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New Teacher Feature: Introducing Ms. Garza!

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This school year, we are thrilled to have added 12 teachers to our growing community. One such new addition, Ms. Garza, stands out amongst her peers for her enthusiasm and impressive professional background. She joins us as a Humanities Subject Expert Teacher for grades 2 and 3 and works with our Learning Expert Teachers to help students develop their literacy skills to their highest potential.

Ms. Garza attended the University of Texas at Brownsville where she received a partial scholarship to play golf! She now has over ten years of experience in education and has taught Kindergarten all the way through grade 5. She recently moved from Texas to Washington state in July 2024 and joined our team this summer. Since then, she has demonstrated exceptional competency in the classroom and is a supportive presence for our primary students. We sat down with Ms. Garza for an interview to highlight her experience and get her perspective on being a BASIS Independent Bellevue educator. 

Professional Background and Experience

  • Tell us a bit about your journey in education? What inspired you to become a teacher?  

“I began my career as a teacher’s assistant for grades 3 – 5. I did this for two years before being hired as a full-time 2nd grade teacher. I remained in that role for another two years before I moved on to teaching Kindergarten. I was a Kindergarten teacher for three years. During my role as a Kindergarten teacher, I was asked to observe and help manage a cohort of my peers to provide them with meaningful feedback about their instruction. It was through this that I was later asked to apply to be the Assistant Principal for the school!  

I was fortunate enough to be offered the position and then worked as the Assistant Principal for the subsequent three years. I loved my time in the administrative role because it allowed me to get a behind the scenes look at how a school runs, but ultimately, I missed being in the classroom and seeing students grow day by day. I love to see that “Aha!” look from students and I missed out on that as the Assistant Principal. That feeling led me to begin looking for teaching positions again, which brought me to BASIS Independent Bellevue. I feel like I have really come full circle because it was my second-grade teacher that helped me fall in love with learning and now, I’m back in the classroom as a second-grade teacher myself!” 

  • What’s been the most rewarding thing from your journey so far? 

“In 2018 – 2029 I was named Teacher of the Year at my school, which was a huge honor for me. I was a member of the founding cohort of educators as the school opened and worked to help improve and grow the school community. It was great to see those efforts recognized” 

  • How do you continue to grow as an educator?

“I really love feedback, and I thrive off being observed by my mentors. Of course, I still get a little jittery when admin comes in my room for an observation, but I truly do feel like it has been the most valuable tool in helping me grow as an educator. It is one of the things I love about BASIS Independent Bellevue. There are so many built in observations from mentors that all want to push you to be better.”

    Impact

    • What do you hope your students take away from their time in your class?

    “First and foremost, I want to be a role model for my students. I want to demonstrate a love of reading in my own life and hope that translates to their lives. But of course, I also want to impart valuable skills like reading comprehension and writing. I hope they learn applicable skills for the real world while having fun doing it!” 

    • How do you build strong relationships with your students and their families?

    “I think it is very important to get to know your students on a personal level. I make sure to take time during our Morning Meetings to ask about their hobbies and interests outside of school. I want them to know I care about them beyond the classroom.  

    To extend those relationships with my students’ families, I make sure I have regular communication with them. I love to send home positive notes regularly, so the parents don’t just hear from me when their child needs improvement. This is why our Communication Journal is a helpful tool because it allows me to send home regular feedback that I know parents will see. Most importantly, I try to keep the lines of communication open with families so they know we are working in partnership to support the best outcomes for their child.” 

    • If you could give one piece of advice to students joining our school, what would it be?

    “I believe if I had a program like our phonics program, Logic of English, when I was younger, I would have fallen in love with reading much sooner. It is important to know that this program may be difficult at first and will take effort to get used to it. We really do challenge our students and expect a lot from them academically, but it’s so rewarding to see them thrive when they master these concepts. I want students to not get discouraged if things don’t immediately make sense to them because we are all here to help them on their journey.” 

    Teaching Philosophy

    • What is your teaching philosophy and how do you implement it in the classroom?

    “I make sure I have regular collaboration time with my Learning Expert Teachers because it’s important that we are on the same page when we conduct our coteaching lessons. We always focus on making our lessons engaging and fun so it doesn’t feel like we are just reading from a script. We want our students to be up and using the classroom space, so we often utilize things like stations and centers. I love to see students genuinely excited to learn.” 

    • How do you create an inclusive and engaging learning environment for all students?

    “Because of our coteaching model, we can utilize small groups in our classrooms very frequently. We often have two or three groups of students working at a time and this allows those students to have closer connections with the teachers and gives them the confidence to be able to share more within the safety of a small group. It allows us the flexibility to differentiate and meet the needs of students more carefully. 

