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The Co-Teaching Model at BASIS Independent Bellevue

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

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

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

The Primary Program

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

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

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

– Ms. Tseng, Grade 3 LET

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

The Bridge Year

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

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

A Useful Model 

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

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

Introducing the BASIS Independent Bothell Orcas!

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We are excited to introduce BASIS Independent Bothell’s mascot — the Orca!

Taking into consideration our region and our mission, we think the Orca will represent our school community in so many ways. 

Did you know that orcas…

  • …are extremely social, and live with their pods?
  • …travel more than any other animal on the planet, except for humans?
  • …have their own distinct languages and dialects?
  • …have an IQ that is the equivalent of a 15/16 year-old human child?
  • …coordinate and plan as a team when hunting?
  • …have evolved through culture?
  • …own the most developed insular cortex in the world?
  • …play?!

The BASIS Independent Bothell community will embrace the Orca in many ways:

  • Already enrolled families will be receiving BASIS Independent Bothell Orca gear in the next few weeks
  • Early in our first year, students will name the Orca mascot
  • Participation in Orca-focused events including:
    • Orca Recovery Day – October 19
    • World Orca Day – Mid-July
  • Creating school-wide pods to develop connections between older and younger students
  • Adopting an Orca

7 Phrases for Effective Communication with Children

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Effective communication with children requires patience and the right approach. Educators often use simple but powerful phrases to guide students, and many of these strategies can be equally helpful at home. Here are seven phrases that encourage positive behavior and foster meaningful conversations with children: 

1. “If you do / If you don’t…” 

For clarifying choices and consequences 
Guiding children toward making good choices is more effective than attempting to forcing compliance. This phrase helps them understand what’s expected and what the outcomes will be based on their actions. 

  • “Put your papers and lunchbox in your bag now. If you don’t, you won’t have them for school.” 
  • “Clean your play area in the next 10 minutes. If you do, we’ll have time for a bike ride.” 

2. “Help me understand.” 

For encouraging thoughtful responses 
This phrase shows a willingness to listen and helps shift children from an emotional reaction to a more rational mindset. It’s also a useful way to develop communication skills by having them explain their perspective. 

  • “I hear you’re upset with your sister. Help me understand what’s going on.” 

3. “Answer in your head.” 

For keeping responses in check 
If a child tends to shout answers before a question is finished, this phrase can help. It encourages them to think before responding aloud, which is especially useful with multiple children. 

  • “Before you tell me what you think, answer in your head, and then let’s talk.” 

4. “It seems like you’re feeling _______.” 

For helping identify emotions 
Sometimes a child’s emotional reaction becomes the central issue. By naming their feelings—whether it’s frustration, disappointment, or anger—they can begin to calm down and focus on resolving the problem. 

  • “It looks like you’re feeling disappointed that your friend couldn’t come over.” 

5. “What would make you feel better?” 

For fostering problem-solving skills 
When emotions run high, this question guides children to think about solutions. This empowers them to manage their emotions and take the next step. Younger children often benefit from a few suggestions like an offer for a hug or brainstorming solutions.  

  • “I know you’re sad that the game is over. What do you think would help you feel better?” 

6. “It looks like you need help with _______.” 

For when they need to do it now.  

This is especially effective for tasks your child can do 100% independently. Children like you to know they can “do it by themselves.” But there’s a big difference between can and will. This phrase can trigger them into action to show you they don’t need your help. The key here is to physically move to help them as you say this and show you mean business. 

  • “It seems like you’re struggling with your jacket zipper. I’ll help you start it.” 

7. “I’ll come back when…” 

For taking a break when emotions run high 
When emotions escalate, it’s important to model a healthy response. Let children know how you’re feeling, take a break, and give them a clear task to focus on while you regroup. 

  • “I’m frustrated right now. I’ll come back when I’m calmer. In the meantime, please start putting away your books.” 

Every child is unique, so it’s important to experiment with these phrases to see which ones resonate best. 

