Culture of Support

First Week in Review – Kicking off the 2025-2026 School Year!

September 2, 2025 by jessicagrear Leave a Comment

Our BASIS Independent Bellevue Mountaineers have made their mighty return to school for the start of a brand new year! We welcomed both returning and new students, eager to take on new classes, meet new friends, and learn about our extracurricular offerings.

On Monday, August 25 we kicked off the week with Orientation, where we welcomed both parents and students to the campus for a chance to learn everything they’ll need to know for a successful school year. Parents were ushered to the gym for a presentation from our Administrative Team which covered topics like AP scores, traffic procedures, lunch options, and best practices for getting in touch with our teachers. The Admin at BASIS Independent Bellevue understand the importance of partnering with parents through our students’ educational journeys and work to be transparent and communicative starting from the very beginning of the school year. This paves the way for an ongoing partnership that drives student success.

While parents were in the gym with the Admin, our students were participating in an Orientation of their own. Teachers were all hands on deck with students, conducting fun ice breakers, running through schedules, practicing fire and emergency procedures, and hosting campus tours. By the end of the day, students left with their locker assignments, new school schedules, and a sense of empowerment to take on the year ahead!

Tuesday, August 26 was our first official day of school, though for BASIS Independent Bellevue, our first day of school is always a half day. We want to ensure that our students are able to navigate the campus and begin forming relationships with their teachers and peers before jumping into content. This is especially important, as each year brings us many new students who we want to feel comfortable and supported in their new school community. We utilize this half day to allow students the time to set up their lockers, find all their classes using their schedule, and meet their teachers.

At noon, as classes came to an end, we welcomed parents back on campus to pick up their children and attend our annual Extracurricular Fair! The Extracurricular Fair is an opportunity for our teachers and club advisors to set up booths and recruit for the clubs and programs, while enjoying treats from local food trucks and games in our field. This year, we are offering over 90 extracurricular opportunities between the fall, winter, and spring season. For a look into some of this year’s offerings, click here .

Wednesday, August 27, marked the very first full day of school. Our students were faced with navigating the campus on their own for the first time, making it to classes on time, meeting new peers in the lunch room, and diving head first into content with their teachers. Our teachers are part of what truly makes BASIS Independent Bellevue unique. Each of them are talented and committed to their craft in different ways, and this passion shows itself in the classroom in a variety of ways. For example, Mr. Dowers, our Latin teacher who joined us this year from BASIS Peoria, wore full Roman garb all day long while he introduced Latin to his students!

On Thursday, our Administrative Team did one final round of special introductions. This year, we welcomed a brand new full section of grade 5 students, which meant that we have more new students in grade 5 than any other grade. Because of this, we wanted to ensure that all of these new students learned who each of the members of the Administrative Team was, so they understood who to go to for support on campus. During Academic Enrichment time, the Admin Team circulated between the grade 5 classes to introduce themselves and meet the new students.

By Friday, both returning and new students had adjusted to their new school year, familiar with teachers and staff and ready to take on the year ahead. We can’t wait to see what our Mountaineers will accomplish during the 2025-2026 school year!

The Skills Behind the Skill: Executive Functioning at BASIS Independent Fremont

August 29, 2025 by sarahpeterson Leave a Comment

At BASIS Independent Fremont, academic rigor is central to our program, but it is only one part of what makes our students exceptional. Just as essential are the skills that help students manage their learning effectively: time management, organization, sustained attention, planning, and flexibility. These “executive functioning” skills are the mental processes that allow students to set goals, monitor progress, and adapt when challenges arise. For many children, especially in an advanced curriculum, these abilities don’t come automatically. They must be taught, practiced, and reinforced over time.

This year, we are placing a special focus on directly instructing students in executive functioning skills. In the classroom, this looks like a teacher guiding students through the steps of breaking a complex project into manageable tasks, or modeling how to use their Communication Journal planner effectively. It means setting aside time for students to reflect on their work habits, identify what helped them succeed, and make a plan for improvement. By embedding these skills into our daily routines, we help students internalize strategies they can use not only in school, but throughout their lives.

Executive functioning also plays a vital role in helping students navigate the pace and depth of our curriculum. Strong time management allows them to balance multiple assignments without becoming overwhelmed. Organization skills keep materials, notes, and resources accessible and ready for use. Sustained attention supports deep engagement with challenging material, while flexibility helps students adapt when the unexpected happens. Together, these skills form the foundation for resilience.

Our goal is for every student to leave BASIS Independent Fremont with exceptional academic knowledge and the tools to manage their learning independently and confidently. Parents play an important role in this process, too, by encouraging consistent routines at home, modeling problem-solving strategies, and celebrating the small victories that build lasting habits. Year after year, we have witnessed how when school and home work together, executive functioning becomes more than a set of skills. It becomes a mindset that empowers students to succeed in any challenge they choose to pursue.

Learn more about how BASIS Independent Fremont prepares students to excel academically, thrive as independent learners, and build the foundation for lifelong success.

