Culture of Support

BASIS Independent Schools Early College Acceptances for Class of 2026!

February 20, 2026 by mirandamartinez Leave a Comment

Each year, the early college admissions season brings a wave of excitement to our school communities. Across our network of top-ranked high schools, we are proud to share that many of our seniors from the Class of 2026 have already received early offers of admission to colleges and universities across the country and internationally.

Early College Acceptance Results

Colleges and Universities With at Least One Acceptance: 130

Total Early Acceptances Across Our Network of Schools: 738

Top 25 Colleges and Universities Total Acceptances: 39

Total Acceptances in International Universities: 26

Rankings from US News & World Report 2025-2026 Top National Universities & 2025-2026 Top National Liberal Arts Colleges

These early acceptances are the result of years of dedicated study, thoughtful conversations with their Subject Expert Teachers and College Counselors, countless drafts of essays, and a deep commitment to growth both inside and outside the classroom. We celebrate these students not only for where they have been admitted, but also for the perseverance, character, and curiosity that brought them to this moment.

At the same time, we recognize that the college admissions journey looks different for every student. Many of our seniors are still waiting to hear back from institutions in the weeks and months ahead. As decisions continue to roll in over the coming months, we look forward to celebrating every milestone together as one community, united by the shared belief that our students are prepared to thrive wherever their journeys lead.

One of the strengths of being part of a broader network of schools is the depth of support available to our students. Beginning in grade 9, our dedicated college counseling teams on each campus, with the collaborative expertise shared across our network, guide our students with individualized support and provide them with a community that believes in their potential.

We are proud of the resilience our students demonstrate throughout this process. Applying to college requires reflection, vulnerability, and courage. Regardless of outcomes, the growth our seniors experience during this season is meaningful and lasting.

To our students who have received early acceptances, congratulations. Your hard work has paid off, and we celebrate you!

To our students who are still waiting, we are with you! We are confident in your preparation, proud of your efforts, and excited for the opportunities that lie ahead.

Early College Acceptances from the Class of 2026

UNITED STATES ACCEPTANCES

Adelphi University

American University

Baylor University

Binghamton University

Boston University

California Institute of Technology

Carnegie Mellon University

Case Western Reserve University

Chapman University

Colgate University

Columbia University

Cornell University

Drexel University

Duke University

Emory University

Fairfield University

Fordham University

George Mason University

Georgetown University

Georgia Institute of Technology

Georgia State University

Harvey Mudd College

Hofstra University

Indiana University

James Madison University

Johns Hopkins University

Loyola Marymount University

Marquette University

Massachusetts Institute of Technology

Michigan State University

New York University

Northeastern University

Northwestern University

Nova Southeastern University

Oakwood University

Oberlin College

Oregon State University

Pace University

Penn State University

Pepperdine University

Purdue University

Rensselaer Polytechnic Institute

Rice University

Rochester Institute of Technology

Rutgers University (Camden)

Rutgers University (New Brunswick)

Rutgers University (Newark)

San Diego State University

San Francisco State University

Santa Clara University

Sarah Lawrence College

Stanford University

Stony Brook University

SUNY University at Buffalo

Sweet Briar College

Temple University

The Ohio State University

The University of Texas at Austin

Union College

University at Albany

University of Alabama at Birmingham

University of Arizona

University of California (Merced)

University of Colorado Boulder

University of Delaware

University of Florida

University of Illinois at Urbana-Champaign

University of Iowa

University of Maryland

University of Massachusetts

University of Miami

University of Michigan

University of Minnesota

University of Nevada

University of North Carolina at Chapel Hill

University of Pennsylvania

University of Pittsburgh

University of Richmond

University of San Diego

University of San Francisco

University of South Florida

University of Southern California

University of the Pacific

University of Vermont

University of Virginia

University of Wisconsin

Villanova University

Virginia Commonwealth University

Virginia Polytechnic Institute and State University

Worcester Polytechnic Institute

Yale University

INTERNATIONAL ACCEPTANCES

Bocconi University

Hong Kong University of Science and Technology

Imperial College London

King’s College London

McGill University

The University of Edinburgh

The University of Warwick

University College London

University of British Columbia

University of Cambridge

University of Oxford

University of St Andrews

University of Toronto

BASIS Independent Schools is a premier network of PreK-12 private schools with locations in some of the most bustling and dynamic metropolitan areas in the country, including California, New York, Virginia, and Washington State.