    I also observe the different personalities and learning styles of my students in the classroom and try to meet those needs. For example, sometimes we have students that are very bright and sometimes take the opportunity to shout out answers and or be a little bit chatty during class time. For those students, I might assign them a teacher helper task so that they can be empowered to use their outgoing personality for leadership in the classroom.” 

    • Can you share how your experience with BASIS Independent Bellevue has been so far?

    “My experience with BASIS Independent Bellevue has been nothing but positive. Our students are so driven and bright and they’re always a joy to work with. But what I really appreciate the most has been the culture of support and positivity that is created by the Administration. Our Head of School and Student Affairs Department are always pushing us to be better educators, and they provide so many resources to help us get there. They truly want to see us grow, and this positive support is unlike any other school I have worked at.” 

    Personal Life

    • What do you enjoy doing in your free time when you’re not teaching?

    “I love to watch my friends do karaoke – but not do it myself, ha! I also really like activities that get me out and moving. Paddleboarding is a hobby of mine that has grown since I moved to Washington because there are so many beautiful spots for it! I also enjoy traveling when I can. My favorite place I have traveled recently was Costa Rica, because I love to be by the beach” 

    • What’s one personal goal you hope to achieve in the next year?

    “I picked up running as a hobby and usually participate in a 5k or 10k every month. My goal for this next year is to successfully complete my first half marathon!”

     

    • What’s something that people might be surprised to learn about you?

      “I love playing golf! It was something I got into during my junior year of high school because it brought me close to my dad. I used to drive the golf cart around for him while he played until he finally convinced me to give it a try. I ended up being pretty good and was able to use it to get a partial scholarship to college!” 

      A Warm Welcome!

      Ms. Garza has shown her dedication to building literacy and reading skills with our primary students. She goes above and beyond to make her classes engaging and fun, inspiring our students to think critically about the world around them and to become participants, not just spectators. Her energy and enthusiasm for her lessons nurtures a love of learning in each of them and it is clear that students feel supported and cared for in her classroom. We are thrilled to welcome Ms. Garza to our faculty this year and we look forward to her continued contributions to our Mountaineer community! 

      Hello Autumn – Join Us For An Open House!

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      Autumn days are here again! Hints of fall are starting to peek out from around the corner here in Brooklyn. I grew up in New Hampshire, and fall has always been my favorite time of year – cool breezes, apple picking, Halloween decorations, and auburn leaves all appearing once again.  
       
      The other special part of the fall is that school admissions events are in full swing. This means one thing for BASIS Independent Brooklyn – our Fall Open Houses! Fall Open Houses are considered the greatest way for your family to get to know our BASIS Independent Brooklyn community, making them some of the best events of our year. 

      Please join us in-person at one of our Open Houses on Saturday, October 19 (PreK-Grade 2) or Saturday, October 26 (Grades 3-12). Click here to register!
       

      General Open House Structure: 
      For both Open Houses, doors will open at 9:40 AM, and the event will last approximately until 12:00 PM. We welcome you to register and attend even if you are not able to participate in the entire event. Students are encouraged to join us, as well. 

      Open Houses begin with an Introduction and an Open House Overview. They include a Parent Panel where you will be able to hear from current BASIS Independent Brooklyn families. Families will also be able to tour the campus while visiting classrooms. 

      Please review the details below for additional information regarding the structure of each Open House: 

      PREK–Grade 2: Saturday, October 19 at 10:00 AM 

      PreK & Kindergarten  
      Saturday, October 19  
      Learn about our Early Learning Program, where our youngest students grow. Hear from teachers, administrators, and parents about how BASIS Independent Brooklyn Lower School fosters curiosity, exploration, and creativity. Our passionate Subject Expert Teachers will show you what a day in the life looks like as they lead mini-lessons in their vibrant rooms. 
       
      Grades 1-2: 
      Saturday, October 19 
      Visit with our Learning Expert and Subject Expect Teachers to learn about our unique two-teacher model. From math and science to humanities, Mandarin, music and more, find out how we support students in developing study skills and spark a lifelong love of learning. Our Subject Expert Teachers will lead mini-lessons to help you get a feel for the engaging activities that take place in the classrooms. These sessions will also help you understand the transition to our Upper School campus in Grade 3.  

      Parent and Student Panel 

      Our Lower School Open House will conclude with a Q&A panel that consists of BASIS Independent Brooklyn parents and school leadership.   

      Activities and Refreshments 

      A Fun Zone will be hosted in one of our classrooms. You are welcome to bring your student(s) and have them play with our team and their peers while you explore our school. We will have light refreshments for the whole family at the Open House. After the Open House, we invite you to enjoy our Back to School Bash alongside our whole school community. There will be food trucks, face painting, a magician, games, and other treats!  