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

Tips for Transitioning Back to School

August 21, 2025 by jogoldfarb Leave a Comment

The excitement is building as our youngest learners at BASIS Independent Brooklyn prepare to embark on another year of discovery and growth. While these bright minds never cease to amaze us with their curiosity and resilience, we recognize that the transition from summer’s freedom to the classroom’s structure can stir up a mix of perfectly natural
emotions.

The shift from leisurely mornings and open-ended days to the rhythm of school life is one of childhood’s most significant seasonal changes. It’s an opportunity for growth, new friendships, and academic adventures that lie ahead.

Our Head of School for the Lower School, Ms. Miller-Sims, has gathered her most effective strategies from years of guiding our younger students through this important transition from her years as a school leader as well as a classroom teacher. These approaches will help transform any back-to-school butterflies into excitement for the learning journey ahead.

Reintroduce routines before the start of school.
Now is a great time to start resetting routines, particularly around bedtime. Going to bed a bit earlier will make the transition to an early bedtime during the school year less of a jolt. The more you talk to students about shifting to back-to-school schedules, the better. For younger students, consider starting up again the ritual of picking outfits out the night before. Practice using school materials, such as wearing a backpack, during the day. For older students, have a discussion of where they will do their homework this year. Make it fun for them. Let them know that this homework space is their own special grown-up area.
Talk to your students about making new friends.
Socialization is an important part of the development that occurs in school, and we know students need to stretch and grow in this area each year. Partner with the school by talking to your student about how exciting it is to meet new friends. We are trying to teach children a variety of skills, and learning how to meet and develop new friendships is important. The home-family connection can make a difference here.
Remember that your students take cues from you, so convey excitement about the new school year.
You may be nervous about how your child will separate, how your child will do in classes, or any number of issues. Try to push that worry aside and express excitement about the new school year. Talk about their great new teachers who will be teaching them, and how much they will learn. If you enjoyed school, then share your stories of meeting new teachers and getting new supplies and books. Students are sponges, picking up all the energy and feelings around them. They will reflect excitement about school if you do so genuinely.
Give your child something small that they can keep in their pocket to remind them of you during the school day.
For kids who have a difficult time separating, find a small stone, trinket, or a favorite soft item. You can tell them that they can think of you everything they rub it. Just be sure to keep the teacher in the loop that they have a special object on them.
Sit down together to look through class welcome letters.
Sit down with your child and read through parts of the welcome letter sent by their lead teacher for the year. These welcome letters will also contain a photo of the teacher, and that will be good to show your child before the first day of school. Practice saying their teacher’s name together.

For new families, we have new student orientation days to help with the transition. While the focus is on new student orientation, the events are also open to returning students who may also have nerves about the start of the school year.

School starts on Wednesday, September 3rd, and we look forward to seeing all our Cubs and Bears for a great year ahead!

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.

A Dynamic Dean of Students – Introducing Kate M. Cales

August 4, 2025 by mallorykilbreath Leave a Comment

Student support can make or break an individualized educational experience. At BASIS Independent Bothell, ongoing student support is a critical part of our academic program. Deans regularly monitor student performance and proactively identify those who need support or are making exceptional strides. Deans play a very specific role in developing and orchestrating a plan for students who need additional support above what is offered in the classroom. They meet with the student and assess, then they employ strategies such as extra teacher hours, peer tutoring, executive functioning, and organizational support.

Our dean of students, Kate M. Cales, has a Bachelor of Arts in both Spanish and Political Science from Texas State University and holds a Master of Education in Early Childhood Special Education from the University of Texas. Ms. Cales joins BASIS Independent as the Dean of Students after over 16 years in classroom teaching and school mentorship positions. She cannot wait to help shape a culture that balances high standards with a sense of fun.

We had an opportunity to talk with Ms. Cales about herself and about the importance of having impactful student services at an independent school.

Ms. Cales, why did you choose to join the BASIS Independent Bothell leadership team?

As a lover of language and people, I chose BASIS Independent because its strong academic framework balances high rigor with plenty of space for creativity, creating the best environment for learning.

As the “Dean of Students”, what do you really do?

This is a loaded question! I’ll simplify it the best I can.

Behavior support — All students are expected to show respect, but getting along with everyone every day is tough. I support teachers by working with students who have made poor choices or who are having a bad day.

Social emotional learning curriculum expert — Research shows that “SEL develops skills that help us be successful in all parts of our lives—like communicating effectively, setting goals, staying motivated, and making decisions that benefit ourselves and others. With these skills, we can build healthy relationships, succeed in schools and workplaces, and contribute to our communities (CASEL-5).” I will help teachers and students incorporate social emotional learning into our everyday selves.

Academic support — A huge part of the student affairs team’s job overall is working with students on their learning goals, study techniques, organization, motivation, and overall identity as a scholar. I will meet with students who are not meeting their learning goals in different classes, to lend support and add to their scholar toolbox.

Ms. Cales on carpet with a group of students

What is your educational background?