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: Lower School Dean of Students Dylan Burgett

January 27, 2026 by jogoldfarb Leave a Comment

Our Early Learning Program at BASIS Independent Brooklyn is designed to build foundational skills while nurturing a love of learning. From PreK and Kindergarten, then moving into our Primary Program in Grades 1-2 at our Lower School, we aim to create a balance between a child’s natural tendencies and intentional academic learning. Critical to supporting that balance is the work of our Student Affairs team.

Today, we are proud to feature our new Dean of Students at our Lower School, Dylan Burgett. Mr. Burgett moved from Florida to join our community, and he is excited to focus on student support and social-emotional growth during these formative early years. Mr. Burgett serves as the primary student support contact, supporting teachers to help students both individually and in group activities, such as Lunch Bunch meetups.

Mr. Burgett brings years of experience as both a school administrator and an educator. Most recently, he served as Dean of Students at Forest City Elementary School in Florida, where he focused on social-emotional development of students in collaboration with teachers and parents, student mentorship, and differentiation of instruction to suit different learning styles.

Before assuming the Dean of Students role, Mr. Burgett was in the classroom as a Gr. 4 lead teacher for two years, supporting students with diverse learning needs. He developed and implemented standards-aligned and data-informed curriculum to support student learning and growth. Dean Burgett graduated from the University of Central Florida with a degree in elementary education.

What is a typical day for you as Dean of Students at the Lower School?

A typical day for me is all about making sure students feel excited, supported, and engaged throughout the school day. I spend time moving through classrooms, checking in with students and teachers to see how their day is going, how they’re feeling, and what support they might need. That support can look different depending on the moment; it can vary from working one-on-one with a student during a math lesson to connecting with students in a more relaxed setting, like a relationship-building Lunch Bunch with them and their friends.

You just joined our school and moved to New York! Can you share where you were before and what you were doing before?

Prior to relocating to New York City, I served as the Dean of Students at a school of over 700 students in Orlando, Florida. Over the course of several years, I grew within the school community—beginning as a Gr. 4 teacher, then serving as the Gr. 4 team leader, and eventually transitioning into the role of Dean of Students, a position I held for multiple years. During this time, I worked closely with colleagues to create and support a variety of social clubs and curricular initiatives that enriched the student experience. I am truly excited about the opportunity to bring this experience, creativity, and passion for student engagement to BASIS Independent Brooklyn.

What drew you to BASIS Independent Brooklyn’s Lower School?

I was drawn to BASIS Independent Brooklyn Lower School for many reasons, particularly its commitment to not only exceptional academic growth but also the social-emotional development of every student. The school’s culture is truly outstanding—one that is positive, supportive, and deeply focused on helping each student succeed. This aligns closely with my own passion for fostering empathy, understanding, and respect, and for helping students carry these values with them throughout their lives.

You have been a big proponent of social-emotional learning and programming for students. Can you tell us some of the ways you hope to bring your expertise in the area to benefit students in these early years?

Social-emotional learning is a vital component of a child’s overall development. It supports students in understanding their own emotions, developing appropriate responses, and cultivating empathy for others. These skills are essential in helping children grow into well-rounded individuals and in reinforcing that a full range of emotions is both normal and healthy. Because navigating emotions can be challenging even in adulthood, introducing these skills early allows students to build strong emotional awareness and interpersonal skills that will benefit them throughout their lives.

Is there anything top of mind in the year ahead that excited you?

I am excited about the upcoming school and family events this school year. Events such as the Winter Olympics, Open Plays in the Bear Den, and World Fest provide meaningful opportunities to build community, and I have heard wonderful things about each of them. I am truly looking forward to being involved and supporting these events in any way possible. I am also continually impressed by the passion and dedication of the staff and faculty, who work intentionally to make each day impactful for students. The care, thoughtfulness, and preparation that go into both daily learning and special events are remarkable and further strengthen my enthusiasm for being part of this school community.

Dean Burget with our Gr. 2 students during their shadow day at the Upper School.