      GRADES 3-12: Saturday, October 26 at 10:00 AM 

      The Primary Program: Grades 3-5 
      Saturday, October 26 
      Visit with our Learning Expert and Subject Expect Teachers to learn about our unique two-teacher model (for grades 3 & 4). From math and science to humanities, Mandarin, music and more, find out how we support students in developing study skills and spark a lifelong love of learning. You will also have the chance to learn about how these bridge years encourage autonomy, creativity, and confidence to help prepare your student for Middle School.  

      The Middle School Program: Grades 6-8  
      Saturday, October 26 
      In the Middle School Program, we focus on developing the academic, executive functioning, and self-advocacy skills needed for success in the high school years. Hear from our Subject Expert Teachers about how they inspire excellence inside and outside of the classroom. Plus, learn about our many athletic and academic competition teams, clubs, international trips, and more. 
       
      The High School Program: Grades 9-12
      Saturday, October 26 
      Educating tomorrow’s great innovators, pioneers, and leaders requires a well-rounded curriculum – one with breadth and depth across academic disciplines. Meet students, faculty, and administrators as you and your child learn about high school at BASIS Independent Brooklyn, including our unique Senior Year program. 

      Parent and Student Panel 

      Our Upper School Open House will conclude with a Q&A panel that consists of BASIS Independent Brooklyn parents, students, and school leadership.   

      Refreshments 

      We will have light refreshments for the whole family at the Open House. After the Open House, we invite you to stop by our Primary School Fall Harvest Festival alongside our Grades 3-5 students and families.

      —–

      Don’t miss this interactive experience! Click here to register for our Fall Open Houses. As you get ready for the fall season, we hope you choose to spend some of your time with us, getting to know our wonderful community.  

      I look forward to meeting you soon!

      Warmly,
      Ms. Thea LaCrosse
      Director of Admissions | BASIS Independent Brooklyn
      thea.lacrosse@basisindependent.com

      Head of School Spotlight: Nurturing Independence in Early Learning Years

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      Reflecting on what makes the “secret sauce” of a BASIS Independent School, one of the consistent themes that stands out is a fundamental belief in students and their capability to be independent learners. This belief drives our mission to develop students into critical thinkers who can analyze and shape the world around them for the better. But if this is the end goal, how does one set the foundation to build these skills? To find out, let’s dive into the practices we find in place with our youngest students and how our Expert Teachers work to nurture independence daily in their classrooms.

      In Pre-K Xenon, our students are encouraged to take risks in a supportive environment. “Many students are discouraged when facing a challenge,” noted Ms. Rivera, the Early Education Teacher, “whether it be academic–exploring a new academic concept–or even opening a snack box that their grownup often does for them. I encourage a positive mindset and frame the conversation, so they feel comfortable knowing that they may not be successful the first time, but they will be soon enough!”

      To support student success, modeling is a major component in the Xenon classroom. Whether that involves showing students step by step how to zip up a puffy jacket in the winter or how to break down a tricky word into parts to sound it out, encouraging the students to complete the task on their own fosters autonomy.

      “Nurturing focuses on fostering a child’s growth by providing a supportive environment where they feel safe to take age-appropriate risks. Nurturing caregivers offer guidance while encouraging children to face challenges, building their confidence and resilience. Children who learn to self-regulate and handle difficulties are better equipped to solve problems and view failure as a natural part of learning, rather than something to avoid,” Ms. Reilly shared. Ms. Reilly brings a wealth of knowledge about childhood development to her Pre-K Platinum classroom each day and supports all BASIS Independent Pre-K teachers in our network as a Subject Advisor. “On the other hand, frequent adult intervention and overprotection can lead to dependency in children. When adults constantly step in to solve every problem or discomfort, children miss opportunities to develop independent problem-solving skills,” Ms. Reilly explained.

      Ms. Moses shared that in Pre-K Gold she uses a counting strategy to help motivate students to complete tasks independently. She tells students, “Let me see you try for 10” then stands nearby and counts to ten while a student gives the task their best effort. Pro tip: “Counting backward sometimes incentivizes kids to try even harder!” After about ten seconds, we offer some guidance verbally or physically depending on the task and needs of the child. To continue building stamina and frustration tolerance, as students become more independent you can gradually increase the amount of time a child tries on their own before asking for assistance.

      Pre-K Calcium students are similarly nurtured to be independent. Ms. Moon shared that she believes it is “always best to teach a child to do it themselves rather than to do it for them.” She offers up these suggestions for building and fostering autonomy in our young beings:

      1. Teach children routines in manageable steps for daily activities.
      2. Set expectations and make sure children are held accountable to them (within reason!)
      3. Narrow down choices and have children decide their activity, snack, or outfit.
      4. Give children small responsibilities and/or chores.
      5. Offer specific praise when they do well. (i.e. “You put your toys away so carefully- that way they don’t get broken!” vs. “Good job putting away your toys.”)

