Culture of Support

Head of School Address to Class of 2025

September 25, 2024 by jogoldfarb Leave a Comment

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

Below are selections from Mr. Harmon’s address:

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

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

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

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

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

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

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

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

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

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

School Counseling and Self-Care

September 19, 2024 by michaeldiambri Leave a Comment

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

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

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

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

Understanding Self-Care

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

Physical Self-Care

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

Exercise Regularly: Engage in physical activities like sports, yoga, or even a brisk walk. Staying physically active helps reduce stress and improve mood. Make sure to check out the sports and other Enrichment Opportunities we are offering this year.

Healthy Diet: Eat a balanced diet rich in fruits, vegetables, and whole grains. Try to avoid excessive caffeine and sugary snacks.

Sleep: Ensure you get 8-10 hours of sleep per night. Establish a consistent sleep schedule to help your body regulate its internal clock.

Emotional Self-Care

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

Stress Management: Practice stress-relief techniques such as deep breathing, journaling, or listening to music.

Ms. Olivia having fun with students at our recent celebration of Hispanic/LatinX Heritage Month. Getting outside, enjoying arts and crafts, and having fun with friends are all great ways to manage stress and practice self-care.

Emotional Awareness: Recognize and express your emotions. We want our students to know it is okay to seek help if you’re feeling overwhelmed.

Mindfulness and Meditation: Incorporate mindfulness exercises or meditation into your daily routine to stay grounded and present.

Practicing Gratitude: One strategy to improve happiness and combat stress is through consistently highlighting the things that bring us gratitude each day. Daily gratitude journaling is proven to improve well-being.

Caring for Mental Health

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

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

Supportive Environment: Create a supportive home environment where self-care is encouraged and practiced. Allow your student time to take brain breaks and find ways to help your student live a balanced life.

Open Communication: Maintain open lines of communication with your children about their feelings and challenges. Taking the time to simply listen to their perspective and validate their feelings can make all the difference.

Practical Resources at School

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

Counseling Services: Our school counselor is available to provide guidance to students through individual school counseling meetings. During this time, Mountaineers are provided a safe and supportive space to express feelings, problem-solve, and work towards individualized goals.

Small Groups: In addition, Ms. Olivia offers small group meetings with students aimed at fostering a sense of belonging in our community while learning practical skills to enhance their overall social and emotional well-being.

Character Themes of the Month: As a school community, we are also focusing on investing in students through monthly character education lessons. Each month, students will have opportunities to discuss and reflect on topics related to growth mindset, respect, gratitude, empathy, and more. Every Mountaineer Monday, students build these skills through classroom discussion and reflection. Additionally, our school counselor will be offering cookies and guided activities related to each theme of the month in her monthly event, Cookies with the Counselor.

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

The Communication Journal: How Our Students Use Their CJ to Be Successful

August 16, 2024 by mirandamartinez Leave a Comment

Helping students manage their time and schoolwork effectively is core to the BASIS Curriculum. One of our most important tools in developing students with life-long habits of self-direction and disciplined, critical enquiry is the Communication Journal (CJ).

At first glance, it’s an analog daily planner. In practice, it’s the epicenter of our students’ educational experience, a record of their wins, their losses, and most importantly, their areas for improvement. During the school day, we focus on building the student-teacher relationship. The CJ is critical in helping families feel involved in their child’s education at the end of the day. It is the first daily touch-point between teachers and parents and acts as a discussion started at home between students and their families.

The CJ is central to our curricular philosophy not to post homework or grades online, or remove students from conversations about their own education. It is the tool that makes this philosophy a powerful growth opportunity for students to own their own academic and intellectual progress.

Over time, after successful usage of the CJ has been proven, students can expect to have more independent ownership of their CJ, and less and less oversight by their teachers and parents. Our goal is to start strong and while they are building their habits, have consistent daily checks. But as the years move on, we train students to become more independent, and less dependent on others for their own academic responsibilities.

Kindergarten Communication Journal

Even our youngest students have their own CJs to record their work and have their parents sign each evening. Kindergarten students are expected to record their own CJ notes each morning.

Students in Kindergarten recording their CJ notes for the day

Grades 1 – 3 Communication Journal

Unlike students in Kindergarten who primarily stay in their classroom throughout the day, students beginning in Grade 1 travel from classroom to classroom for each subject. The expectation of a CJ note from each Subject Expert Teacher (SET) begins in Grade 1 and continues on through high school. Students in Grades 1 – 3 receive assistance recording their CJ notes from their Learning Expert Teachers (LET) who will often give out stamps or stickers for a job well done!