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

Something families might not know about me is that I’m passionate about carpentry and wakeboarding. I’ve built everything from fences and large-scale frames to dining room tables. I love the creativity and hands-on challenge it brings. Back when I lived in Florida, my free time was split between working on woodworking projects and wakeboarding on the lakes. I’m a big fan of being outdoors and in the water, so I’m especially excited to explore the beaches here in New York.

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Grade 6 at BASIS Independent Bothell: Student Ambassador Linyue’s Experience

January 13, 2026 by abisoyetaylor Leave a Comment

Discover how Linyue thrives in academics, builds friendships, and makes the most of middle school life at BASIS Independent Bothell.

*Meet Linyue,*
*Grade 6 Student Ambassador*

Starting middle school is an exciting milestone, and at BASIS Independent Bothell, we make sure every student feels supported as they take on new challenges.

To give you an inside look at life in Grade 6, we spoke with one of our Student Ambassadors, Linyue, who shared her favorite parts of school, how she adjusted to academics, and her advice for new students.

Q: What do you love most about Grade 6 at BASIS Independent Bothell?

A: Definitely the community! It feels like being part of a big family where everyone is supportive and kind. Teachers and classmates are always ready to help, and that makes learning so much more enjoyable.

Q: How did you adjust to middle school academics?

A: At first, it was a big change, but I found a routine that works for me: study for about an hour and review every day. It keeps me on track and makes learning feel less overwhelming. It’s amazing how much easier things feel when you stay consistent. Plus, our teachers make learning fun and interactive, so it never feels boring!

Q: What’s your favorite subject and why?

A: I love Chemistry and Physics because they challenge me to think in new ways. English is also a favorite because it pushes me to think creatively and express myself better.

Q: What extracurricular activities do you enjoy?

A: Basketball! I love the energy of the game and how it brings everyone together after school. It’s the perfect way to connect with friends outside the classroom.

Q: Any advice for new students joining Grade 6?

A: Stay focused and listen to your teachers. They’re here to help you succeed. And don’t forget to enjoy the experience and explore! Join clubs, try new activities, and don’t be afraid to ask questions. Middle school is full of opportunities to learn and grow, so make the most of it!

“Basketball isn’t just a game. It’s where teamwork, energy, and fun come together. Every time I step on the court, I feel connected and ready to give my best!”

Why Student Ambassadors Matter

Student Ambassadors like Linyue help create a welcoming environment for new families and peers. Their experiences highlight what makes BASIS Independent Bothell unique: a strong academic foundation, a vibrant community, and opportunities to grow both inside and outside the classroom.

Are you considering joining BASIS Independent Bothell’s vibrant school community? Schedule a tour or attend an upcoming admissions event to learn more about our program.

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.

A Day in the Life: Grade 9

January 6, 2026 by mirandamartinez Leave a Comment

Transferring schools is never easy—but transferring into a rigorous high school where AP courses and college-level expectations are standard starting in grade 9? That can feel especially daunting. At BASIS Independent Schools, grade 9 students dive into college-level coursework, manage demanding schedules, and navigate new social dynamics. But as Siddhi J. discovered this year, the reality is far less intimidating than the reputation suggests.

Meet Siddhi

Siddhi joined BASIS Independent Fremont this year in grade 9, transferring from a private school in the area after attending several schools throughout her academic journey. Outside the classroom, she’s an avid badminton player and has a particular passion for murder mysteries—she reads them “excessively,” in her own words. At BASIS Independent Fremont (BIF), she’s already deeply involved in Student Council, Speech Club, and Math Club.

Coming into grade 9 at a school known for academic rigor brought natural concerns. “I originally thought that it’d be really scary because everybody thinks that BIF is extremely academically challenging, but it’s actually not that bad,” Siddhi reflects. “There’s more homework than I’m used to, but I think that’s just mainly the middle school to high school jump.”

The adjustment required some recalibration, particularly around time management. “I was able to handle it. I just needed help with time management, but after I figured that out, I was able to go from there.” The growth has been noticeable: “Academically, before I used to procrastinate everything until the last minute, but now, in high school and in BIF, I need to time manage things better. So I’ve gotten a lot more organized.”