My work in education has taken me all over the world. At the start of my career, I was a lead teacher in a Spanish language classroom for 3–5-year-olds with special needs. This position spurred my pursuit of a M.Ed., in Early Childhood Special Education, which I completed in 2012 shortly before beginning a Kindergarten teaching position at a first-class independent school in Shanghai, China.

In addition to a generalist certification and a SPED certification, I have a bilingual teaching endorsement. I also have experience leading IEP meetings, setting and implementing goals, in Spanish. I love all language acquisition and am passionate about a linguistically diverse and culturally sensitive community for learning, believing that it makes for a rich international learning experience.

What things have you learned in your career that you are planning on bringing over to BASIS Independent Bothell?

Working in public schools, private schools and international schools, I am familiar with many learning frameworks including the Reggio-Emilia approach, and PYP, which have inspired much of my classroom work over my career. I have many interests in early literacy development, and I have served as a mentor teacher for the School Literacy and Culture courses I took through Rice University in Houston. Supporting kids with access to rich language experiences (in any language) fosters their play skills which aids in their self-regulation, language acquisition, problem solving and sense of self.

What have your roles as a mentor included?

In my time in the classroom, I have coached and mentored student teachers, paraprofessional staff and other colleagues. I’ve presented research-based information on play and early childhood literacy at the NWAIS conference 2023. In each school placement, I have regularly served on committees for employee welfare, accreditation and facilities. In 15 years in education I have recruited volunteers, planned events and assemblies, assisted in onboarding and have led my peers. I love contributing to a thriving school and look forward to serving in a leadership capacity at BASIS.

What are you most excited about in the next year?

Schools are vibrant, living things, and I’m excited to help nurture that spirit at BASIS Independent Bothell.

What inspires you or excites you about working in education?

Watching students grow will always be exciting. In the early literacy years, I love seeing children go from piecing together bits of language to reading fluently — and then again when they shift from learning to read to reading to learn.

Learn more about our school by visiting our website or signing up for an upcoming information session,

Leading by Example: Associate Head of Upper School Honored as a Rising Star in Education

July 11, 2025 by christineklayman Leave a Comment

At BASIS Independent Manhattan, we believe that inspired leadership fuels inspired learning. We are proud to celebrate our Associate Head of Upper School (grades 6–12, Ms. Jennifer Dickens, who has been recognized as one of The Rising Star Women Leaders in Education for 2025 by Women We Admire. This national recognition celebrates women shaping the future of education through innovation, collaboration, and vision—qualities Ms. Dickens embodies every day at our NYC private school.

Ms. Dickens joined our school community as a history teacher, where she quickly distinguished herself not only for her dynamic classroom instruction but for her unwavering commitment to students’ growth and well-being. As she moved into administrative leadership, she carried with her a deep understanding of what it means to be both an educator and a mentor.

“I am so proud that Ms. Dickens’ leadership is not only being recognized internally, but externally,” said Ms. LaNette Hodge, Head of School. “She has a rare gift for inspiring those around her to be their very best, whether they are students in her classroom or colleagues across our campus.”

Her impact is evident in every corner of our school. Whether she is leading professional development sessions on effective classroom management inspired by Teach Like a Champion, organizing icebreakers to build camaraderie among faculty, or simply recognizing a teacher’s effort with a thoughtful shout-out or a surprise treat in the staff lounge, Ms. Dickens has created a culture where every member of our community feels valued and supported.

Ms. Friederike Williams, Dean of Students for our Upper School and a longtime colleague of Ms. Dickens, shared:

“I had the privilege of teaching alongside Ms. Dickens, and I believe she made me a better teacher. I benefited from her expertise and insight while she was my teacher mentor, especially by acquiring new methods for lesson planning structure. She also showed me how reflection on this process would help me find the best way to present content for my students.”

Ms. Dickens is not only a leader in her field but also an innovator. In November, she will attend a national education conference and present her insights in a session, “From Chalkboards to Chatbots: Rethinking AI in Middle Level Education.” Her work explores how artificial intelligence can be leveraged to empower students, personalize learning, and prepare young people for a world that is rapidly evolving.

This award from Women We Admire reinforces what our community already knows: that Ms. Dickens is a dedicated and visionary leader. She reminds us that true leadership is not about titles or accolades—it is about showing up for others, listening with empathy, and never losing sight of why we do this work in the first place.

Please join us in congratulating Ms. Dickens on this well-deserved honor. We are excited to watch her continue to lead, inspire, and redefine what is possible in education.

Comprehensive Exams: Supporting Students on Campus

June 20, 2025 by michaeldiambri Leave a Comment

BASIS Independent Schools administer Comprehensive Examinations in January and June across our network for grades 6–8 as an assessment measure for students. The goal is to assess students competency and skills at each level of middle school, focusing on our spiraling curriculum in their core academic courses. Although these exams are a useful benchmark in making sure students are excelling, having such a strong emphasis on testing can create stress for our high-achieving students. As we aim to cultivate a culture of support, our community at BASIS Independent Bellevue has invested in championing student wellness and success during “Comps” season.