      Parenting in today’s fast-paced and ever-changing world can be overwhelming and stressful. Indeed, a recent report from the Surgeon General brought attention to the unique stressors of raising children. We encourage you to take a breath, take a step back, and observe what your child is capable of when given the opportunity to engage in activities and decisions with autonomy. While your guidance and steadying hand when they falter will always be an invaluable support, you may just be surprised to discover how nurturing independence in your children can help shift your family dynamic to everyone’s benefit.

      One quote that nicely sums up the benefits of nurturing as opposed to coddling young students comes from the author Roald Dahl: “The more risks you allow your children to make, the better they learn to look after themselves.”

      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. 

      Fall 2025 Admissions Guide: Frequently Asked Questions During Admissions Season

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      We are excited to meet the many wonderful families considering a BASIS Independent Brooklyn experience for their family!  

      During each admissions season we field a wide range of questions about our curriculum and various programs, student life, electives, extracurriculars, and so much more. We have observed topics that are commonly brought up and want to provide you with answers to frequently asked questions raised each year. 

      What is the difference between your two Brooklyn campuses? 

      BASIS Independent Brooklyn was established in 2014. We are one school with two campuses. The Lower School in Downtown Brooklyn supports approximately 150 students in PreK–Grade 2 while the Upper School in Red Hook supports about 530 students in Grades 3–12.  
        

      What is the teacher model at your school?   

      Beginning in grade 1, our students have one Subject Expert Teacher (SET) for each discipline. SETs either hold advanced degrees or are experts in their discipline. SETs use their subject-area passion to inspire students while teaching them at a higher level than what is typically expected of students in their age group.  

      Learning Expert Teachers (LETs) work in tandem with SETs to co-teach in all grade 1–4 classrooms. LETs accompany their students all day, from class-to-class, and are masters of the learning process and social-emotional growth in children. They are instrumental in ensuring that students are appropriately supported and challenged in each subject. In grade 4, the LET shifts their focus to promoting independence, autonomy, and teaching students how to use their resources. This shift prepares students for grade 5 and beyond where students have just one teacher, their SET, for each subject.   

      Unlike the Primary, Middle, and High School programs, the Early Learning Program is primarily self-enclosed. Students remain in their vibrant classroom for most of the day, rotating classes only for their daily special (Art, Music, Drama, Engineering, Mandarin, or PE/Movement). Early Learning Teachers lead our PreK and Kindergarten classrooms and are responsible for delivering most of the content to students by bringing their own pedagogical expertise to the classroom, with the consistent support from an Early Learning Teaching Fellow.

      What are your elective offerings?  

      In the Early Learning and Primary programs, students will take Art, Music, Drama, Engineering, and PE/Movement. In the Middle and High School programs, students can continue to take those courses or elect to take Band/Orchestra, Computer Science, Choir, Creative Writing, Introduction to Philosophy, Digital Photography, Introduction to Film Production, Sustainable Fashion, Topics in Economics, or a number of Advanced Placement (AP) courses.  

      What are your athletic offerings?

      We have competitive and league sports for students to play. Offerings for our Middle and High School students include basketball, tennis, flag football, track (cross country, indoor and outdoor), soccer, volleyball, baseball, ultimate frisbee, and competitive cheer and dance. Next year we are planning on adding a squash and fencing team. Every year our club and athletic offerings grow in number and vary based on student interest.  

      What are your club offerings?   

      We offer over 60 clubs at our Lower School and Upper School campuses! Our students can participate in AI for Kids, Chess Team, Leadership Club, Math Team, Science Bowl, Student Newspaper, Black Student Union, LatinX Affinity, and more. 

      Do you offer early or late care for students?  

      At both campuses, we offer supervised early and late care. Early care, called Early Bird, is offered beginning at 7:00 AM at our Lower School and 7:15 AM at our Upper School. We offer two types of late care. The first is called Late Bird, which runs until around 4:00 PM. The second is called Cub Care (PreK-Grade 2)/Bear Care (Grades 3-8), and these begin following dismissal. Cub Care/Bear Care is more structured and involves a range of activities from sciences to sports to arts. After-school programs for High School students take place in the form of athletics and clubs. 

      Why do you teach your students Mandarin? 

      The co-founders of the BASIS Curriculum intentionally designed our Early Learning and Primary programs to include Mandarin. Mandarin is a global language, and researchers found that learning the language develops new pathways in the brain and uses both the left and right temporal lobes simultaneously. Studies also show that Mandarin helps students grow their mathematical abilities due to the emphasis on ordering, grouping, and distinguishing between similarities and differences in character writing and intonation. While Mandarin is required in PreK-Grade 4, Latin is required in grades 5 and 6. Beginning in grade 7, students will select a world language from French, Latin, Mandarin and Spanish, which they will continue throughout High School. 