Perhaps most surprising? The community itself. “On my first day, I’d already made a lot of friends. It’s a really close-knit community since there are only 40 [grade 9] students in total, so everyone knows everyone.” The reality proved very different from her expectations. “Most people think it’s really cutthroat and really competitive, because that’s what I thought before I joined here. I thought it would be everybody focused on academics and everyone hates each other, but the community is actually really friendly. Everyone talks a lot, jokes a lot. It’s a lot more friendly than I thought.”

Her advice for families considering a grade 9 transfer? “It may seem incredibly scary, but the teachers are really helpful, and they explain the AP things really well, so it’s not that scary.”

Let’s follow Siddhi through a typical day to see what grade 9 at BIF really looks like in action.

Period 0 (7:35-8:20): Computer Science & Programming with Ms. Shahin

Siddhi starts her day early—before most students arrive on campus. Computer Science & Programming is an elective course that teaches Java, introducing students to the Java development cycle, object-orientation, and control structures. Students work with primitive data types, operators, and data structures such as arrays and lists, with a strong emphasis on the problem-solving aspects of programming.

Today, students are finishing individual coding projects, using Java to write a program that calculates loan payment amounts and payment durations. “I really like computer science, so I thought it was worth it to wake up a bit early and participate in programming,” Siddhi explains. “Principles is more focused on exactly how computers work and different components—the CPU, binary, that stuff. Programming is more focused on the actual Java–loops and different things to get code done. And that’s more interesting to me.”

Period 1 (8:25-9:10): Honors English Language & Composition with Mr. Gailliard

Honors English Language & Composition provides an introduction to rhetoric, research, and composition. Students analyze nonfiction texts, develop evidence-based analytical and argumentative writing, and learn to evaluate and cite sources. The course deepens understanding of how communicators make choices based on rhetorical situation and audience.

Today, students split into teams to research and debate: Is AI Beneficial in Education? After researching in groups, teams face off with opposing arguments, delivering opening statements, rebuttals, and closing arguments. At the end, the class votes on which group successfully swayed their opinion—rhetoric and persuasion in action.

Academic Enrichment (9:15-9:25)

Siddhi and a classmate head to the student library to catch up on work and print materials for their next class. This brief period gives students flexibility to prepare for their day however they need.

Period 2 (9:30-10:15): Pre-Calculus AB with Mr. Sharma

Pre-Calculus provides in-depth coverage of major functions, including polynomial, exponential, and trigonometric functions, before moving into matrices, discrete mathematics, and statistics. The course concludes with an introduction to calculus concepts—limits, derivatives, and integrals.

Today, students review for their upcoming Pre-Comprehensive Exams, going over questions and topics from a recent practice exam. They work through problems involving properties of inverse trigonometric functions, domain, and range. Another example has students applying trigonometric identities—including product-to-sum formulas—to simplify expressions in order to find an upper bound, then solving trigonometric equations. It’s a focused preparation for the assessments that measure student progress throughout the year.

Period 3 (10:20-11:05): AP Physics 1 with Dr. Dixit

AP Physics 1 is an algebra-based, introductory college-level physics course where students explore kinematics, dynamics, circular motion and gravitation, energy, momentum, simple harmonic motion, torque and rotational motion, electric charge and force, DC circuits, and mechanical waves and sound through inquiry-based investigations.

Today is test day—students demonstrate their understanding of energy, work, and power. “Dr. Dixit and AP Physics are my favorite,” Siddhi says. “She’s really fun, and she makes sure everybody has everything and is up to speed.”

Period 4 (11:10-11:55): AP Environmental Science with Ms. Covert

AP Environmental Science cultivates an understanding of the interrelationships of the natural world through inquiry-based lab investigations and fieldwork. Students explore energy transfer, interactions between earth systems, interactions between species and the environment, and sustainability.

Today, students become teachers. Each student researches one section from the current unit and teaches it to their classmates. Siddhi presents on fossil fuels, diving deep into the topic before sharing her expertise. “It was really fun. Teaching your classmates—you also get to research really in-depth on certain topics, so it feels like you’re really smart and you know a lot. Teaching is fun.”

Period 5 (12:00-12:45): Lunch

Siddhi eats her packed lunch and chats with friends—a chance to recharge before afternoon classes.

