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Culture of Support

Comprehensive Exams: Supporting Students on Campus 

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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

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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

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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 

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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

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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.

Finding an Elementary School in NYC: The Checklist for Parents

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Finding the right NYC private school is challenging, especially on the Upper West Side. With a myriad of options, it is no wonder parents seek guidance. To help you find the perfect Manhattan elementary school for your child, we have created a comprehensive checklist.

  • As a top independent school in Manhattan, we offer a challenging and enriching curriculum led by expert educators.
  • Our approach to lower school education equally emphasizes social-emotional learning, including critical thinking and problem-solving skills.
  • Our convenient UWS location provides a unique and supportive learning environment for families.

Review this checklist to see how BASIS Independent Manhattan checks all the boxes!

Teachers: Passion and Expertise

We believe in the power of expert-led instruction. Our students in grades 1-4 benefit from 50-minute classes in core subjects like math, science, English, and Social Studies/History, taught by passionate Subject Expert Teachers (SETs). These experts bring their deep knowledge to the classroom, igniting a love of learning. Complementing the SETs is our Learning Expert Teacher (LET), a dedicated educator who is the guiding force for students, providing personalized support and ensuring each child thrives. This unique model allows for both expert instruction and individualized attention, a hallmark of our world-acclaimed primary program.

An Advanced Curriculum with Essential Enrichment

Beyond the core subjects, our curriculum includes essential classes: engineering, Mandarin, visual arts, drama, and music, fostering well-rounded development. Our commitment to comprehensive liberal arts-focused education with STEM offerings ensures that students are challenged and engaged.

Social-Emotional Learning: Nurturing the Whole Child

We believe academic excellence goes hand-in-hand with social-emotional growth. Our PurposeFull People curriculum, powered by Character Strong, develops essential soft skills, executive functioning, and emotional regulation for students in PreK-Grade 5. Our dedicated Student Affairs team delivers these lessons, supports students, and guides parents throughout their child’s academic journey.

Active Learning and Play

We cater to the age and stage of children while providing them with what they need — physical activity and outdoor play. They have periods of study and focus, which are broken up by three 20-minute recesses during the school day. Our daily schedule also includes P.E., ensuring students have ample opportunities for play and movement. After-school clubs, ranging from soccer and tennis to arts and STEM, further promote active engagement.

Transparency and Community: A Different Approach

At BASIS Independent Manhattan, transparency and community are at our core. Unlike many NYC private schools, we do not engage in traditional fundraising. We believe in providing an exceptional education without the added pressure of constant requests. This empowers families to invest in our vibrant community in ways that are meaningful and aligned with their commitments, fostering a collaborative and supportive environment.

Get Parent Reviews

Nowadays, more and more families scour the internet for school recommendations to find the perfect fit. Sites like Niche.com use anonymous reviews and rankings to provide “the good, the bad, and the honest.”

Here are a few excerpts from recent BASIS Independent Manhattan reviews written by our current families:

  • “A great school which balances out an academic focus with play and creative time for the kids.”
  • “A hidden gem in NYC, that’s for sure.”
  • “A great choice for families seeking a rigorous academic program with amazing support.”
  • “Academics are second-to-none, teachers are caring and helpful, kids are challenged and happy.”
  • “I would recommend attending an info session. If it doesn’t seem right for your kid, you will know it. If it does, apply, you won’t regret it!”

Visit Our School

Experience BASIS Independent Manhattan firsthand. Meet our passionate teachers, interact with current students and parents, and learn more about our unique approach. Discover why we are among the best schools in Manhattan for grades PreK-5 and a leading choice for UWS families seeking exceptional education.

Open House (PreK – Grade 5)

Join us: Sunday, March 9, 10:00 AM Lower School – 795 Columbus Ave.

Register Now
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. 

Diversity, Equity, Inclusion, and Belonging at BASIS Independent Bellevue

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Diversity, Equity, Inclusion, and Belonging (DEIB) is an essential framework to utilize when building a modern learning community. At BASIS Independent Bellevue, our approach to DEIB ensures every individual feels valued, empowered, and inspired. Our team uses DEIB principles to support academic growth and personal development in an interconnected world. 

DIVERSITY  

BASIS Independent Bellevue affirms our network’s stance that schools should respect and honor people’s backgrounds and lived experiences. On BASIS Independent School campuses, embracing diversity bolsters social and emotional growth while fueling academic inquiry. We strive to cultivate and celebrate diversity within our population and at school through our curriculum, modern take on history, global perspectives, and embracing of the diversity of thought.  