      Do your campuses have any outdoor spaces?   

      Our Lower School has direct access to a new, beautiful, big park and playground right across our street! Our Upper School has three outdoor spaces. This includes one fully covered space, one partially covered space, and an uncovered playground. 

      What is your student-to-teacher ratio?   

      From PreK to grade 4, there are two teachers in each classroom. Beginning in grade 1, students will have one teacher for each subject as they rotate from classroom-to-classroom and teacher-to-teacher during the school day. Generally, our PreK classrooms average around 15 students with two teachers in the classroom and Kindergarten averages around 12 students per classroom with two teachers in the classroom. Grades 1-12 average around 21 students in each classroom. 

      What is the diversity of your student population?   

      Brooklyn is wonderfully diverse, and our student population reflects this. 53% of students identify as a person of color and 41 languages are spoken throughout our community. 

      Do you offer financial aid?   

      At this time, financial aid is not available. We offer families three types of tuition payment plans: one payment, two payments, or ten monthly payments. We award scholarships based on academic merit to a highly selective group of current BASIS Independent Brooklyn students in grade 8 who are planning to stay for high school. 

      Do you offer transportation?   

      We encourage families at both campuses to make use of nearby public transportation options. We offer free or reduced fare MetroCards for students who plan to use public subways or buses. The Lower School is located centrally in Downtown Brooklyn near stops for the 2, 3, 4, 5, A, C, D, F, G, N, Q, and R trains; the LIRR at Atlantic Terminal; and the B25, B26, B38, B52, B54, B57, B61, B62, and B67 MTA bus lines. The Upper School campus in Red Hook is conveniently located near stops for the B61 and B57 buses, and accessible from the F and G trains at Smith & 9th Street Station. Families are welcome to use bikes, strollers, skateboards, and scooters. We have storage at both campuses for these modes of transportation.   

      Our fee-based transportation program at the Red Hook campus includes morning and afternoon bus services throughout Brooklyn and Lower Manhattan. We carefully plan our bus routes each school year to try to accommodate student demand and the requested stops. However, bus stops are not guaranteed and are subject to change. For families with students at both our Upper and Lower School campuses, BASIS Independent Brooklyn offers a free “Connector” bus. Please inquire directly for more details on our current routes.  

      What is parent involvement like at your school?  

      Parents have many opportunities to get involved! The first way is through BIB Committees. These committees include the Teacher Appreciation Committee, Social Committee, World Fest Committee, and Community Outreach Committee. We also have a wonderful group called our Parent Ambassadors. These leaders work closely with our Admissions Team on events and connecting with new families.  

      What community opportunities will my student have if they join your program?  

      We have very active National Junior Honor Society and National Honor Society chapters at our school leading regular service initiatives. Moreover, our student leadership society, Leadership Club, has prioritized building both a culture of service and sustainability at the school. The students lead annual drives and regularly promote ways to volunteer with Red Hook and Downtown Brooklyn organizations throughout the school year. Our High School students participate in an Annual Day of Service before Thanksgiving Break. 

      Our school community has worked to develop partnerships with impactful non-profits making a difference in the community. One great example is the Red Hook Art Project (RHAP), which provides tutoring and mentoring for under-served children and youth. The organization offers free classes and tutoring in visual art, music, and homework help. Our students have volunteered for the homework help program and are teaching guitar classes. They also work to ensure our leftover school lunches are transported to RHAP and given to students and their families.  

      How can I visit your school?  

      This admissions season, we are hosting a variety of events including Information Sessions, Campus Tours, Open Houses, and Shadow Days. Please click here to register for an upcoming event! 

      Please feel free to reach out to our Admissions Team by calling (718) 643-6302 or emailing brooklyn-admissions@basisindependent.com  

      Ms. LaCrosse (Right) – Director of Admissions and Ms. Valerio (Left) – Associate Director of Admissions Grades 3-12

      The Benefits of Small Class Sizes: Personalized Attention and Academic Excellence 

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      One of the defining features of a high-quality private school education is the advantage of small class sizes. At BASIS Independent Fremont, we understand that the number of students in a classroom significantly impacts the learning experience. Smaller class sizes allow for a more personalized approach to education, enabling teachers to meet the unique needs of each student and foster an environment where academic excellence can thrive. 

      Individualized Attention for Every Student 

      In smaller classrooms, teachers can get to know each student personally. This close teacher-student relationship allows for a deeper understanding of each child’s strengths, challenges, and learning styles. Teachers can tailor their instruction to meet the needs of individual students, offering extra support where needed or providing advanced materials to challenge those who are excelling. This level of personalized attention is often difficult to achieve in larger classes, where teachers may struggle to address the varied needs of many students simultaneously. 

