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Walking in Their Shoes: Leadership Steps Into the Classroom

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What does a typical day look like for a BASIS Independent Fremont Bumblebee? This year, our Lower School leadership team isn’t just observing from the sidelines—they’re finding out firsthand.

In a new initiative launched this fall, members of our leadership team are spending full days immersed in student life across different grade levels. No phones. No laptops. No stepping out for meetings. Just the complete student experience of sitting at desks, participating in activities, and moving through the daily schedule alongside our Bumblebees.

Learning by Living It

Recently, Mr. K Wagoner, our Director of Academic Programs, joined our grade 4 Calcium cohort for an entire school day. From morning arrival through dismissal, Mr. K Wagoner experienced the rhythm and rigor of a BASIS Independent Fremont education from a student’s perspective—tackling problem sets, collaborating with classmates, and navigating the transitions that make up a student’s day.

The goal? To gain deeper insights into the classroom experience and curriculum our students navigate daily, ensuring we’re providing the optimal learning environment and support.

Beyond Observation

This initiative represents a departure from traditional classroom observations or walkthroughs. By truly stepping into student roles, even for just a day, our leadership team gains perspectives that can’t be captured from the back of the room or through data alone.

“We can look at data and observe classrooms, but there’s something irreplaceable about actually experiencing what our students experience,” explains Mr. J Wagoner, Head of Lower School. “This initiative is about ensuring our leadership decisions are grounded in the reality of student life, not just what we think happens in classrooms, but what actually happens. When you sit in a student’s seat, you understand their day in a whole new way.”

Over the coming weeks, different members of our leadership team will rotate through various grade levels, building a comprehensive picture of student life across our Lower School campus.

Fresh Perspectives

For Mr. K Wagoner, the experience proved eye-opening. “Spending the full day in a grade 4 classroom gave me a completely different perspective on the student experience,” he shares. “You notice things about pacing, transitions, and cognitive load that you simply can’t see from the back of the classroom. I came away with a deeper appreciation for both the rigor our students manage daily and the skill our teachers bring to creating engaging, purposeful learning environments.”

This commitment to truly understanding our students’ daily experiences reflects the heart of what makes BASIS Independent Fremont special—a willingness to learn, adapt, and always put students first.

Want to learn more about the BASIS Independent Fremont experience? Contact us to schedule a tour and see our vibrant learning community in action.

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

A Dynamic Dean of Students – Introducing Kate M. Cales 

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

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

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

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

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

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

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

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

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

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

Ms. Cales on carpet with a group of students

What is your educational background? 

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

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

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

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

Ms. Cales with a student at a desk

What have your roles as a mentor included?  

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

What are you most excited about in the next year? 

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

What inspires you or excites you about working in education? 

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

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

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.”

The New Works Arts Festival and Spring Showcase: A Celebration of our Fine Arts Department

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This week BASIS Independent Bellevue hosted the annual New Works Arts Festival and Spring Showcase! This event is meant to celebrate our Fine Arts Department and creativity of our students in grades 2 – 8 through dramatic works, musical performances, and the visual arts. The event was four evenings of planned artistic showcases, allowing students to explore their own creative voices and present their perspectives to our community.

Our Fine Arts Subject Expert Teacher, Ms. Carter, teaches grades 2 – 4 in Performance Arts, Music and Visual Art, giving her the unique ability to work with these students across several artistic disciplines. Since the beginning of the school year, Ms. Carter has been working with our primary students on body percussion and control. This skill has allowed students to develop more focus and mindfulness in the classroom, and has been especially helpful in preparing for their Spring Showcase performance. In January, students began using their body percussion skills to rehearsal the musical they would perform in March. Students in grades 2 and 3 were ensemble cast members, singing and dancing during the show, while students in grade 4 were assigned lines and learned blocking techniques on the stage. It came together beautifully!