Head of Operations, Ms. Cardenas states, “Our campus community prides itself on appreciating different cultures, nationalities, background, values and practices. Engaging in DEIB work within our classroom and school activities allows students to create different perspectives beyond what their personal experiences may be. When we expose students to different viewpoints about the world, it allows them to form their own beliefs and appreciation for the world around us.”   

“When we expose students to different viewpoints about the world, it allows them to form their own beliefs and appreciation for the world around us.”

Ms. Cardenas, Head of Operations

EQUITY  

At our school, equity means striving to provide every student with the support and opportunities they need to succeed. Furthermore, this means recognizing and addressing the unique challenges that certain individuals face. Our commitment to equity ensures that members of our learning community—students, parents, and educators alike—have what they require to thrive. 

Our faculty at BASIS Independent Bellevue also work hard to uplift equity in our curriculum by fostering critical thinking and encouraging students to explore multiple perspectives. By examining historical events, scientific discoveries, as well as social, cultural, and emotional experiences through an equitable lens, we help students develop nuanced perspectives. 

INCLUSION  

Inclusivity ensures individuals feel welcome, valued, and respected. In action, this involves creating conditions in which everyone is treated equitably, having equal opportunities for involvement, input, and progress. Our team is committed to modeling inclusive practices, ensuring that the people who contribute to our learning community feel heard, understood, and empowered. By embracing inclusivity, we create an environment amenable to learning success. 

An inclusive mindset is great to have when approaching the usefulness of other DEIB concepts. Much like how our students will not get accurate answers to scientific questions or math problems without using the correct formulas and processes, our students need to know that the other components of DEIB will risk not producing meaningful results without the framework of inclusion. An inclusive approach thus leads to learning communities like ours being able to make meaningful changes, advancements, and provide innovative solutions to problems.  

BELONGING 

Belonging is an increasingly discussed part of DEIB models and is key to growing and maintaining community. At BASIS Independent Bellevue, the notion of belonging is established by facilitating connections, offering support, and encouraging growth. When students feel they belong, the academic experience, as well as the social and emotional learning that happens in school, gains a greater sense of purpose. This sense of belonging strengthens confidence, resilience, and perspective, helping students engage deeply in their education and approach their journey with enthusiasm and pride. 

“Feeling like you belong is so important because meaningful relationships help us to feel valued and seen. This increased sense of connection to others allows students to take meaningful risks in their learning and find comfort through challenges.” -Ms. Olivia, School Counselor

Through mentorship programs, student-led clubs, and collaborative projects, we strive to cultivate a sense of belonging for every member of our school community. When students feel they belong, they are more likely to take risks, share ideas, and engage deeply with their learning. Belonging means students and faculty become excited to come to school, take part in events, and embrace new experiences. 

DEIB in Action  

Our school has monthly DEIB events and initiatives. Many of our DEIB initiatives advance learning and raise cultural awareness therein, enhancing the educational experience. Some of the programing we work on includes taking the time to recognize Indigenous Peoples Heritage Month, Latinx/Hispanic Heritage Month, Black History Month, and others.  The Dean of Students, Ms. Hinton, leads the charge on planning DEIB events and has seen the impact it has on our students. She states, “It is my goal to implement DEIB activities that both honor minority communities and educate our students. In doing so, they have become more knowledgeable, empathetic, and kind.”

DEIB concepts are also used as educational tools within classroom settings. Each year our community attempts to make connections to DEIB but also to explicitly teach valuable lessons centered around these principles in a way that is useful for our unique learning community. For example, teachers at BASIS Independent Bellevue include a DEIB-focused lesson in their teaching each trimester which highlights a person from a different cultural background than their own who has made a positive impact on their field of study. For example, Math SAD Mr. Norcross taught a lesson last year that focused on the unique life and experience of Al Khwarizmi (c. 780 – c. 850) which also help introduced students to the historical roots of algebra, engaging them in hands-on learning by physically completing a square to connect geometric and algebraic methods, which deepened their understanding and curiosity about mathematical history. Mr. Norcross states, “When we integrate the themes of DEIB into our lessons it is important for it to be genuine. I always look for a connection that is directly relevant to the students learning or has some other timely contextual relevance. This gives the lessons real purchase with the students; broadening their horizons and deepening there understanding.” Class experiences like these not only exposes our students to a wider array of class materials to engage with but leads to students learning to have new insights into the nuances of the disciplines they study and have valuable conversations about the hardships, resilience, and advancements made by people within their fields. 