A Grade 2 student’s CJ notes for the week

Grades 4 – 5 Communication Journal

For students in Grades 4 and 5, the use of the CJ is now a daily habit. Though our Grade 4 students still have their LET to help them, in Grade 5 the responsibility rests solely on the student. Students who have been with us throughout their elementary years know its power in keeping them accountable for their education, and even new students can appreciate this tool for helping them keep their upcoming assignments and assessments organized on a daily basis.

A student in Grade 4 sits right down to record their CJ note for Science even before class begins

Grades 6 – 8 Communication Journal

In middle school, we start to see more and more students not needing their parent signature every night. There are fewer CJ checks happening in the classroom and at home depending on the student. But, at the first sign of disorganization, the first step expressed by their Dean of Students, one of their SETs, or their parents is always the same, “Let’s look at your CJ.”

A Grade 8 student shows off their well-organized CJ with their friend

Grades 9 – 12 Communication Journal

In high school, the CJ is perfected. Not only are students rarely needing their parents to sign their CJ, but they are now using it as their own tool to organize their after-school activities. Many high school students will write reminders for things to print at home, office hours to attend, and even their clubs in their CJ. The goal of being organized, thinking ahead, and ready for each day has been achieved.

Grade 9 students CJ showing its use for not only their classes, but also their after-school enrichment activities

Unsurprisingly, our Alumni often cite the use of the CJ as one of the most helpful habits learned from our program. Many use their own tools of organization with their electronic devices now, but every year we have a few seniors who ask us for an extra CJ before they leave us.

Our educational philosophy is centered around student autonomy and self-advocacy and the Communication Journal is just one tool that helps us achieve that.

2023 – 2024 Subject Advisor of the Year

May 17, 2024 by msnyder Leave a Comment

We extend heartfelt congratulations to our 2023 – 2024 Subject Advisor (SAD) of the Year, Mr. Grant Norcross, from BASIS Independent Bellevue!

Congratulations, too, to our runners-up, Ms. Laura Butchy (Performing Arts SAD) and Ms. Sarah Morehouse (Kindergarten Civics, History & Science and Mathematics SAD)!

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 Mr. Norcross’s advisees: “I am nominating Grant Norcross because I believe that his approach to teaching math is exceptional, and he has done an amazing job working with us to help us understand our goals while still recognizing the rigor associated with the curriculum.”

Says another advisee: “As a new teacher at BASIS Curriculum Schools, Grant’s resources were very helpful to get started, to have an in-depth idea of the curriculum and possible approaches. He communicated with us often and was very quick to respond after any questions or issues. I felt I had someone who I could reach out to at any point, and I found his comments on my syllabus and other resources useful.”

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

SAD Celebration
To celebrate Mr. Norcross and his achievements the BASIS Curriculum Team supplied a staff breakfast for his campus. BASIS Independent Bellevue Head of School, Dr. Elizabeth Thies, commented, “He is not only an exceptional teacher to the students at our campus, but a stand-out teacher mentor across our network!”

Our Two-Teacher Model Explained

March 13, 2024 by christineklayman Leave a Comment

The Symbiotic Classroom is a hallmark element of our Primary Program, but what does that mean to a parent? How do our students benefit? We take this biology term and translate it into a successful teaching model that pairs a Subject Expert Teacher (SET) and a Learning Expert Teacher (LET). Read on to have this SET/LET relationship explained.

Imagine being back at school, sitting in a class where you already know the material, feeling like you’re “ahead” of everyone else. This is boring! Then you head to a class you don’t like, but it is only because you are struggling to understand the lesson. The teacher is going too fast! Now imagine there was a second teacher in those classes who really knows you. They recognize your strengths and provide enrichment when needed. They identify your areas of growth and provide support to help you achieve your highest potential. This approach best describes the SET/LET model at BASIS Independent Manhattan.

Meet the SET

Subject Expert Teachers (SETs) are just that—experts in their field of study—teaching classes in the subjects for which they received their degrees and are, therefore, most passionate about them. Their area of expertise is their sole focus, allowing them to concentrate on creating captivating, in-depth lessons for all grade levels they teach. Students in grades 1 and above have one SET for each discipline rather than one teacher who teaches multiple subjects.

Meet the LET

Learning Expert Teachers (LETs) span across grades 1—4 and are responsible for one class of students whom they stay with for the entire academic day. In addition to co-teaching with the SETs, LETs provide customized support in those classes, as needed. Because LETs are with just one class all day, they build trust and understanding with their students to better guide them throughout their academics.

The Benefits

Together, these expert teachers focus on building a classroom culture of social-emotional support and academic excellence. The SETs and LETs collaborate to create lesson plans that are both advanced and accessible to all students. The symbiotic relationship between these two teachers in the classroom helps provide:

Minimal distractions and maximum learning,
Flexibility for one-on-one and small group work,
An infectious passion for subjects passed on from teacher to student, and
Individualized attention on student progress and overall happiness.
At BASIS Independent Manhattan, the SET/LET relationship is at the heart of our goal to instill a lifelong passion for learning in our students.