Head of School Address to Class of 2025

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Each new school year starts full of excitement, and we make it a point to salute our seniors at BASIS Independent Brooklyn standing on the cusp of the next phase of their academic journey. Our Head of School address is one annual tradition to recognize and inspire our senior class. Earlier this month, Mr. Harmon dropped by Mr. Brauch’s college counseling session to welcome our Class of 2025 and help orient the year.

Below are selections from Mr. Harmon’s address:

You are the last class on this campus I had the honor to teach before moving into school administration. I remember working to make a Latin class engaging and relevant to you. It is bittersweet for me now to realize you are seniors about to leave our school. You will always be a special class to me, and you will always have a home here.

It is a great time to be a senior at our school. We just finished our 10th school year, and our campus is established and strong. All our teachers and administrators are here to support you. We are all here to make your final year a success. I just ask for three things in return:

  1. Be a leader on campus. Other students look up to you and will follow you.
  2. Make decisions that benefit you and your families.
  3. Set the tone for the years to come and finish the year strong.

Have fun. Enjoy your senior year. You have worked hard and we are so proud of you.

In senior year, our students take college-level seminar courses called Capstones. These are teacher-created, post-AP courses. While AP courses typically cover a breadth of content, Capstones allow students to explore a topic’s depth. Our teachers’ talents shine as they develop these college-level original courses tied to their academic passions. This year the Capstone classes at BASIS Independent Brooklyn are:

  • Chinese Literature & Culture
  • Differential Equations
  • Economics of Water Resources
  • French Cinema
  • Latin Composition
  • Monsters in the Mirror – Literature
  • Multivariable Calculus
  • Neuroscience
  • Organic Chemistry/Biochemistry
  • U.S. and Mid-Eastern History

In the third and final trimester of senior year, our seniors embark on their Senior Projects. The Senior Project is an independent, student-led culmination of our high school experience. After three years of academic preparation, our seniors are ready to spend the last trimester of their high school careers applying the skills and knowledge they have gained to develop a project that is insightful, academically rigorous, and professional in nature.

Once we know what questions our seniors will set out to answer with their Senior Projects, we will share with our community in the hopes of parents and guardians helping connect our Class of 2025 with leaders in the field who can provide perspective and expert commentary to benefit their research.

Class of 2025: We could not be prouder of you. We will be rooting for you this year and in all the years to come. GO BEARS!

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. 

5 Reasons to Love BASIS Independent Fremont’s Primary Program!

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BASIS Independent Fremont’s Primary School is a magical place in a child’s life. It’s a place where young minds start to blossom, friendships are forged, and a love for learning begins to take root. While every stage of education has its unique charm, there’s something particularly special about those early years in primary school. In this blog post, we’ll explore five reasons why primary school is a place to cherish and love.

#1: Learning to Learn

Learning to learn, or metacognition, is a crucial skill because it empowers students to adapt to a rapidly changing world. It is crucial that schools not just impart knowledge but teach young people how to efficiently acquire new knowledge. BASIS Independent Fremont does this by fostering critical thinking and problem-solving abilities so that students can regulate their own learning processes. This self-ownership of their own education builds student confidence in their ability and yields the empowerment needed to navigate an information-rich world and make informed decisions

#2: Growth in Character

Learning to learn, or metacognition, is a crucial skill because it empowers students to adapt to a rapidly changing world. It is crucial that schools not just impart knowledge but teach young people how to efficiently acquire new knowledge. BASIS Independent Fremont does this by fostering critical thinking and problem-solving abilities so that students can regulate their own learning processes. This self-ownership of their own education builds student confidence in their ability and yields the empowerment needed to navigate an information-rich world and make informed decisions.

#3: Encouragement and Support

BASIS Independent Fremont’s primary school teachers and staff understand the importance of fostering a positive and inclusive learning environment where every student feels valued and encouraged to succeed. All people are different, and children are no exception. We understand that students have evolving needs and offer the guidance and support they need to overcome challenges. These early experiences can shape a child’s attitude toward education and personal growth for years to come.