“Giving the students the opportunity to blend theater, music, and the visual arts created a flow for me to be able to recognize their individual strengths, help direct their energies, and learn what each grade level was truly capable of. Working with these kids brings me such joy because I get to see them set aside their inhibition and come to life. They’re not afraid to be goofy, but and even the ones that are, learn quickly to break down those walls. I love the way they work together. We are a family in that classroom and I think the performance showed that.” – Ms. Carter

In grades 5 – 8, preparation for the New Works Festival began all the way back in August when students in drama classes learned that they would be asked to craft and perform their very own script, adapted from a piece of literature. This required students to look at themes of text, character and story development, and even write their own scripts. This cross-curricular method allows students to rely on skills learned from classes like Classics, English, and Literature and Composition.

Our Drama Subject Expert Teacher, Mr. Mullens, agrees that the integration of Humanities in our curriculum is crucial to the ongoing holistic growth of our students:

“Our students are highly academically motivated, which can mean that they are often very focused in their learning of academic content. In the drama room, I have the pleasure of seeing students truly enjoy the learning process in a non-traditional way. While we incorporate valuable skills, it is also a time for them to laugh, be silly, and bring levity into their day. It’s so important for our students to have these moments of ownership over their creativity, while having a lot of fun.” – Mr. Mullens

Each night kicked off with a visual arts showcase, highlighting art made by students in grades 2 – 8 throughout the course of this year in their classes with Subject Expert Teachers Ms. Carter and Ms. Dreskin. Families were able to enjoy refreshments and begin the evening by appreciating the work of our students.

The gallery of student artwork was on display for all four days of the festival!

Night One – The Spring Showcase

Students in grades 2 – 4 came together to present a musical performance. In grades 2 and 3, students were mice and princesses, while our grade 4 students each dressed up as a fairy tale character of their choice. The theme of the musical focused on building character and kindness.

Night Two – The New Works Festival

On Night Two, Grade 5 Oxygen students performed three adaptations from their chosen works with musical accompaniments, highlighting the flute, piano and vocals!  Student performers stayed in their performance spaces, while the audience was rotated throughout the campus to see each of the shows in the theater room, amphitheater and music room.

Night Three – The New Works Festival

On Night Three, the Chamber Music Club hosted a pre-show while families enjoyed refreshments and viewed the gallery of art that surrounded them. Then, Grade 5 Nitrogen students performed their three adaptations while the audience rotated through each show in the theater room, amphitheater and music room.

Night Four – The New Works Festival

On the final night of the event, our grade 6 – 8 students enrolled in the drama elective courses performed their adaptations of literary works. These students collaborated with the grade 8 Creative Writing class for peer mentorship and support in their writing. The results were resounding. They even had a special guest appearance by our Social Studies SET and basketball coach, Mr. De Monnin! The middle school students performed their three adaptations while the audience rotated through the theater room, amphitheater and music room.

From start to finish, this event was almost completely student-led, from the writing of the productions, to acting and performing their words. Even our stage crew each night were student volunteers from the National Junior Honor Society!

“I love that the adults are standing back and letting this be as student-led as possible. It’s a pleasure to watch them taking agency over their work and see the months of effort finally coming to fruition. “– Mr. Mullens

We would like to extend a huge thank you to all of those involved in making this even a success, specifically our Operations Team, Ms. Dreskin, Mr. Mullens, and Ms. Carter. The work that was required to pull off this event was immense and it is greatly appreciated by our students and community!

Spring Visual Art Exhibit: Interdisciplinary Collaboration in Art, Robotics, and Music

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At BASIS Independent Silicon Valley, innovation and exploration are at the heart of student learning, encouraging creativity across disciplines. This year, the Spring Visual Art Exhibit highlights an exciting collaboration between the Visual Arts, Music, and Robotics programs, showcasing how technology and artistic expression can intersect in meaningful ways.

The theme for this year’s exhibit, Carnival of the Animals, is inspired by the compositions of Saint-Saëns. Subject Expert Art Teachers Ms. Nichols and Ms. Shi selected the music first before assigning each grade level two pieces as inspiration for their artwork. This theme provided students with an opportunity to explore both the musical and visual aspects of the animals, blending their creativity with themes of nature and sound.