Finding a Connection

In addition to co-teaching with SETs, LETs lead a weekly class called Connections. This course encourages students to utilize their knowledge in a creative way. Students are presented with project-based scenarios that require the use of problem-solving, creativity, and collaboration as they establish links across subjects. Connections shows our students how each subject is related to the other while gaining a deeper understanding of the material.

One of our most exciting Connections projects happens in grade 1 when students combine everything they learn about Ancient Egypt in Humanities, art, science, and engineering. The real-world connections across disciplines occur when they:

Write their name and phrases in hieroglyphs,
Construct pyramids using marshmallows and toothpicks,
Learn about mummies and recreate the mummification process with a stuffed animal and shoebox, and
Explore Ancient Egyptian culture and clothing.

Contact the Admissions Team
Should you have any questions, we invite you to explore our website, visit our school, or contact our Admissions team to learn more.

BASIS Independent Manhattan, a private school offering PreK through Grade 12, is based in Manhattan, New York. Students thrive alongside Subject Expert Teachers as they engage in a liberal arts program with STEM offerings.

On a Mission with our Head of School

September 21, 2023 by msnyder

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

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

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

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

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

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

Goal #1: Alignment of Mission, Vision & Values

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

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

Goal #2: Staff Satisfaction

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

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

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

Goal #3: Culture of Connection & Belonging

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

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

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

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

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

Cultivating Excellence: Exploring the Dedicated Leadership of BASIS Independent Bellevue’s Dean of Students

September 20, 2023 by msnyder

Welcome Back, Mountaineers!

We hope this message finds you filled with excitement and anticipation as you return to school this fall throughout the PNW. As we eagerly embrace the return of the school year, BASIS Independent Bellevue is excited to introduce you to our esteemed Dean of Students, Ms. Huang. With a rich educational background and a deep commitment to nurturing students’ social and emotional growth, Ms. Huang plays a vital role in our school community.

Meet Ms. Huang:

Ms. Huang’s educational journey is a testament to her dedication to the field of education. She earned a Bachelor of Arts in English Literature from Shanghai International Studies University, a Bachelor of Arts in Social Studies from Washington State University, and a Master of Education from the University of Washington. Her extensive academic background equips her with the knowledge and expertise to guide our students effectively.

Ms. Huang’s Role as Dean of Students:

As the Dean of Students at BASIS Independent Bellevue, Ms. Huang has set an important goal for herself as an educator. Her mission is to form strong bonds with her students, create a secure and nurturing learning environment, guide students through their educational journey, and help them realize their fullest potential. Ms. Huang understands the BASIS model and approach and what we require that ultimately sets our students up for social, emotional, and academic well-being.

Ms. Huang works alongside Ms. Stienessen, the Director of Student Affairs. Together, their team is focused on creating a supportive community where students are willing take risks, be comfortable with failure, and develop into resilient learners.

Approach to Support:

Ms. Huang firmly believes that students thrive when they are genuinely interested in what they are learning and are motivated to explore and discover knowledge on their own.

Prior to becoming the Dean, Ms. Huang was a founding faculty member, serving as a Learning Expert Teacher (LET) for Grade 3. This experience has allowed her to develop a deep understanding of our school’s culture and the needs of our remarkable students. Ms. Huang as has three years of experience working at a BASIS Curriculum School in Arizona as a Subject Expert Teacher (SET) teaching Mandarin for grades K-4. This experience, along with her experience last year being the LET, helped her fully understand the co-teaching model. To her, it’s the best approach to help students with academic support, as well as challenging them with their potential.

“Students learn best when they are interested in the topics and wanting to learn themselves,” says Ms. Huang. “We can help make this happen by providing different types of learning, creating various activities, and providing intuitive practice opportunities.”

Outside of the Classroom:

Beyond her role as an educator, Ms. Huang enjoys spending quality time traveling with her family, indulging in mint chocolate chip ice-cream, and watching Korean dramas. These interests reflect her passion for discovering new experiences, fostering meaningful relationships, and finding joy in life’s little pleasures.

As we embark on this new school year, we are fortunate to have Ms. Huang as our Dean of Students, guiding and supporting our students on their educational journey. Her dedication to social and emotional learning, coupled with her commitment to creating a stimulating and inclusive learning environment, sets a strong foundation for a successful academic year.

Welcome back, Mountaineers! We look forward to a year filled with growth, learning, and personal development under the caring guidance of Ms. Huang and our exceptional educational team.