Held the second week of June, this year our Mountaineers rallied to support students taking Comps in a number of ways. While learning how to navigate exams is essential for our students’ future academic success, it is also important that they feel supported by a community that responds to academic challenges with guidance and care, rather than leaving students to manage the pressure on their own.

Support Across Campus

School leaders, families, teachers, and other students of all ages have found ways to support those students who tackled these exams.

“We are excited to be offering a variety of De-Stress events for our students who are working hard to prepare for their Comprehensive Exams. We recognize the importance of slowing down to taking meaningful breaks from their studying, while also gaining tools for holistic success. From mindful relaxation, to calm coloring, and even test-taking tips, our middle school students will have an opportunity to pause during their school day to unwind. We are so proud of all of their hard work!” – Ms. Olivia, School Counselor

Support strategies focusing on getting our students into a calm and clear headspace has been key this year. For example, our School Counselor Ms. Olivia has made sure to do her part to make our students feel prepared to face the stresses of this examination period. One way she has been doing this is by going into each class to talk about study strategies and stress management. These sessions were designed as part of our Social and Emotional Learning initiatives to equip students with practical tools for approaching their Comprehensive Exams while also emphasizing wellness. Similarly, Head of School, Dr. Thies, also hosted a break for students during a recent Academic Enrichment session that allowed them to practice mindfulness through coloring. This kind of programming helps foster a healthier academic environment, reduces test-related anxiety, and encourages students to develop lifelong habits around time management, self-care, self-awareness, and resilience—skills that benefit them well beyond their examinations in our learning community.

Our Student Affairs Office has made sure to offer support as well. As the central point of contact for managing student success and grades on our campus, the Student Affairs Office has made sure that they are doing their part to make sure students have had the chance to prepare for exams. For example, our Director of Student Affairs has helped put on a number of workshops to make sure students have a clear understanding of what they are getting into with these exams. Moreover, they have made sure to connect students with office hours and teachers to help coach them for exams.

Led by our Dean of Students, our grade 9 students in National Junior Honors Society have also volunteered to offer tutoring services ahead of time in various study sessions. Students in NJHS have also been partnering with teachers across various levels to provide resources that will help students overview useful materials as they study for the test. Their involvement not only reinforces key academic concepts but also models leadership, service, and collaboration which are core values we hope to instill in all our students.

As many of our students in NJHS have gone through Comp Exams at BASIS Independent Bellevue themselves, they know how important this time of the year can be, how stress comes into play, and how well our students are prepared to get to the other side of this testing season. Thus, several of our students have aimed to add some pep and cheer to what is often seen by students as a more laborious time on our campus. Notably, this year, several NJHS students banded together to make an encouraging banner to remind our students of the mindset and positivity they need to bring to tackle the challenge of a big test. Pictured above, students were able to get many of the faculty and staff to sign the banner which greeted the students as they came in to take their tests.

Even our younger students, who have yet to face comprehensive exams, made efforts to support their peers. For example, grade 2 LET Mx. Sievers’ students came up with an encouraging activity by creating bookmarks for our students to remind them of their success and their resilience to get to the other side of long weeks like Comps. The bookmarks were delivered to students along with a sweet treat ahead of the exams serving as small, adorable tokens of solidarity.

Offering encouragement and reminding our students of how capable and valued a key part of this season was. Our school distributed hundreds of handwritten notes of encouragement to middle school students. During our State of the School Address, and in the week leading up to Comprehensive Exams, parents were also invited to write personal messages of support, which students received during the testing period. While academic reminders help boost confidence, knowing they are surrounded by care and encouragement adds a meaningful layer of emotional support that can make a real difference during times of increased pressure.

Another Year of Taking on Comps!

Comprehensive Exams are designed to challenge our students and help them grow academically, but also in their ability to manage time, persevere, and lean into support when it is needed. As a school, we are intentional about guiding students through this process with care, structure, and encouragement. Whether through classroom visits focused on stress management, handwritten notes of support, or acts of kindness from younger peers, we aim to remind our students that they are not alone. Support for comps shows how BASIS Independent Bellevue aims to build a culture where academic rigor is matched by compassion.

History Education at BASIS Independent Bellevue

May 15, 2025 by michaeldiambri Leave a Comment

History is the study of change over time. The history program at BASIS Independent Bellevue exemplifies the usefulness of historical study as it trains our students in ways that benefit them throughout their academic journeys and beyond. As they progress through our spiraling curriculum, students develop the skills to interpret the past and engage critically with the present.

Our Spiraling Curriculum and Scaffolding Skills for Long-term Success

Our Mountaineers are exposed to history lessons in their humanities course work but take their first dedicated history class starting in grade 4. Aided by the Learning Expert Teacher, students have their first foray into working with a History Subject Expert Teacher who helps guide them into the study of the past through a hands-on, inquiry-based class. The course taken by our grade 4 students introduces our Mountaineers to historical study in a class with 12 units. Topics in this course range from the beginning of human civilization and world geography to Washington State history and family history. As part of our spiraling curriculum, each of the topics covered will later be touched upon throughout their time at BASIS Independent Bellevue. The scaffolding of historical thinking skills for long-term academic success begins in the Primary Program years as they start working on critical analysis, writing, and argumentation by working on class components like close readings of documents and constructing a five-paragraph, thesis-driven essays.