The new Robotics program, introduced this year by Subject Expert Engineering Teacher Ms. Bhatnagar, played a key role in this interdisciplinary effort. It is the first robotics program at any BASIS Independent campus in the Bay Area to be integrated into the curriculum rather than offered solely as an after-school program. Through this program, students in Grades 1-4 have been introduced to the fundamentals of robotics and computer science. Using the Finch Robot by BirdBrain Technologies, students developed computational thinking skills and applied coding concepts in tangible ways. With features such as a micro:bit, sensors, LEDs, motors, and a pen holder, the Finch Robot became an invaluable tool for incorporating robotics into various subjects, including art.

Once the exhibit theme was established, Grade 4 Engineering students collaborated with the Art department, using robots to create animal-themed artwork for the show. They first learned how the robots functioned, explored new coding environments, and applied mathematical concepts such as angles, shapes, and coordinates to program them. As a final challenge, they coded the robots to create circular patterns—an advanced function that required precise speed adjustments. Through this process, students reinforced their understanding of geometry and coding and discovered how technology can enhance creative expression.

Music was also an integral part of the learning experience. Students listened to the musical movements corresponding to the animals in their artwork. For example, students who worked on lions studied “The Royal March of the Lion” from Carnival of the Animals. They followed a listening map to identify which instruments were featured, answered questions about the composition, and learned about Saint-Saëns. These activities were woven into lesson plans across grade levels, allowing students to make deeper connections between music and visual storytelling. Subject Expert Music Teachers, Ms. Gao, Ms. Zhang, and Mr. Robbins, guided students through these exercises, enriching their artistic interpretations through sound.

Across all grades, students explored a diverse range of mediums and techniques to bring their artwork to life. These included making playdoh molds for plaster, wax resist techniques with watercolor, oil pastel drawings, negative space painting, metal tooling, and paper quilling. By experimenting with different materials, students were able to capture texture, movement, and emotion in their representations of the animals from Carnival of the Animals.

Throughout the exhibit, Carnival of the Animals will play on a continuous loop, enhancing the immersive experience and bringing the artwork to life. It is hoped that the musical backdrop enhances the experience, allowing viewers to engage more deeply with the pieces and develop a greater appreciation for the interdisciplinary connections between sound, art, and technology.

Reflecting on the experience leading up to the show, Ms. Nichols shared, “One of my favorite parts of being an art teacher is watching my students experience awe. Awe in not just great works of art, but also in the potential they see in their own creativity as their knowledge expands. The wonderful thing about the art showcase is that parents get to be part of that experience.”

We look forward to welcoming parents to the Spring Visual Art Exhibit on Friday, April 11, as we celebrate the creativity and dedication of our students. We encourage families to listen to Carnival of the Animals beforehand to extend the learning experience at home and gain a deeper appreciation for the inspiration behind the exhibit.

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

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!

The Magic Behind BIF’s Operations Team

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Behind every stunning Broadway performance or Nascar photo finish, there is a team dedicated to navigating obstacles and pushing their common vision toward realization or beyond to even greater heights. At BASIS Independent Fremont, that group is our Operations Team. From tightening the literal nuts and bolts of the school to safeguarding the health of our community, the Operations department is our figurative “man behind the curtain,” creating moments of magic for students and staff every day. We sat down with the Lower School Operations team to pull the curtain back and hear, in their own words, how this magic is made.

At the helm, Associate Head of Operations, Mr. Hinkel-Lipsker, breaks down the range of this diverse and instrumental team.

“The Operations department makes up all the parts of the school that are not primarily academically focused: the Front Office, the Facilities and cleaning crew, the Health Coordinator, technology coordination, after-school care, lunch delivery, and finances. We are also the HR department for the school, tasked with identifying and retaining world-class staff members. As the head of these teams, I like to think I constantly have my finger on the pulse of the school from all angles.”