Dean of Students Working with Students on a DEIB Activity
Student Being Taught How to Weave Baskets for Our Indigenous Heritage Month Event
Crafting and Learning About History and Culture

BASIS Independent Bellevue also integrates DEIB into our events calendar. One recent highlight was our 2024 Winter Carnival, held the Friday before Winter Break. During this event, our Mountaineers celebrated various winter holidays: crafting ornaments for Christmas trees, setting goals for Yule, creating hand wreaths for Kwanzaa, and completing a Hanukkah-themed scavenger hunt. Students also honored Diwali by making lanterns and embraced Ramadan’s spirit of gratitude through reflection activities. The day concluded with a cherished Mountaineer tradition—fresh hot cocoa. Through DEIB programming, we aim to provide a fun, educational way to celebrate the rich diversity of our broader communities. 

Two SETs at the 2024 Winter Carnival
Christmas Ornament Crafting
Grade 7 Boys Working on a Reflection Activity

A number of clubs and opportunities also demonstrate the importance of diverse experiences from an inclusive framework. Ms. Cardenas states, “I am proud of the array of diverse offerings our Auxiliary Team offers to support learning outside of the classroom. We have the World Travel Club, advised by SETs Mr. Tyler and Mr. Hui-Peterson, where students can travel around the world and learn from guides and scholars in that area. They might sit on the same steps as William Shakespeare did in England or walk through the same temple as Alexander the Great did in Greece! Another popular club we offer is our Chinese Cooking Club, hosted by our SET Ms. Pan.  Students learn about Chinese food tradition and the special properties of Chinese ingredients and spices, as well as their connection to health. They also get a crash course learning basic cooking hygiene and safety. If you consider yourself a huge BTS fan, we also have a K-Pop Cover band, hosted by our SET Ms. Ziolkowski. Students learn K-Pop choreography and are immersed in some of the most popular musicians in Korean culture.” Our campus community is proud that our students are exposed to a world-class, international education and take part in experiences that support a global mindset. 

DEIB—Diversity, Equity, Inclusion, and Belonging—shapes and is shaped by the educational experience at BASIS Independent Bellevue. These values bring us closer to a culture where every member of our community feels supported and empowered to succeed. As we grow, our commitment to DEIB will continue to guide us, fostering an inclusive and dynamic environment where diverse perspectives are celebrated, and every Mountaineer can thrive. 

A Day in the Life of a BASIS Independent Manhattan Kindergartener: Where Learning is Playful and Purposeful

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Picture a day filled with laughter, learning, and boundless curiosity. That is a typical day in the life of a kindergartener at BASIS Independent Manhattan. With our small class sizes, outstanding teacher-student ratio, and world-inspired curriculum, we believe in nurturing the whole child through joyful teaching, social-emotional learning, and support for students to achieve their highest potential.

Let us peek into a typical day and find out more about what it is like to be a BASIS Independent Manhattan kindergartner. 

A Schedule Built for Success

Our thoughtfully designed daily schedule ensures a balanced blend of academics, social-emotional learning, and physical activity.

8:00 a.m. Morning Meeting

The day begins with community time in Morning Meeting, where routines like discussing the date, weather, and daily schedule set the tone for learning. Then, kindergarteners dive into a focused math block. On any given day they could cover lessons like adding two numbers, subtracting zero, and subtracting a number from itself. They also use tactile activities to learn how to tell time, skip count, measure, or understand the value of coins.

What are Dojo points?
Dojo is…

a positive behavior reinforcement system that motivates students to earn points for rewards such as a class party, extra recess, or prizes.

Dojo is…

Our Early Learning Expert Teachers (LET) implement differentiation by splitting the class into two groups based on level to provide support and advancement. For example, those eager learners ready for a higher-level concept take on the “Top Ten” grade 1 level problems that prepare them for the next academic year. These activities not only reinforce learning but also motivate students with opportunities to earn Dojo points.

Recess (15 mins)

Now it is time to get outside and get moving! Students head to our spacious outdoor terrace where they have active playtime (developing essential gross motor skills), while also navigating social dynamics (learning the importance of cooperation, sharing, and conflict resolution). After expending the necessary energy, they are ready to return to academics.

9:25 AM – Mandarin and Essentials

Mandarin lessons come alive through singing, storytelling, and hands-on crafts, that immerse students in the vibrant Chinese culture. They actively engage both sides of their brains through visual and creative activities, helping them think critically and connect ideas across different subjects.