Period 6 (12:50-1:35): Honors English Literature & Composition with Mr. Bradshaw

Honors English Literature & Composition prepares students for AP English Literature. Students analyze various literary forms—short stories, poetry, plays, novels, and nonfiction—assessing character, setting, structure, narration, figurative language, and historical context.

Students are reading “Citizen,” by American poet Claudia Rankine. Class begins with a discussion of words and ideas they associate with the term “citizen” and how these associations align with particular groups. They explore Rankine’s intention in titling the work, then tackle a writing prompt: “How does ‘Citizen’ relate to ongoing debates about race and policing?” Literature meets contemporary social issues.

Period 7 (1:40-2:25): AP U.S. Government & Politics with Mr. Loero

AP U.S. Government & Politics provides a college-level, nonpartisan introduction to key political concepts, institutions, policies, and behaviors that characterize the U.S. constitutional system. Students study foundational documents, Supreme Court decisions, and other texts to understand relationships among political institutions and processes.

Today’s unit review covers the relationship between the president and Congress, the descriptions and powers of the two chambers, and the constitutional responsibilities of the House and Senate.

With three AP classes and two honors courses, Siddhi has learned to manage the workload. “It’s slightly more difficult, but the teachers usually stagger things. Most of the homework I’m used to being due the next day, but now most of it’s long-term, or at least due a week later. So you have more time to organize things out and plan to get everything done.”

Period 8 (2:30-3:15): Spanish II with Mr. Sanders

Spanish II builds on skills from the previous year, developing mastery in listening, speaking, reading, and writing. Students expand vocabulary and grammar while exploring Hispanic cultures, geography, and history through authentic resources, including literary works, audio recordings, videos, songs, and articles.

Today, students submit photos displayed on the whiteboard, then practice describing what each depicts to the class—working on vocabulary and pronunciation. Depending on the photos chosen, some silliness and giggles follow. Language learning doesn’t have to be serious all the time.

Office Hours (3:20-4:00)

Today, Siddhi uses Office Hours to attend a Student Council meeting, where members advocate for their peers and organize meaningful campus events. The agenda includes preparing materials for an upcoming school holiday celebration and reviewing committee head elections.

Most days, though, Siddhi uses this time strategically. “I normally spend them doing tasks that don’t require textbooks, because I prefer to finish those and then just leave my notebooks in my locker. So I prefer to do the small assignments during Office Hours and the longer ones at home. I used to spend them in Dr. Dixit’s class because that was the class that I needed the most help in.”

After School: Leadership and Competition

Siddhi’s involvement extends beyond Student Council. In Speech Club, she practices as an impromptu speaker and competes in tournaments with a team she describes as “excessively spirited.” The Math Club focuses on preparing for competitions and sharpening problem-solving skills in collaborative settings.

From AP Physics to English Literature, from teaching her peers about fossil fuels to competing in speech tournaments, Siddhi’s first year at BASIS Independent Fremont showcases what’s possible when students transfer into a supportive academic community. The coursework is demanding, yes—but the teachers are helpful, the community is welcoming, and the skills students develop extend far beyond any single subject.

As Siddhi discovered, stepping into BASIS Independent Schools’ academically rigorous environment was far less overwhelming than she’d anticipated. With organization, engaged teachers, and a close-knit community, grade 9 at BASIS Independent Schools isn’t about surviving—it’s about thriving.

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

Orcalympics at BASIS Independent Bothell: A Spectacular Winter Break Send-Off

December 19, 2025 by abisoyetaylor Leave a Comment

The last day of school before winter break at BASIS Independent Bothell was nothing short of spectacular! Our Orcalympics brought students, teachers, and staff together for a day filled with energy, teamwork, and holiday cheer. More than just a fun tradition, this event celebrates our vibrant school culture and the unique spirit that defines BASIS Independent Bothell.

What Is the Orcalympics?

The Orcalympics is a signature event at BASIS Independent Bothell that combines friendly competition, school pride, and festive excitement. It’s the perfect way to wrap up the trimester and kick off the winter break with excitement, camaraderie, and community connection.

