistently leads to positive experiences and outcomes.

Before joining our school, I taught at a small private school on Long Island that held similar beliefs and standards, which made the transition here feel natural. One of the things I appreciate most is that teaching is not the end of the road; there are always meaningful opportunities for professional growth, supported by people who genuinely want to see you thrive. I’m proud to be an example of that, having grown from a classroom teacher (Learning Expert Teacher) to Primary School Dean of Students, Primary School Director, and now Middle School Director.

Each role has reinforced what makes BASIS Independent Brooklyn truly special: a community that strives for excellence, a culture of care, and a curriculum that stands apart from other schools. Our teachers and students are deeply passionate about their work, and together they create the warm, supportive environment that defines who we are.

To me, BASIS Independent Brooklyn feels like family more than just a school, and that is what brings me back year after year. It keeps getting better, and we continue to grow stronger together.

What is something families might not know about you that you want to share?

I travel quite a distance each day to get to work, coming from Freeport, Long Island. I do it wholeheartedly because I truly love my job and the people I get to collaborate with. My colleagues make each day meaningful and fun.

I also have a musical background. I play the clarinet, saxophone, and flute, and I originally attended SUNY Potsdam for music education and performance before shifting my focus to teaching. Once my youngest son is a bit older, I hope to join a band or orchestra again as a personal passion project.

Education runs in my family. My relatives owned early learning schools on Long Island, where I worked as a teenager. I also tutored many of their students. That early exposure is where my love for education really began.

Before coming to BASIS Independent Brooklyn, I had the opportunity to serve as the interim Head of School at my previous school while the Head of School was on long-term medical leave. That experience gave me my first hands-on introduction to school leadership.

And last but certainly not least, I am a single mom to three wonderful children, a daughter who is 19, and two sons who are 14 and 5. Because of them, I get to experience all levels of childhood and adolescence at home, which adds a meaningful perspective to my work in school.

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

Leadership Spotlight: Director of Auxiliary Programs, Ms. Murphy

January 23, 2026 by emilyhughes Leave a Comment

Ms. Murphy is our wonderful Director of Auxiliary Programs. Families often wonder what extracurricular opportunities are available at BASIS Independent Bellevue, so we met with Ms. Murphy to learn more about the valuable work she does to provide robust opportunities for our students outside the classroom.

Background & Career Path

Can you share a bit about your professional background and what led you to your current role as Director of Auxiliary Programs?

My background is in Theatre Education! My entire career has been in alternate education thus far. I worked as a freelance teaching artist for several years doing after school programs and summer camp. I have always loved having the opportunity to help students express their creativity and provide a safe place for students to explore new things. I knew that I wanted a career in extracurriculars, and the opening for Summer Programs Coordinator at BASIS Independent Bellevue popped up at the perfect time! I am so grateful for the experience that BLV has given me to progress from coordinator, to manager, and now the Director of Auxiliary Programs.

What originally drew you to working in education and student enrichment programs?

I have always loved working with kids and when I graduated college, I was exploring what I could do with my Theatre degree. I started working with kids in theatre which is where I caught the education bug. It was in this role that I found a place for myself in alternate education and the work with the kids continues to bring me back.

Roles and Responsibilities

How would you describe the role of Auxiliary Programs within our school community?

I like to describe my role of Auxiliary Programs as the person who gets to bring the fun to school. I plan all extracurriculars, field trips, and various events for the students. These programs help kids explore opportunities they wouldn’t normally have access to, from advanced coding and science competitions to art classes and speech and debate.

What does a typical day look like for you in this role?

In a typical day I am doing extensive behind the scenes work with registration, budget and logistics. In addition to this I am also meeting with teachers and organizations to ensure they have an understanding of our policies and procedures. This role involves a lot of collaboration with other people, as the programs I am planning involve teachers and other staff to make them run. In the afternoons I am typically interacting with students and getting to see the programs I plan in action.

Program Planning and Innovation

How do you identify and develop clubs and programs that truly excite and engage students?

I love hearing suggestions from parents, students, and teachers for clubs! I’d say that about 80% of our programs came about because someone reached out to me and said they’d like to see that program at our school. For example, a current club we have is Physics Forum, which has been led by a current grade 10 student for the past two years. This student completely leads the lessons, and plans and executes the activities. The club culminates with F=MA, a physics exam for grade 7–10 students. Beyond recommendations from our school community, my career has helped me build connections with a wide range of organizations and individuals across the greater Seattle area, whom I work with to bring engaging extracurricular opportunities to our school.

Physics Forum Club ran by Gordon B. in grade 10

Can you walk us through your process for planning a new club or summer program from idea to launch?

In general, a new club or summer program starts with a proposal from a teacher, student or parent. Once the proposal is submitted; it is reviewed to ensure it fits with our schedule and aligns with our overall program needs. I then meet with the individual to confirm the schedule and logistics for the program. From there I collaborate with the club leader for supply needs, and registration. Once a club is up and running, it typically runs for 8–10 weeks.

What has been one of your most rewarding programs, and why?

The first summer I did a performance intensive summer camp, that has easily been one of my most rewarding programs to witness. This week-long program had campers attending daily and working toward a culminating performance of The Jungle Book at the end of the week. Throughout the week the campers put together costumes, created the set, and worked on lines. The culminating performance was a wonderful way for all campers and families to see all of the campers’ hard work. This program was especially fun for me because I love the creative outlet of theatre. Seeing the joy and pride in the students performing at the end of week has stuck with me over the years.

Impact on Students and Community

How do clubs and summer programs enhance the overall student experience?

Clubs and summer programs can not only help students advance in a subject they are already passionate about, but can also give an opportunity to experience new things and discover new passions. The safe environment we create for students to try something new, often ignites new passions. Seeing students discover new passions through clubs and extracurriculars is a special part about my job.