#4: Joy in Exploration

One of the most compelling reasons to love BASIS Independent Fremont’s Primary Program is the sheer joy of exploring so many subject areas. Young children are naturally curious, and our primary program provides them with a safe and stimulating environment to explore their interests. From discovering the wonders of engineering to diving into captivating world cultures, every day is an opportunity for students to expand their horizons. Young people may land anywhere in their lives, and you never know what they’re going to love. It is vital that students explore as much as they can in the early years, where knowledge becomes an exciting adventure.

#5: Milestones and Memories

BASIS Independent Fremont’s primary school experience is filled with memorable milestones and events that children and parents treasure forever. From the wonder of International Day to the hard-won glory of the Bumblebee Games, each year brings its own set of unforgettable moments. Field trips, student performances, and special assemblies create cherished memories that leave a lasting impression on young minds. These experiences not only make BASIS Independent Fremont’s Primary Program enjoyable but also help children grow and develop into well-rounded individuals.

Primary school is a time of wonder, discovery, and personal growth. BASIS Independent Fremont is a place where the foundation for a lifetime of learning and personal development is laid. From the first day, when the seeds of the love of learning are planted, there are countless reasons to love primary school. It is a magical time in a child’s life, filled with moments that shape their future and create lasting memories. So, let’s celebrate and cherish the primary school years as a precious chapter in our educational journey.

Learn more about BASIS Independent Fremont’s Primary Program here. 

BASIS Independent Fremont is a grades TK-12 private school based in Fremont, California, providing students with an internationally benchmarked liberal arts and sciences curriculum.

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!

2022-2023 Year in Review

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Dear Families and Staff,

During the quiet months of summer, we make it a priority to reflect on the past year right before the rush of back-to-school begins. Now we wanted to share some lessons learned, celebrate accomplishments, and pay tribute to our 2023 graduates.

Let’s start with academics. We spend many hours reviewing our academic outcomes as a data-driven school. Our data informs our practice, identifies our weaknesses, and allows us to knowledgeably celebrate our successes. For these reasons, we can truly say we practice both the art and science of teaching. Without data, we would not understand our own goals, or we would assume we were just lucky when we met them!

This year more than 60% of our students earned the AP Scholar designation (scoring a 3 or higher on at least 3 AP Exams). This is consistent year over year and showcases the strength of our program. But it isn’t due to the fact that fewer students are opting to take APs. Not at all. In fact, we ordered 315 AP exams this year, the most ever in our school’s history. 

Also in high school, we celebrated our National Merit Scholar winner Maren W. ’23, and we also now have exciting national merit scholarship news with our rising seniors. We have the longest list of commended scholars and finalists in our school’s history. A third of our rising seniors were recognized because they scored in the top 1% on the PSAT in NY state. This is significant even by BASIS standards!

It’s not only in high school that we’re seeing success. We had plenty of year-over-year increases in the Comprehensive Testing Program (CTP) assessment which measures primary and middle school students’ growth in verbal reasoning, reading comprehension, quantitative reasoning, and mathematics. Our 8th graders had a 7% increase over last year’s averages, while 4th and 5th respectively had 6% and 3% increases over last year’s averages.

But what about our current seniors? Our 5th graduating class? We’re incredibly proud of them! 40% of students were offered spots at colleges in the top 25 ranked national and international institutions. We had students accepted to:

  • Amherst College, Carnegie Mellon University, Columbia University, Cornell University, Imperial College London, New York University, Northwestern University, University of Michigan – Ann Arbor, University of Toronto, University of Virginia, Williams College.
  • Four out of 22 of our students applying to colleges this year received offers of admission from Cornell University. 

Our 2022-2023 school year was one of a return to traditions and events we desperately missed – from the Spring Musical to Debate competitions and Senior trips. We embraced seeing each other in person at Coffee with Administration meetings and added Open Gyms and fun activities. Kids enjoyed field trips once again and we were happy to have a year that brought them together more.

Celebrating Accomplishments

Throughout the 2022-2023 school year one thing remained the same— student accomplishments across all grades continued to reaffirm the vision behind all that we have built here in Brooklyn. Our educators took pride in providing structure and stability to support content mastery. 

Our students continued to excel at their studies and outside the classroom, our students’ accomplishments made us incredibly proud. An overview of 2022–2023 student accolades follows, broken out by discipline.