Highlights from the Day

The Orcalympics featured thrilling and high energy activities that had everyone cheering:

Relay Obstacle Course: Students raced through challenging stations, showcasing speed, agility, and teamwork.
Tug of War: A classic showdown that tested strength, strategy, and team coordination. Students and teachers alike gave it their all!
Basketball: Students vs. Teachers: The ultimate friendly rivalry! Our teachers brought their best moves, and the students were determined to claim victory in this high-energy game.

Meanwhile, our Kindergarten students enjoyed a cozy morning in pajamas, complete with a holiday movie and warm, festive vibes. It was the perfect way for our youngest learners to celebrate the season in comfort and joy.

Why Orcalympics Matters

The Orcalympics reflects the heart of BASIS Independent Bothell, where academic excellence meets community spirit. Events like these strengthen relationships, build confidence, and remind us that learning thrives in an environment filled with teamwork, joy, and shared experiences. It’s one of the many ways we create memorable moments that enrich the student experience.

Happy Holidays from BASIS Independent Bothell!

As we head into winter break, we wish all our families a season filled with warmth, laughter, and cherished memories. Thank you for being an essential part of our community. We look forward to an exciting and inspiring new year together at BASIS Independent Bothell!

Best Practices: The Co-Teaching Model in Our Primary Program

December 18, 2025 by jogoldfarb Leave a Comment

BASIS Independent Brooklyn’s co-teaching model in Gr. 1-4 pairs teachers together to deliver tailored instruction and support for Primary Program students. This co-teaching model consists of a Learning Expert Teacher, who draws on childhood development and pedagogical expertise to teach one class of students throughout the day, and Subject Expert Teachers, who focus on the content area they are most passionate about from their years of study. Their combined expertise energizes students and deepens engagement in specific subjects, such as math, science, and humanities, while providing differentiated instruction to challenge each student at the appropriate level of mastery.

Head of School for BASIS Independent Brooklyn’s Lower School, Ms. Rose Miller-Sims, cites the co-teaching model as one of the reasons that she was first drawn to BASIS Independent Brooklyn. Ms. Miller-Sims started her long career in education, first teaching at the collegiate and adult level and then shifting to primary school. She first joined our school as a Gr. 3 Learning Expert Teacher in 2017.

“This is a really unique model of co-teaching,” shared Head of School Rose Miller-Sims. “In other schools, co-teachers are focused on one very specific aspect of learning, such as supporting English Language Learners or students with diagnosed learning differences. In our model, we have two experts in teaching in a classroom, each with a different lens for how to support student learning. That is a big part of how we ensure that foundational skills are fully solidified in the primary years. The model leads to tailored instruction that really helps students fill gaps.”

“We have two experts in teaching in a classroom, each with a different lens for how to support student learning.”
– Rose Miller-Sims, Head of School at BASIS Independent Brooklyn Lower School

Our Learning Expert Teachers focus on students’ social, emotional, and academic needs, building deep relationships to support individualized learning and behavior. Learning Expert Teachers greet students in the morning, help students prepare for what to expect over the course of the day, and continuously monitor their progress toward individualized goals. These teachers also lead the “Connections” class, which helps guide students to draw connections across their classes through interdisciplinary projects, fostering collaboration and social skills. They work very hard to ensure every student, whether in need of extra support or advanced challenges, receives instruction suited to their current level of achievement.

“The Learning Expert Teacher is focused on one specific class of students,” commented Ms. Miller-Sims. “They get to know that group of students really well and make sure each child is getting what they need- not just on an academic level, but also behaviorally and socially. They spend a lot of time with students throughout the day. I like to say that they are the expert in their group of students and how they learn best.”

Subject Expert Teachers, on the other hand, focus on their passionate content area, designing lesson plans and managing academic learning outcomes in areas such as math, science, humanities, physical education, languages, and the fine arts. These teachers construct syllabi and communicate learning goals to parents in collaboration with the Learning Expert Teacher.

Proprietary research conducted by BASIS Independent Schools staff on our LET/SET model found that a true partnership between two actively engaged teachers working in tandem to bring out the best in one another and design lessons that best fit the needs of their particular students is unique.

Our Learning and Subject Expert Teachers raise the standard of learning in the classroom. While we set advanced goals for student learning, we also have a strong culture of support. We want to make sure that students have the confidence to take on what is presented to them each day in the classroom and throughout their school experience at BASIS Independent Brooklyn.