As students enter our Middle School Program, they deepen their exploration of the ancient world in grade 5 with Classics, studying civilizations like Greece, Mesopotamia, Egypt, and India. Our Mountaineers examine key figures, myths, belief systems, political structures, and innovations that shaped human history giving them a strong sense of the larger narratives and major problems of human history. Simultaneously, students begin Latin, creating a rich interdisciplinary experience that ties language to culture and history. Studying Latin alongside ancient history also helps them engage more deeply with concepts like Roman architecture, mythology, and philosophy. It also builds connections to subjects like mathematics, economics, and visual arts. This multilayered exposure not only strengthens their historical understanding but also sharpens analytical thinking and fosters an appreciation for the interconnectedness of human development.

Grade 4 History SET Ms. Rieger works with students to introduce them to the field of historical study. Discussing the scaffolding of skills through our spiraling curriculum early on in our program she states, “Each level builds on the last, ensuring that by the time students reach AP classes in high school, they are not learning foundational skills from scratch. Instead, they refine the notetaking, argument-building, critical reading, and research abilities they have practiced since elementary school.”

Grade 6 History SET Mr. De Monnin teaching students about Polynesia in World History I. Talking about how students engage in his class, Mr. De Monnin mentions, “Of course, history is eye-opening. Taking this subject is also important for many of our students because it enables them to have an interest in a field that might not be their future career but will help them spark new interests as well as grow in their ability to learn-quickly and talk about change, complexity, and culture.”

Grade 6 students then move on to World History I, the first part of a two-year sequence that follows the trajectory of human civilization from the earliest migration of humans out of Africa. The course is structured around a mix of discussion, guided instruction, activity-based learning, primary and secondary source analysis, and creative critical thinking projects. Students actively engage with big content—such as early agriculture, belief systems, and the rise of political institutions—while developing strong skills in asking insightful historical questions and thinking deeply about the sources of our knowledge. At every level, our students are not just learning to memorize facts about the past but gaining perspective on how knowledge is created, stored, and interpreted that benefit them no matter what subject area they are engaged with.

In grade 7, Mountaineers continue the global journey stretching up to the modern era with themes such as empire-building, revolution, industrialization, and decolonization. Students engage with more complex texts, begin to learn how to perform Document-Based Questions (DBQs), and are expected to write multi-paragraph essays of the types of prompts they will encounter in AP-level courses. Students learn how to trace change and continuity though time, evaluate evidence from a variety of sources, and imagine the perspectives of people who lived in different times and places. By the end of grade 7, students are not only extremely well-versed in the course of world history—they are also equipped with the analytical, research, and writing skills that will carry them through high school and beyond.

In grade 8, our students take on U.S. History with a special focus on building the skills they will need for success in grade 9 AP Government and Politics and grade 10 AP US History. Students dive into key moments, movements, and foundational documents that have shaped the United States, developing a strong understanding of the nation’s key principles, government structures, and historical transformations. Through close reading of primary and secondary sources, robust class discussions, and argumentative writing assignments, students learn to think critically about American stories—recognizing achievements and complexities. Special attention is given to analyzing foundational documents, understanding historical context, and strengthening research and writing skills. With an eye toward their future AP Government course, Grade 8 students leave U.S. History ready to navigate more advanced coursework with confidence.

Studying history as the BASIS Curriculum is designed to develop 21st century learning skills. The combination of World and US History not only helps students take on a global approach to the discipline as they begin to digest the broad strokes of historical study but our focus on close reading, writing, and critical thinking skills in these sessions begin to help them be ready for AP-level classes in high school while also strengthening their analytical and intellectual fundamentals which carries over into other classes.

Our High School Program and the Advanced Placement Track

“As much as possible we want our students to be good citizens of the world. History is a great place to develop soft skills that are necessary in the real world and help them thrive in social settings. Developing compelling arguments, digging deep into sources, and thinking critically about questions beyond what seems like the most apparent answer.” – Mr. Tyler, History SET & AP Instructor on the goal of our history program

History SET Mr. Tyler (left) leading a class of AP students. Mr. Tyler, and many of the students in his AP class this year, have been at BASIS Independent Bellevue since its inaugural year. Mr. Tyler also helps lead World Travelers Club where students learn about the history and culture of a place and then take a fun, educational trip to the destination they have been studying.

In high school, our Mountaineers take on the study of history through the Advanced Placement (AP) program. Students flourish in our AP program because of our curriculum’s spiraling structure and our emphasis on scaffolding instrumental skills. The framework of BASIS Independent Bellevue’s history program means students are well-prepared for the demands of AP coursework. By the time they enroll in AP classes, students are comfortable analyzing complex texts, synthesizing information, and producing thoughtful, analytical essays. “The benefit of our AP History track is that it moves students beyond surface-level learning to develop critical analysis skills,” said Mr. Tyler, “They learn to see trends, extrapolate data, and think deeply about how historical narratives are constructed.”