The arts are just as important as academics, and students benefit from a daily rotation of our Essentials classes, which include drama, music, visual arts, and engineering. Our unique two-teacher model allows students to dive deep into these subjects with our Subject Expert Teachers (SETs), who have specialized degrees in their respective fields.

10:25 AM – Literacy

Kindergarteners explore storytelling and start writing! A special “Writing Boot Camp” has our budding authors tackling missions to earn star badges. They brainstorm imaginative story ideas, plan narratives, create sentences, and identify nouns and verbs.

Students take on exciting writing adventures, crawl through obstacle courses, go on sentence-fixing hunts, and don ‘writer’s helmets’ for inspiration. By the end of an exhilarating week of boot camp, students have reviewed sentence writing fundamentals and can proudly craft a personal narrative’s beginnings.

11:30 AM – Lunch and Recess

Lunch is a time for social connections, whether students bring meals from home or enjoy healthy options from our partner, Butter Beans. Then, more outdoor play!

12:25 PM – Phonics & Centers

At BASIS Independent Manhattan, we use the Logic of English and Heggerty programs to help students master phonics, surpass reading benchmarks, and build confidence in reading, writing, and spelling. Each day, a “Heggerty Hero” leads a fun warm-up to practice phonemic awareness, with one standout student earning the coveted Hedgie the hedgehog as a reward.

1:30 PM – Physical Education

Having daily P.E. classes means more than just exercise. Here, coaches instill valuable life skills like teamwork, sportsmanship, and following instructions while fostering a love of movement and healthy habits.

Recess (15 mins)

Another chance to recharge with fresh air and free play!

2:30 PM – Civics, History & Science Foundation

These blocks cover everything from space, oceans, and continents, to world discovery and history. Lessons often follow student interests, keeping curiosity at the heart of learning.

One final period allows for activities or crafts. Each Friday, a parent/guardian surprises the class with a read-aloud session in a Mystery Reader series, fostering family involvement in the classroom and a love for reading!

Cross-Curricular Learning in Action

In one interdisciplinary project, kindergarten became ‘Detectives in Training’ seamlessly combining math and literacy to solve a mystery. Using the 5 Ws (Who, What, When, Where, Why), they analyzed clues, solved math challenges, and honed literacy skills like making inferences. This activity exemplifies how our curriculum fosters critical thinking and demonstrates the interconnectedness of different subjects.

Learning Through Play: A Holistic Approach

At BASIS Independent Manhattan, learning is joyful and engaging. Our curriculum is designed to foster a love of learning while nurturing the whole child. By blending advanced academics, social-emotional learning, and creative exploration, our kindergartners develop a strong foundation for future success.

What Our Parents Are Saying

  • Since joining the Early Learning Program, I’ve noticed significant growth in my child’s academic and social skills.
    Tiffany J.
  • When our daughter came to BASIS Independent Manhattan, she did not know English. She is now in her second year here and she has learned to speak English very well. We have been so impressed to see her master the alphabet and begin reading.
    Ekaterina M.
  • We feel that the STEM approach BASIS Independent Schools takes at such an early stage has given our little one a slight edge/a head start as he begins elementary school!
    Ameya B.
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These are just a few examples of the positive impact our Early Learning Program has on our young learners. We are proud to provide a nurturing and stimulating environment where every child can thrive.

Ready to discover the BASIS Independent Manhattan difference?

Schedule a visit today and experience the excitement firsthand.

Visit Our School

Redefining College Prep at BASIS Independent Manhattan

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Early applications are in, the first decisions are coming out, regular deadlines are approaching, and the long college checklist doesn’t seem to be getting any shorter. Thankfully, our seniors are balancing any anxiety with confidence gained from BASIS Independent Manhattan’s college prep programs and supportive environment.  

With personalized guidance from our dedicated faculty, expert resources, and custom events, the Class of 2025 is not only applying to the finest educational institutions but also cultivating resilience and independence – qualities that will serve them well in their future academic journeys.  

Here’s a glimpse into the incredible work our students have been doing. 

Personalized Preparation

While traditional high school students might begin preparing for college in grade 11 or 12, our students begin their college preparation in grade 9. This early start allows our College Counselor, Mr. Tejada, to take the time to get to know each student’s interests and strengths.  

He says, “I ask students about their career interests, potential major, passions, and hobbies and work with them on ways they can demonstrate them in meaningful ways.” 