Fine Arts

  • Scholastic Arts and Writing Competition – Our students were recognized yet again with many honors this year. One national Silver Medal in drawing and illustration (see image on right). Five regional Gold Keys, 5 Silver Keys, and 8 honorable mentions in photography, digital art, painting, drawing illustration.
  • Our Upper School Choir was invited to perform at Radio City Music Hall before the Christmas Spectacular once again!
  • High School Band was asked to play at the New York City Marathon to cheer on the runners and engage the spectators.
  • Our Spring Musical The Addams Family was a rave hit. Upper School drama performances in elective classes were a wonderful celebration of creativity all year long.
  • Our entire Fine Arts team put on wonderful festivals before Winter Break and at the end of the school year. 

Photo: The 2023 Spring Musical The Addams Family. Image taken by Danny Dolan ’22 @dannydolan_

Humanities/Social Sciences

  • Our Debate Club sent our teams to city championships and to state championships. One of our students, Isaac W. ’24, even won the top “team” award at a competition over Spring Break!
  • The Grizzly Co-Editor-in-Chief Laila G. ’24 won the prestigious Al Neuharth Student Journalism Award and is representing New York State in their student journalism conference in D.C. in June. Photo: A winning team at the Primary School Chess National Championships. We are still making room for that big trophy in our trophy case!

  • Our Bears won 5th place team in the very competitive K-6 U1400 division at the Primary Chess National Championships – despite being down one player! Aiden C. ’30 also placed 6th individually at nationals. There were many, many other chess accolades throughout the year.
  • Sameer M. ’28 was a semi-finalist at the National History Bee and the U.S. Academic Bee as well as a quarter-finalist at the International Geography Bee
  • Samantha G. ’24 was published in the University of Pennsylvania’s peer-reviewed journal Perspectives on Urban Education for her reflections on life and school in New York City during the COVID-19 pandemic.
  • Hunter R. Rawlings III Cornell Presidential Research Scholar: Noah L. ’23 was awarded the prestigious Presidential Research Scholarship to Cornell University, where he will be attending this fall. Only 230 students are inducted each year. This was based on his academics and past research project for Trinity Church Wall Street.

Math

  • Rising senior Alex R. ’24 won the 2023 Strogatz Prize – MOMATH National Mathematics Communication Competition – for his submission visualizing the topic of gradients and vector fields from his Multivariable Calculus. He drew a gradient/vector field of his face with the angle/direction changing according to position in 3-day space. You can see his facial expressions and colors used depending on movement along the axes.
  • Our MATHCOUNTS team came in second in Brooklyn and went on to compete at the New York State Championships.
  • The largest group of students ever sat for the MATH KANGAROO assessment for younger grades across both our campuses.

Photo: Ms. Reyes and Mr. Kaponyas pose with their students who participated in Math Kangaroo this year.

Science

  • A rising senior Charlie P. ’24 was named the 2023 Borlaug Scholar in the World Food Prize New York Youth Institute on his paper and presentation about obesity in Nauru.
  • Our school won second and third place in New York States TEAMS competition. Thank you to Physics teacher Josh Winter for continuing to grow the team.

Sports

  • Our Co-ed JHS basketball team won the CONSAT league championship after an undefeated season under Coach York!!! Go Bears!!!
  • Our CSAA Boys Varsity Soccer team made the league playoffs and Coach McCollum was very proud of their determination and drive during the year.
  • CSAA Girls Volleyball made the playoffs after a tremendous fall season with Coach Nalipinski. They continued Volleyball Club this spring and are looking ahead to next year!
  • CSAA Co-ed JHS Flag Football team had a strong first year and made the playoffs with Coaches Wekilsky and Ryan. Team spirit could not be stronger, and we want to thank families for showing up consistently to cheer on our Bears.
  • CSAA Co-ed JHS Outdoor Soccer: Our Bears had a great season, won both semi-final games, and made it to the league finals. While they did not win, they showed great determination and teamwork. Athletic Director McCollum and Coach Kevin were very proud of our Bearsll 
  • USATF Junior Olympians
  • Tasi-Ann C. ’25 earned the title of NY Junior Olympian for both Long Jump and Triple Jump. She also placed third in the Long Jump event!
  • Isaiah C.’28 was named a NY Junior Olympian in 200m and 400m races. He competed against students one to two years older than him and achieved the top position! 