Beyond content mastery, Mountaineers going through the AP-track build essential academic skills that prepare them for college and beyond. They learn to ask thoughtful questions and investigate how historians construct knowledge from evidence. Our focus on AP coursework equips them with the habits of mind needed to excel in higher education: close reading, persuasive writing, and critical interpretation. At every step, they are supported by passionate educators who believe in pushing students to think independently and with purpose. Led by our top-tier Subject Expert Teachers, the AP curriculum helps our students gain the critical thinking and writing skills that are necessary for success in college and in the workplace. The typical trajectory is taking AP US Government, AP US History, AP World History, and a Senior Seminar. By the time they graduate, Mountaineers will be ready for what seminar-style social studies and humanities classes will look like as they venture into higher education.

Grade 9 students head through a tunnel of faculty and staff cheering them on before the AP Government and Politics exam that took place early-May 2025. The AP Tunnel is a tradition at many BASIS schools that was accompanied by a pep-talk from our Head of School. Amidst AP exams, our HOS wanted to remind our Mountaineers that, “Rather than place all of the focus and emphasis on the grades received, I wanted to take a moment to recognize the brilliant young men and women that walk into that testing room, take a seat, and represent themselves and our school in such an exceptional way. I am proud of these students from the moment they begin to the moment that they finish each one of their tests. I don’t need to see their scores to understand the hard work and dedication that they put into preparing for them. It is no small feat.” Check out the full video on our Instagram page.

Studying history at BASIS Independent Bellevue equips students with the tools to understand complex issues, think critically, and become engaged global citizens who can navigate the challenges of the future. The social and emotional part of history is important for developing maturity and empathy in our students as they explore the lives and experiences of people from diverse backgrounds and time periods. Part of this also means studying heavier topics, Mr. Tyler stated, “It is important to take on the heavy topics in history and we have had tremendous support from the parents in our community—it is a way to build trust by addressing serious topics and decipher the ways we can best look at them through inquiry-based learning.” Knowing that you can trust your teachers to deliver this content with expert-level knowledge is part of the BASIS Independent Bellevue difference.

BASIS Independent Bellevue equips students with essential academic and analytical skills that serve them far beyond the classroom. Through a carefully sequenced, content-rich curriculum, students learn to examine evidence, build arguments, and write with clarity and purpose. As they progress into our Advanced Placement courses, they do so with confidence—already practiced in the habits of historical thinking. Ultimately, a huge difference maker is the amazing faculty we have recruited to lead the delivery of this program. Mr. Tyler, who is also a subject-advisor for the network, stated, “Collaboration is key. We work as a department to outline the specific skills we want each grade and class to work on. Our department keeps our channels open to develop our students and give the extra attention they deserve in a small school. At an academically advanced private school, history education needs to be something that makes our students stronger, and it requires the teamwork of department faculty to deliver a top-tier program at each level.” Thus, our Mountaineers leave each year more well-rounded and a fruitful foundation in research, reasoning, and communication that prepares them for success in academics, in their social lives, in work, and in their understanding of themselves and others in the world.

Grade 4 students working on a project on the 13 colonies declaring independence from Great Britain. Students wrote their own declarations as well to try and get into the mindsets of people living in Colonial America. Our Grade 4 History SET, Ms. Rieger, notes, “Students get more excited when they can apply history to their own life. The students were able to write their own Declarations of Independence and advocate for things that were important to them. Taking thought patterns and seeing how they work in the present. Projects and hands on learning with history lead to them actually taking the material and processing it in a useful way.”

2024 – 2025 Subject Advisor of the Year

April 16, 2025 by msnyder Leave a Comment

We extend heartfelt congratulations to our 2024 – 2025 Subject Advisor (SAD) of the Year, Ms. Sumita Balijee, from BASIS Independent McLean!

Congratulations, too, to our runners-up, Ms. Bridget Reilly (PK1 Language and Literacy), from BASIS Independent Brooklyn, and Ms. Maggie Li (Mandarin II-AP) from BASIS Independent McLean!

The SAD of the Year is a celebration and greater recognition of all the work our Subject Advisors (SADs) do, including providing template syllabi for teachers, creating assessments, collaborating with SETs across the BASIS Independent School network, and working incredibly hard to build subject mastery for each of our students.

“Subject Advisors are wonderful at what they do,” expressed Ms. Linda Louis, Senior Director of the BASIS Curriculum. “It is important to acknowledge the myriad ways they impact our network and to give teachers the opportunity to reflect on how much their work has been positively shaped by their SADs.”

The role of a Subject Advisor (SAD): curriculum and community
BASIS Curriculum Schools have a Subject Advisor for each required course and some electives, all the way from STEM Discovery in PreK to Capstone courses for seniors. A SAD is first and foremost a classroom teacher; experienced BASIS Curriculum Schools teachers apply to take on the SAD role and become extensions of the BASIS Curriculum Team. SADs are responsible for updating the curriculum and refining vertical alignment annually. This task involves looking beyond their classroom experiences, seeking input from teachers across the network of BASIS Independent and International Schools, incorporating insights from assessment data, and considering ongoing conversations in their fields.