Clubs and Summer Programs can also grow students’ leadership opportunities. For example, our National Science Bowl Team were two-time national champs in the middle school division. The students who were on this team are now in high school and are helping to lead the middle school team. Beyond this, students can also build friendships outside of their class and grade level through various clubs.

How do you ensure programs are inclusive and accessible to a wide range of interests and abilities?

Our Head of School, Dr. Thies, is intentional about creating a holistic learning environment, where we are not just focused on STEM, but also providing equal space and opportunity in the fine arts. While STEM programs are important, fine arts opportunities are equally valuable. When I am planning the programs each year I work to establish balanced offerings for interests. In terms of ensuring our programs are accessible for a wide range of abilities, almost all of our programs are open to all students and only a few programs require try outs. For example, currently our sports teams don’t require a try out, as we want all students to have the opportunity to play. Over the course of this year, we will have around ninety different clubs and extracurricular opportunities, spanning from History Sketching, to Archery, to Intro to Robotics.

Looking Ahead

What exciting summer programs are you most looking forward to?

I am eager to be welcoming kindergarten programs as we welcome younger learners onto our campus for the 2026-2027 school year. One program we will have this summer for our early learners is called, Mini Lemonade Stand. In this summer program students will learn business tactics and create their own lemonade stand, complete with flyers and a mock sale day. We will also have a summer program called DJ Mixing, led by our current music teacher, Mr. Escobar. This program provides a unique opportunity for students to develop a skill they likely wouldn’t have the chance to explore otherwise.

What goals or dreams do you have for expanding student opportunities?

One of my goals is to continue encouraging students to take ownership of programs and develop their leadership skills by running programs for their peers or younger students. I would also love to see us expand our involvement in national organizations like DECA and speech and debate competitions.

Beyond the Job

What do you enjoy most about working with students outside the traditional classroom setting?

I absolutely love witnessing an “ah-hah” moment with a student. Often, I see a student working on something, look up with a spark in their eye, and say, “This is really fun.” Those moments are my favorite thing in the world. I also love walking into a club and seeing everyone actively engaged and connecting with their peers. The classroom may look slightly chaotic, but to me, it’s controlled chaos—a reflection of the passion and excitement students are bringing to the club.

What inspires your creativity and passion outside of work?

Outside of work I love to create in many different avenues. I enjoy theater and the arts and perform in local productions. I also love to bake, crochet, dance and explore the outdoors.

A Day in the Life: Grade 10

January 9, 2026 by mirandamartinez Leave a Comment

Meet Jason!

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

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

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

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

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

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

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

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

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

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

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

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

Lunch | 11:55 AM – 12:40 PM | Lunch

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

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

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

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

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

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

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

Office Hours | 3:15 PM – 4:00 PM

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

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

BASIS Independent 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.

Top Five Blogs of 2025!

January 6, 2026 by mirandamartinez Leave a Comment

As we celebrate the new year, we’re excited to reflect on the stories, insights, and moments that resonated most with our community in 2025. From timely updates to thoughtful perspectives, these blogs sparked conversations and captured what mattered most to our readers.

Thank you for reading, sharing, and engaging with us throughout the year!

#1 Campus Floor Plans Revealed!

Excitement is building as we take the next step toward opening our brand-new campus! With construction well underway, we are thrilled to share the floor plans that will shape the daily experiences of our students, teachers, and families. Every detail, from the flow of classrooms and collaboration spaces to the design of common areas and outdoor learning environments, has been carefully considered to foster curiosity, community, and a culture of joyful learning.

Click Here to View Floor Plans!

#2 Class of 2025 College Acceptances Announced

BASIS Independent Schools continues to set the standard nationally for academic excellence. The Class of 2025 represents 206 graduates across five high schools—BASIS Independent Brooklyn, Fremont, Manhattan, McLean, and Silicon Valley. From coast to coast, our graduates have earned admission to the world’s top colleges and universities, demonstrating that they are ready to lead, excel, and contribute.

View the College Acceptances Here

#3 BASIS Curriculum Schools Exchange Program

This fall, BASIS Independent Fremont embarked on an extraordinary journey—one that brought five students from BASIS International School Bangkok to the Fremont campus and community for nearly three weeks. From October 12 to 30, Prann, Tiantian, Jiban, Panpan, and Titi became part of the BASIS Independent Fremont community, bringing with them the vibrant spirit of Thailand and a shared commitment to academic excellence that defines the BASIS Curriculum worldwide.

Click Here to Read More!

#4 Meet the Winner of the 2025 Fellows Scholarship

To kick off a new year of Senior Projects, we are sharing a conversation with the inspiring winner of the 2025 Fellows Scholarship, a $10,000 prize awarded annually to one project. Maxim Smelyansky, a Class of 2025 graduate of BASIS Independent Brooklyn, their 2025 Valedictorian, and current Stanford University student, impressed our committee with his project titled The Future of American High-Speed Rail: Analyzing and Discovering the Most Effective High-Speed Rail Development Methods on Promising Rail Corridors in the United States.

Click Here to Read Maxim’s Interview!

#5 Introducing the BASIS Independent Dublin Mascot

A school mascot is much more than a symbol. It represents the heart and spirit of the entire community. It unites students, teachers, and families under a shared identity, creating a sense of belonging and pride that extends far beyond the classroom. The mascot helps build tradition and school spirit, inspiring students to support one another, celebrate achievements, and face challenges together. Whether it’s cheered for at games, displayed in hallways, or worn on school swag, the mascot reminds everyone that they are part of something bigger – a community that values teamwork, perseverance, and pride in who they are.

Meet Our Mascot