For Mr. Tejada, it’s not just enough that our students are prepared to apply to college. They must understand the connection between their strengths and the varying opportunities that each university has to offer. 

College Counseling one-on-one

To help students uncover this connection, Mr. Tejada works with seniors in a daily 45-minute College Counseling class to learn practical skills, such as navigating the application process, resume building, and essay writing, while also having them explore future degrees that might be a good fit.

A Standout Program

At many other schools in NYC, college counseling is part of a general guidance counseling program where the onus is on the student to ask for support and meet application deadlines. At BASIS Independent Manhattan there is a balance of independence and accountability. The College Counselor works one-on-one with juniors and seniors on a weekly basis, challenging them to complete goals and following up on their weekly progress.  

Another factor that has empowered the older students at BASIS Independent Manhattan is our commitment to small class sizes and expert educators. This model has made it possible for our teachers to really impart a deep understanding and mastery of content in the sciences, mathematics, literature, history, world languages, and AP Courses.  Personalized teaching makes for proficient learning and is one of the contributors to our legacy of outstanding test scores. 

Bringing Experts to You

BASIS Independent Manhattan is committed to sharing what we know with parents, recognizing the significant role they play in their children’s educational journey. Our insightful “College Admissions 101” classes are a series of monthly workshops for high school parents/guardians hosted by Mr. Tejada. Each of these exclusive virtual sessions features knowledgeable panelists who provide valuable insights into various steps or specific topics within the college application process. Topics covered include:  

  • The benefits of pre-college programs 
  • Testing with the SAT & ACT and using those tests in the college application process 
  • A guide to University of California Admissions 
  • Financial aid 
  • The benefits of public honors colleges and programs 

And so on. Below is a simplified list highlighting some of the more impactful elements of our college preparation program.  

Grades 9 & 10Grade 11Grade 12
College Counseling Newsletter College Counseling Newsletter College Counseling Newsletter 
Encouraged to attend college rep visits  Required to attend college rep visits  Encouraged to attend college rep visits  
Open access to counselor  Open access to counselor  Open access to counselor  
Monthly Virtual Workshops for Parents/Guardians Monthly Virtual Workshops for Parents/Guardians Monthly Virtual Workshops for Parents/Guardians
Student “Boot Camp” Workshops (Spring)Weekly one-on-one scheduled meetings with counselor (Spring)Weekly one-on-one scheduled meetings with counselor  
Daily College Counseling Class for two trimesters in length
Life-Skills Mentoring
Cornell University Acceptance
Congratulations on your Early Decision at Cornell!

Impressive Results

Already, there is good news to celebrate. Four of our seniors received Early Decision acceptances, and we are thrilled to announce they will be attending:

  • Columbia University
  • Cornell University
  • Lehigh University
  • Babson College 

One could attribute success in the college application process to our advanced curriculum, your child’s innate talents, or a myriad of other factors. However, the effectiveness of the approach at BASIS Independent Manhattan truly stands out, showcasing the remarkable results we achieve together.  

Setbacks are inevitable, but our students are well-equipped to overcome them with the right mindset. Our robust college counseling program plays a crucial role in this process. With personalized support, dedicated resources, and daily classes, our students confidently navigate obstacles and are empowered to make informed decisions about their future. 

Interested in learning more? Schedule a tour of our Upper School campus to witness firsthand what sets our programs apart!

Leadership Spotlight: High School Dean of Students Olivia Robbins

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Whether meeting with BASIS Independent Brooklyn’s Leadership Council as their faculty advisor or helping organize our 4th Annual Day of Service across the entire High School, Dean of Students Ms. Olivia Robbins is placing her great drive and focus squarely on shaping a wonderful high school experience for our oldest students. Just last semester, she coached students on how to organize their first homecoming dance, and she has only just begun! Given Dean Robbins is the newest member of our school’s administrative team, we thought families might be interested in learning more about her through our “Leadership Spotlight” series.

Ms. Robbins began her career at Milton Academy, a boarding school outside of Boston, where she started first as a teaching fellow and then as a full-time Upper School English faculty member. Afterward, Ms. Robbins transitioned to the Hewitt School, a girls’ school in Manhattan, where she simultaneously held roles as Grade Level Dean, Learning and Innovation Program Associate, and Upper School English Faculty member. Ms. Robbins also worked for two years at an educational technology start-up, where she designed humanities content and contributed to product development for a digital adaptive learning application used by thousands of children.