The power of a network, leveraged by Subject Advisors
Throughout the year, SADs prompt discussion among teachers of their course(s) and provide valuable guidance to teachers in monthly forums. Teachers can share advice on pedagogy, assessments, and classroom activities, and request resources or assistance. SADs also host network-wide meetings over Zoom throughout the year to cultivate a community of colleagues. Their role in shaping learning outcomes and facilitating opportunities for professional growth and development ensures continuous improvement in the educational experience provided to students.

How SADs are nominated
Teachers across our network were asked to nominate their SAD in an anonymous, voluntary survey. The BASIS Curriculum Team reviewed all entries, carefully considering responses on several critical topics from academic support to community-building and more. Testimonials from advisees about how enthusiastic, helpful, and knowledgeable their SADs are made the decision to choose the winners extremely difficult!

Writes one of Ms. Balijee’s advisees: “She has been a SAD for several years and has always been extremely dedicated to this role. I would love to see her be recognized for all of her contributions. I know she has spent hours and hours poring over the CCDs and other curriculum documents and always reviews everything with the finest-tooth comb possible to ensure they are correct in both content and formatting. She has worked with the other math SADs to align the curriculum across courses. She was instrumental in the network’s adoption of the SAVVAS books and resources, and so many have relied on her guidance with how to use the online platform and its resources. With this, she has been a thoughtful partner for the other math SADs and some teachers who have struggled with the integration of the Geometry book in the middle school math sequence. During summer institutes, she has been a fountain of ideas and resources for teachers. If you need any other evidence of her commitment to the role, just take a look at one of her newsletters. You won’t find a more beautifully formatted and user-friendly resource!”

“We feel so fortunate to have Ms. Balijee on the Curriculum Team as a SAD,” expressed Ms. Wen Yang, Professional Development Manager. “From curriculum revision, syllabi review, to network-level exam creation and participation on advisory panels, she does everything with dedication and precision. She is also deeply committed to supporting teachers, demonstrated by the thoughtful and high-quality content she provides in her newsletters, rich and differentiated resources and activities she created and shared with teachers, and the well-organized SAD meetings and PD workshops she led throughout the years.”

We are incredibly grateful to our exceptional Subject Advisors for their hard work and dedication. Congratulations on the completion of another school year!

Spring Education Leadership Academy: A Long-Term Investment in Our Schools

April 7, 2025 by msnyder Leave a Comment

Spring Education Group is a multi-brand education network of superior private school institutions spanning infant care through high school. The network, currently composed of approximately 204 schools, including BASIS Independent Schools, brings together some of the best private school programs in the country, with proven track records educating children through unique and carefully crafted curricula.

The Leadership Academy for Future Heads of School is meticulously crafted to empower individuals who aspire to become the torchbearers of education within the Spring Education Group. This program is dedicated to honing leadership skills, fostering strategic thinking, and developing operational excellence. Participants benefit from the mentorship of seasoned professionals from across Spring Education Group, engage in interactive workshops, and form connections with peers from diverse backgrounds.

In a twelve-month timeframe, a cohort of individuals embark on a valuable journey. This journey involves a structured program comprising a six-month instructional course followed by a six-month hands-on practical experience. This comprehensive approach is designed to empower participants with the skills, knowledge, insights, and valuable connections within the educational field, enabling them to excel as future leaders within Spring Education Group.

In order to be selected for this program, an individual must demonstrate an unwavering commitment to education and leadership and is selected for their exemplary leadership qualities, dedication, and vision for driving positive change within our academic community.

In the first cohort of the Leadership Academy, two members of BASIS Independent Schools were selected.

When did you join BASIS Independent Schools (BINS) and in what role?
BB: I have been with BINS since 2017. I started as a Subject Expert Music Teacher at BASIS Independent Fremont, teaching music and drama for K – Grade 6. I transitioned to teaching band/musical theater at BASIS Independent Fremont Upper when it opened in 2019. I then became the Dean of Students for the Middle School Program in the 2021 school year. Lastly, I joined BASIS Independent Silicon Valley Lower once the campus opened in 2022, where I served as the Dean of Students for our TK – Grade 5 students.

AS: I have been with BINS since the start of 2020, a fantastic time to start a new job! Just weeks after we began, we went into a shutdown due to the global pandemic. I initially joined as the Associate Director of Admissions, taking over as the Director of Admissions in July 2020.

Did you work in education before joining BINS?
BB: I have a Bachelor’s in Music Education. Following my undergrad., I taught middle and high school band in Kentucky. In 2011, I returned to school for a graduate degree in woodwind performance at Ball State University. While there, I taught education and general music classes to undergraduates. Afterward, I pursued a Doctor of Arts and did some adjunct work teaching general music. I moved to California in 2016, where I taught elementary general music for one year before starting at BASIS Independent Fremont.

AS: I had a brief stint in education, working as a high school teacher while living in London, but most of my background is in social services and human resources.