      Enhanced Classroom Engagement and Participation 

      Smaller class sizes also encourage greater student engagement and participation. With fewer students in the room, each child has more opportunities to contribute to discussions, ask questions, and interact with both the teacher and their peers. This active participation reinforces learning and builds confidence and communication skills. Students in smaller classes are less likely to feel overlooked, and teachers can facilitate a more inclusive and dynamic classroom environment where every voice is heard. 

      Stronger Academic Outcomes 

      Research consistently shows that students in smaller classes perform better academically. The combination of personalized attention, increased participation, and a supportive learning environment leads to stronger academic outcomes. At BIF, our commitment to maintaining small class sizes ensures that each student receives the guidance and resources they need to succeed. Whether it’s mastering foundational skills or exploring more advanced concepts, students benefit from an educational setting that prioritizes their individual growth and development. 

      In conclusion, the benefits of small class sizes extend far beyond the classroom. At BASIS Independent Fremont, we believe that a more personalized and engaged learning experience is key to fostering academic excellence. By maintaining small class sizes, we create an environment where every student can thrive, ensuring that they are not just meeting academic standards but exceeding them. 

      Fall 2025: What to Expect at Your Virtual Family Meeting

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      At BASIS Independent Fremont, we seek applicants who have an interest in learning at an international level, a desire to make a contribution, a willingness to work hard, and an ambition to join a collaborative, supportive, and joyful community of peers and Subject Expert Teachers. Be ready to participate in a culture where academics are encouraged, learning is celebrated, and students have fun! In order to both ensure student success and manage the popularity of our program, admissions is a selective process.

      What is the Family Meeting?
      The Family Meeting is an essential part of the admissions process at BASIS Independent Fremont (BIF) and is part of our final admissions decision. This 30-minute meeting is the school’s opportunity to learn more about your child and your family’s interest in BIF.

      While we are happy to answer questions about our program, the Family Meeting is not the best time to learn about our offerings. Prior to the Family Meeting, we strongly encourage families to visit our website and blog, attend an Admissions Event, or speak with a member of the Admissions Team.

      When are the meetings held?
      Family Meetings are held virtually Monday – Friday at various times throughout the day and can be booked through your application portal after you submit an application. 

      Who is required to attend the Family Meeting?
      At least one parent or guardian is required to attend. Students applying for TK – Grade 1 are not required to attend. Students applying to Grade 2 – 9 are required to attend.

      If your child is required to attend the Family Meeting and does not, you will be asked to reschedule. 

      What if we are applying for more than one student?
      Only register for one Family Meeting, and bring both students, if required to attend, to the same meeting. 

      When does the meeting have to take place?
      Those applying in Early Admissions must complete their Family Meeting by their Completion Deadline, Friday, November 8, 2024. Those applying to Regular Admissions must complete their Family Meeting by their Completion Deadline, Friday, February 14, 2025.

      How do we register for a Family Meeting?
      Once you have submitted your application, you will be prompted to schedule your Family Meeting. 

      If you’re not ready to choose a date and time, you can always log back in at a later date and choose one that is convenient. Please note: As we get closer to the Completion Deadline, there are fewer meeting times available. We would suggest scheduling one as soon as you are able. If you wait and are unable to schedule a Family Meeting for one of our offered times, your application will be incomplete, and you will not be considered for admission. 

      How long is the Family Meeting?
      Family Meetings are generally 30 minutes long. Oftentimes, those hosting the Family Meeting will have back-to-back appointments and will be unable to go over the 30-minute mark. 

      Who will we be meeting with?
      Our Family Meetings are hosted by members of the Admissions Team, members of our Administration, and even some of our Subject Expert Teachers! You never know who will be hosting, but you’ll always get to speak with a member of the BIF Family! 

      What questions will we be asked?
      The meeting is our chance to get to know you and your child more in a one-on-one setting. We may ask you questions about why you’re interested in BIF, your child’s academic and non-academic interests, and even what they like to do with their free time. 

      We discourage any formal interview prep, as it tends to make students more nervous when we are just trying to get to know them. We want all students to feel comfortable and be themselves.

      How will the Family Meeting be held?
      You will receive a reminder email 24 hours before your meeting time with a Zoom link to your virtual meeting. When your meeting time arrives, please log in to your meeting via Zoom. 

      Can we ask questions at the end? 
      If there is time, yes! But always note who you are speaking to. Whoever hosts your meeting will always introduce themselves and let you know their role at the school. If their role is not in relation to your question, they will let you know, and encourage you to reach out to the Admissions Team for an answer. 

      We look forward to meeting you and your student(s) soon at your Virtual Family Meeting!