Photos (Clockwise from Upper Left Corner): 2022 Girls Varsity Volleyball Team, 2022 Varsity Boys Soccer Team, 2023 CONSAT Coed JHS Basketball Champions, and 2023 CSAA Coed JHS Outdoor Soccer Team.

Community Involvement

  • This year our high school team arranged a Second Annual Day of Service in the fall to bring our community together and make a difference locally.
  • Our National Honor and National Junior Honor Society students dedicated more than 2,000 hours to service projects this year!
  • Students worked to redistribute more than 8,000 lunches to RHAP throughout the school year to the Red Hook Art Project. High School students regularly volunteered for Homework Help and even the gala. Families supported RHAP by attending the annual gala as well!
  • Back-to-School Textbook Exchange – Families donated nearly 200 textbooks and others bought used textbooks to benefit the Red Hook Art Project.
  • Our first School Supply Drive in partnership with School Tool Box provided 80 school supply boxes to students through Red Hook Initiative.
  • 500 coats, hats, scarves, gloves, and blankets as well as 200 care packages were assembled to support Red Hook’s Redemption Church community.
  • Toy Drive – Families donated more than 175 toys requested by parents who visit Good Shepherd counseling and wanted presents to give their children during the holidays. Our Lower School families donated nearly 50 games and toys to the Myrtle Avenue BKLYN Association.
  • Our community donated more than 310 food items to Community Help in Park Slope and created more than 300 Thanksgiving cards for Heights and Hills to deliver with their Thanksgiving meals to seniors.

These awards and examples of community involvement are an amazing testament to the school and the power of the curriculum and teachers. Most importantly, they are an incredible representation of our creative, diverse, driven scholars. It is important to us that as a school we prioritize opportunity, allowing students to showcase their skills, define their interests, and pursue their passions. 

Looking Ahead

Without community, academic successes are temporary and limited. We have made significant growth as a community this year, and it will further our students’ academic success and our school’s reputation. We see this anecdotally in the conversations we have together and the cultivation of mutual respect and trust. Not every conversation is one where we agree – nor should it be – but we continue to make our students’ growth and well-being the priority. But beyond the anecdotes, we also see our community’s growth in our achievements outside the classroom.

We all recognize that opportunity in class and to a large extent out of class comes down to the talent of our teachers. We also recognize that the curriculum that attracts families and students to BASIS Independent Brooklyn comes to life in a teacher’s hands. We have worked hard to recruit teachers who bring something extra to the school and we continue to attract talented teachers. 

Teachers love this school because they are allowed to teach the subjects they know best the way they know best. They’re allowed to share their passion for their subjects with their students and this builds engagement. We worked hard this year on retaining teachers and the retaining of teachers worked us hard as well. But we’ve learned a lot about bringing new teachers into the fold and creating more consistent expectations and disciplinary approaches to supplement autonomy in the classroom. We will continue to support teachers in their transition to our school and growth with us and we have many veteran teachers that have stepped up to become involved in supporting their peers.

As we close our thoughts on the year, we want to salute our Class of 2023 for shaping our school. We are grateful to them and want them to know they always have a place here. Our team is already planning homecoming events around the Winter Break and Senior Projects when students return from their universities. What we want to ask from our alumni and parents is help to provide professional advice and even connect our students after they graduate to internships and opportunities. This coming year we will be formalizing and expanding our mentorship program, and we need the help of our community to open doors for our wonderful students.

Overall, we want our students to look back, feel a great sense of pride in their school, and share in the school’s success that they helped create. We have much to celebrate, and we’re in an exciting position moving into the year ahead marking our 10th school year educating students in Brooklyn. We want our students, teachers, staff, and families to feel a part of all our community has built together and the great opportunities ahead.

Photo: Co-valedictorian Katey B. ’23 addressing her peers at graduation. Image here and at the top of the blog post taken by Danny Dolan ’22 @dannydolan_