Why did you choose to apply to the Leadership Academy?
BB: I chose to apply for the Leadership Academy because I am completing an Ed.D. in Educational Leadership. I started the degree in 2021 when I accepted my first Dean of Students position. I wanted to be well-equipped for a leadership role and took it upon myself to ensure I served the students and faculty to the best of my ability.

AS: I applied because it seemed like a wonderful opportunity for growth, professional development, and to learn something new. I was also excited by the prospect of visiting different campuses, and learning from the leaders there.

What were you expecting to gain from this experience? Did it meet your expectations?
BB: At first, I was not sure what to expect. I remember meeting everyone at the Spring headquarters on day one. We spent the next two days reviewing what the program had in store and meeting the team leading the program. After those two days of meetings, I knew it would be an excellent opportunity to network and see how the Spring Education Group operates. Learning what the CEO and other Spring leaders are passionate about within the company was an incredible experience.

AS: I was hoping to gain three things: expertise and knowledge of areas I knew less about; the opportunity to learn from other leaders in our diverse organization; and a networking opportunity, to meet people from different parts of our vast organization. Spring Education Group does a wonderful job of hiring a very diverse workforce, and having the ability to interact, work with, and learn from them was wonderful.

How would you describe The Leadership Academy to someone that didn’t know anything about it?
BB: The Leadership Academy is a way to see all the aspects necessary to run a school within our organization. It provides hands-on experience while learning the intricacies of HR, Finance, Education, Leadership, Talent Acquisition, Data/Analytics, Ancillary/Summer Programs, Facilities, Operations, Enrollment, Re-Enrollment, Marketing, Legal, and Communication.

AS: I would describe it as a comprehensive, collaborative, and challenging opportunity that was designed to push us out of our comfort zones, offering knowledge about areas of school leadership that were new to us. This is for people who are ready to face what they don’t know and then make the efforts to fill those gaps.

What is something that surprised you about this experience?
BB: I was surprised by the amount of support and guidance provided during the program. Human Resources has been incredibly helpful in guiding us through the content while regularly checking in and offering support.

AS: I think the most surprising part for me was being able to explore our different brands, and seeing how different approaches work in different markets. We’re here to grow schools and make them successful, but the way everyone gets there looks very different. Another surprising thing was the extent of our shared services here at Spring Education Group. I truly had no idea how vast and influential these departments were and how they’ve been contributing to my day-to-day success behind the scenes.

How would you encourage others to participate in this experience?
BB: I would encourage anyone considering applying to go for it! The Leadership Academy has helped me boost my career in so many ways. Getting to see where the program can take me has been incredible.

AS: I would tell others that this experience has allowed me to reexamine my career priorities, and build a path going forward. It has allowed me to understand in more depth what it takes to run a school. Think of the Leadership Academy as a group of cheerleaders giving you a cheat-sheet to success as a new leader.

What role are you in now for the 2024 – 2025 school year, and do you feel The Leadership Academy helped prepare you for that role?
BB: I am the Director of Upper School at Stratford Fremont Osgood. I feel well prepared knowing the resources that the Spring Education Group has to offer. The training I have received has been extremely beneficial.

AS: I am now the Head of Operations for BASIS Independent Fremont. Yes, I feel that this program has helped prepare me for the role and reinforced that the answers to everything I need to know can be found in our network!

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BASIS Independent Schools, a subsidiary of Spring Education Group, is a national network of PreK-12 private, secular schools that educate students to the highest international levels. Our ten campuses, located in some of the most bustling, dynamic metropolitan areas in the country, are part of the BASIS Curriculum Schools global network. We believe in setting a higher standard for students and promoting self-reliance and accountability in a culture where hard work is celebrated, and intellectual pursuits result in extraordinary outcomes.

We are currently accepting applications for future positions in various roles at BASIS Independent Schools. Joining our team means immersing yourself in a dynamic, stimulating, and unpredictable academic community. Here, collaboration is key, and you’ll be part of a social and supportive environment that values growth.

As a member of our team-whether in teaching, administration, or school staff-you will contribute to the fulfillment of BASIS Independent Schools’ mission. This presents a remarkable opportunity to work in a fast-paced organization that embraces growth and offers room for professional development.

Click here to view current job opportunites and apply!

Beyond the Classroom: Exciting New Outdoor Space Rendering Revealed

April 1, 2025 by mirandamartinez Leave a Comment

In addition to providing students with a rich academic experience, we recognize that academics and school enrichment activities are integrally connected to one another and are mutually beneficial. Enrichment opportunities not only help meet students’ academic, social, emotional, and physical needs but they also offer a balanced learning experience that provides numerous opportunities for students to develop into whole, responsible, and enthusiastic learners.

Our approach to sports promotes healthy competition and empowers students with the discipline, grit, and persistence to become leaders on and off the court. It is mastery of these skills that has led many of our student athletes to victory in a variety of competitions, large and small.

Students will have access to not only the gymnasium, but also a multi-use outdoor space between the academic building and the gym.