From our students’ first moments stepping onto campus to their final waves at dismissal, Operations Team members are a constant thread throughout their day. Ms. Allen and Mx. Ansel comprise our Front Office team. 

“When students and parents arrive in the morning, the Front Office is often their first stop at the school. We know waking up early and getting to school is tough sometimes, so we take pride in providing warmth and welcome to our students as they start their days,” Ms. Allen explains.

Mx. Ansel elaborates further, “Students love to stop by the Front Office for all sorts of reasons. Our team is the liaison between students and families while the kids are in school. We like to act as a home base of sorts, where students can gather dropped-off items or grab a fresh mask to wear. They’ll drop in to snag a water bottle if they’ve forgotten theirs at home. Our favorite moments are during quiet times when students drop in just to say hello or share a new joke they heard.”

At the end of the school day, students have many options depending on their academic needs, schedules, and interests.

“It is the job of the Front Office to make sure that students safely arrive at their proper location at the end of each day. This is a meticulous and ever-changing task in which we take great pride. We work hard to make sure that when a family member arrives at school, their student is exactly where they are expected to be.”

Whether our students’ attention is focused on an after-school club, upcoming STEM Festival, or drama performance, our Operations Coordinator, Ms. Michelle is there to ensure staff and students are ready for special projects and events and that their classroom supplies are well-maintained. Any time there is a class party, a new engineering project, or a classroom resource needed, she oversees the logistics to ensure the materials are ready and waiting for our students.

“When teachers request manipulatives or other classroom resources, I order and deliver the materials to the classrooms. When I see the faces of the kids light up when they catch a glimpse at their new project or activity, I get to feel a little bit like Santa Claus every week! The most exciting time is Term Project Week. The school commits a lot of resources into making this week really special and engaging for the kids, and I get to be at the center of it all.”

During the last week of the academic year, Term Projects Week, students exchange their typically structured day for a week-long interdisciplinary project developed entirely by our teaching staff based on student interests.

Just as our spiraling curriculum evolves based on advancement and student interest, so do our campus’ facility demands. Ms. Christy, our Technology Coordinator, ensures students’ and staff members’ technological needs are not just met but surpassed.

“I always look for opportunities to incorporate the newest technological advancements into our classrooms. Living in the heart of Silicon Valley, we have the best access to the newest systems. Our students are very technology-focused, and I love seeing their excitement when they see a piece of new technology. It’s a passion we share!”

“My department oversees the security of students and staff when they interact with the internet and computers, and I take pride in constantly updating and upgrading our systems to ensure the highest level of safety for our students.”

Similarly, Facilities Manager, Mr. Thorpe, tells us, “safety is always the number one priority for all departments, but especially for the Facilities team. When our community was returning to school from quarantine due to COVID-19, there was a lot of work to be done to physically prepare our students for distancing while on campus. Countless hours of planning and execution went into creating partitions, new floor plans for travel between classrooms, and of course, a rigorous daily cleaning protocol which included hydroelectric spraying.”

“All the work involved was 100% worth it because, in the end, we got to see students back in the classroom and enjoying each other’s company once again.”

As Health Coordinator, one of Mr. Nate’s roles is to communicate with the county about all COVID-19 concerns.

“Limiting the spread of COVID-19 in our school and community has been a huge task, and I am proud to get to manage the safety of our students, parents, and staff in this way.”

Mr. Nate explains, “I have a great role in our school where students see me as someone that helps them fix things and will stop to ask for help for issues beyond medical assistance. Being someone that our students can trust is very special, and I want all of our kids to know that the Health Office is a safe space.”

Mr. Hinkel-Lipsker sums it up nicely. “Our community teamed up to fight against COVID-19. We went through so many policy changes, sometimes with very little notice, but our staff, students, and families were all on the same side of “Team Safety.” Through all the hybrid schedules, distance learning, and flexibility, we were able to come back to school in the safest way possible and have grown so much more since then. I am so proud of all of us for making it to this point together as a team.”

To learn more about the Primary Program at BASIS Independent Fremont’s Lower School, click here.

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