Dean Robbins

Dean Robbins graduated cum laude from Princeton University, where she won the Spirit of Princeton Award for her involvement in student organizations, community service, and the arts. Ms. Robbins went on to earn her master’s degree in education from the University of Pennsylvania’s Graduate School of Education through the Independent School Teaching Residency program.

As the Dean of High School Students at BASIS Independent Brooklyn (BIB), Ms. Robbins helps foster community in the Upper School and supports students through their academic journeys. She loves working with high school students and is inspired by the myriad ways in which they want to shape the world.

Below is our interview with Dean Robbins edited slightly for clarity and flow.

What are the types of students you see thrive here at BASIS Independent Brooklyn’s High School Program?

I see a wide range of students thrive: students who are super passionate about a single subject (e.g. math, English) and those who love all subjects; athletes, entrepreneurs, and artists; introverts and extroverts… The list goes on! Overall, a few common traits that I think make students optimally successful and happy here include organization, focus, self-advocacy, intrinsic motivation, kindness, and a sense of humor.

What drew you to our school?

Honestly, the role! I was excited to work with students in the role of Dean. Helping students navigate challenges and chart out their high school careers are my passions. I also respected BIB’s curricular design and its range of course offerings. And I liked its size! I felt I’d be able to develop closer partnerships with more students, families, and faculty in a smaller environment.

Can you share your perspective given you have been in your role for a few months now?

I am impressed by our students. They are smart and motivated. I love the moments when I am able to see them shine academically since I often observe portions of classes. I also love seeing them enjoy one another’s company in the High School Lounge. They enjoy playing cards, ping-pong, and board games, and they laugh a lot.

Tell us a bit about your background.

I long imagined myself as an educator, whether as an academic or a teacher. After studying literature as an undergrad, I became an English teacher at Milton Academy, a boarding school outside of Boston, through a teaching fellowship and master’s program through UPenn. I loved starting my career at a boarding school because there were so many ways to get to know the students and get involved in the school community. In addition to teaching high school English, I choreographed for and helped organize our spring dance show, as well as ran the house council program in one of the girls’ dorms. Eventually, I took a joint teaching and administrative position at the Hewitt School (girls’ K-12 school) in Manhattan. I taught English, helped manage strategic school innovation projects (curricular improvements, professional development for teachers, new faculty and staff onboarding, etc.) and then eventually became the Dean of the senior class. Working with the students to help make their senior year as special as possible was a highlight for me. After Hewitt, I briefly worked at an educational technology start-up company because I’d become curious about ed tech and start-up culture after thinking about school innovation for several years. My former company is focused on providing accessible tutoring and enrichment to all students—a cause I am really passionate about. However, I missed working directly with students, so joining BASIS Independent Brooklyn as the High School Dean of Students was a wonderful reunion with the type of work I love most!

What are some of your priorities for making high school an engaging, memorable time for students?

I want to help students feel a deeper sense of community and connection. I enjoy planning events to make this possible! Our first-ever homecoming dance was held at the end of last year. I am grateful that members of our Student Leadership Council proposed this fabulous idea as a means of gathering and celebrating the high school community. I want all students to feel pride and ownership about what BIB is, such that students feel as though they can shape their BIB experience to be what they want it to be. Having conversations with students to get to know them and learn about their BIB experience, gathering data about student life, and thinking of new opportunities for students to get involved at the school or explore their passions outside of school are all ways I’m trying to do cultivate that spirit during my first year! 

What are the three questions you think every prospective high school family should be asking themselves?

  1. What motivates you? Our curriculum is wonderfully challenging. High school in general is a time that is so full. Knowing what one’s personal “north star” is can help students keep pushing during particularly challenging or busy moments.
  2. What is a student club you’d want to start or get involved in? We have so many neat clubs for students to join (for example—we have a rock band and a rock climbing club…both rock!). And we have an easy process to start a new club if the existing roster doesn’t suit one’s interests.
  3. Are you a morning person? This is an important question to think about since our unique schedule allows students to take either an AM or PM elective. AM electives are great choices for students who have after-school commitments or want their school day to end a bit earlier…but they have to be ready to go in the morning!

Ms. Robbins is excited to support BASIS Independent’s mission to educate students to the highest international levels, and she is energized by her colleagues’ commitment to supporting each individual student holistically.

Our Class of 2025 posed together with Director Forde, College Counselor Brauch, and Dean Robbins (on left) earlier in the school year.

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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.