      The Admissions Team is looking forward to connecting with you! If you have any questions, please contact the Admissions team by e-mail, or speak with an admissions representative at 510.775.5822.

      Fall 2025: What to Expect at your In-Person Play Date

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      At BASIS Independent Fremont, we seek applicants who have an interest in learning at an international level, a desire to make a contribution, a willingness to work hard, with an ambition to join a collaborative, supportive, and joyful community of peers and Subject Expert Teachers. Be ready to participate in a culture where academics are encouraged, learning is celebrated, and students have fun! In order to both ensure student success and manage the popularity of our program, admissions is a selective process.

      What is the Play Date?

      Our Play Date is a play-based assessment that provides our teachers, administrators, and admissions staff the opportunity to get to know your child. While observing your child’s social-emotional and academic development in a one-on-one setting.

      The assessment will take place at our Lower School Campus which is located at 3300 Kearney Street, Fremont, California 94538.

      Play Dates generally last  up to 30 minutes and is a time for our teacher or administrator to get to know your child, by an age-appropriate lesson or activity. 

      What materials should be brought to the Play Date?
      There are no materials needed at the Play Date. However, your child should feel free to being their favorite book or toy with them.

      When are the Play Dates held?
      Play Dates are held Monday – Friday at various times throughout the day and can be booked through your application portal after you submit an application. Please select a time that you believe your child will be at their best! We want to highlight your child at their best ability.

      Who is required to attend the Play Date?
      One adult (a parent, guardian, caregiver, family member) will wait at our reception while your child will be escorted into the school with a member of our admissions team. Parent or guardians are not permitted to accompany children to the actual assessment as we hope to interact with your child independent of the adult. This is for us to learn more about your child on their own.

      What if we are applying for more than one child?
      Students applying for TK – Grade 1 are required to attend a Play Date. If you are applying for more than one student in that grade band, both students can attend the same Play Date. 

      When does the Play Date have to take place?
      Those applying in Early Admissions (TK only) must complete their Play Date by their Completion Deadline, November 8, 2024. Those applying to Regular Admissions must complete their Play Date by their Completion Deadline, February 14, 2024. 

      How do we register for a Play Date?
      Once you have submitted your application, you will be prompted to schedule your Play Date. 

      If you’re not ready to choose a date and time, you can always log back in at a later date and choose one that is convenient. Please note: As we get closer to the Completion Deadline, there are fewer meeting times available. We would suggest scheduling one as soon as you are able. 

      How long is the Play Date?
      Play Dates are generally 30 minutes long. Oftentimes, those hosting the Play Date will have back-to-back appointments and will be unable to go over the 30-minute mark. 

      Whom will we be meeting with?
      Our Play Dates are hosted by members of our Student Affairs Team, members of our Administration, and even some of our Subject Expert Teachers! You never know who will be hosting, but your child will always get to meet with a member of our community. 

      What if my child doesn’t know all the answers?
      That is ok! We are meeting with them to gauge where they are socially, emotionally, and academically. We know and understand not all students are in the same place. 

      How will the Play Date be held?
      The assessment will take place at our Lower School Campus which is located at 3300 Kearney Street, Fremont, California 94538. You will receive a reminder email 24 hours before your meeting time. Please arrive at campus at least 5-10 minutes prior to your appointment time.

      What if my child doesn’t do well due to unforeseen circumstances?
      We know children don’t always have good days, a good night’s sleep, their tummy hurts, they are overly shy – we understand all these things. 

      It is the right of the admissions office to reschedule if we feel it is necessary, however, we will not offer to reschedule if the adult feels the child did not do well or their best. As this is an assessment, only one opportunity for the assessment is allowed.  

      Will we know the results of the Play Date?
      No, we do not share assessment results with applicants or parents.  

      We look forward to meeting your student(s) soon at your Play Date!

      If you have any questions, please contact the Admissions team by e-mail, or speak with an admissions representative at 510.775.5822.

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

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

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

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

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

      Kindergarten Communication Journal

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

      Students in Kindergarten recording their CJ notes for the day

      Grades 1 – 3 Communication Journal

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

      A Grade 2 student’s CJ notes for the week

      Grades 4 – 5 Communication Journal

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

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

      Grades 6 – 8 Communication Journal

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

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

      Grades 9 – 12 Communication Journal

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

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

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

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

      Why Mandarin?

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      When families begin learning about our Early Learning and Primary programs, they often ask us the same question: “Why do you teach Mandarin to all your students?”

      Mandarin is a required part of our curriculum from Transitional Kindergarten to Grade 4 because Mandarin provides our early learners with the opportunity to engage both sides of their brains, provides students with visual and artistic stimulation, and promotes the development of interdisciplinary thought and analysis.

      Mandarin is a tonal language. This means that the same word can have multiple different meanings depending on the tone. Students of the language must attend to both the basic sound as well as the tone in order to understand a word.

      The difference in brain activity between Mandarin and English speakers is well documented in scientific research. Most recently, The Proceedings of the National Academy of Sciences of the United States of America published a study that outlined the specific differences in brain activity between speakers of tonal and non-tonal languages.

      The results demonstrated that while speech processing is largely carried out in the “common left hemisphere,” Mandarin speakers activate an additional sector of their brain called the “right anterior temporal cortex,” which is crucial in recognizing differences in tone. Learning to speak a tonal language means that one must exercise this connection between the left and right hemispheres of the brain in order to improve their tonal comprehension abilities.

      Additionally, Mandarin’s use of written characters for each word rather than an alphabet provides students with visual and artistic stimulation. Introducing Mandarin at an early age promotes the development of interdisciplinary thought and analysis, enabling the students to draw connections between their lessons from different subjects. 

      We have two tracts for our Mandarin program: heritage and non-heritage. This is the only subject in which the class is split into two. The heritage class is for students who may speak Mandarin at home and is taught entirely in Mandarin. The non-heritage class is for students who have had little to no exposure to Mandarin and begins each year with beginner Mandarin, slowly becoming more advanced over the course of the year.

      Mandarin instruction at BASIS Curriculum Schools employs a variety of teaching techniques for accessing different styles of learning. For example, because tone is so important when speaking Mandarin, students often use music and song to practice their speaking skills. Through a variety of teaching methods and instructional media, students rapidly improve their conversational Mandarin abilities.

      Though Mandarin is the required World Language from TK – Grade 4, a student’s exposure to another language doesn’t end there. Beginning in Grade 5, students will study Latin as their World Language. Then, from Grade 7 and onwards, students will choose between French, Latin, Mandarin, or Spanish as their World Language.

      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. 

      The SET/LET Relationship: The Symbiotic Classroom Experience

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      One of the defining elements of our Primary Program is our Symbiotic Classroom, a teaching model that pairs a Subject Expert Teacher with a Learning Expert Teacher for every core discipline. 

      Imagine that you are back at school, sitting in class. Maybe it’s a class you excel at, and sometimes you feel distracted or bored because you’ve read ahead and you already know the material. Or maybe you’re in a class you don’t like very much because you struggle with the material. Why is the teacher going so fast? You barely understood the last lesson!

      Now imagine there was a second teacher in that classroom, one who knew your strengths and areas for improvement, who could work with you to make sure you were achieving your potential in the best way for you. This is the approach that best describes the SET/LET model at BASIS Independent Fremont.

      SETs, or Subject Expert Teachers, lead classes in the subjects they are the most passionate about (as reflected in their degrees and hobbies). Their area of expertise is their sole focus, allowing them to concentrate on creating interesting, in-depth lessons for all the grade levels they teach. Students in Grade 1 and above have one SET for each discipline rather than one teacher who teaches multiple subjects. 

      LETs, or Learning Expert Teachers, are responsible for a class of students who are all in the same grade. An LET for a second grade class, for example, will stay with that second grade class all day and be with them in all their subject classes led by SETs. Because LETs are with their students all day, they know how they are doing in each subject, and can provide extra, customized support in class as needed when an SET is teaching. They are able to build trust and understanding with their students to better guide them through their academic challenges.

      Together, these experts focus on building a classroom culture of social-emotional support and academic excellence, and work to craft lessons that are both advanced and accessible to all students. They not only help students feel safe, supported, and ready to learn at an advanced pace, but also determine the best ways to deliver material and promote student engagement. The symbiosis between these two expert teachers in the classroom lends itself to provide the flexibility necessary to do one-on-one work with students, small group work, and optimize classroom learning in real time.

      This two teacher model minimizes distractions and maximizes learning. Students get the benefit of teachers who love their subjects and can pass that passion on, and a teacher who can keep a close eye on their progress and happiness. At BASIS Independent Fremont, this SET/LET relationship is at the heart of our goal to instill a lifelong passion for learning in our students.

      In addition to co teaching with SETs, our LETs lead a weekly class called Connections. Connections, is an interdisciplinary course designed to challenge students to utilize their knowledge in a creative way. This class presents students with project based scenarios that require the use of mental agility, creativity, and problem-solving skills as they establish links across subjects, showing how each subject related to the other and gain a deeper understanding of the material they are learning.

      One of our most exciting Connections projects happens in 3rd grade, when students are tasked with creating their very own culture. Students spend several weeks creating different components of their fictional culture, including designing a flag, creating currency, and developing an alphabet. The culminating project was to create a poster (some examples below) to display all of the components they had created for their culture. 

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