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Faculty & Staff

A Tale of 27 Hours – Teachers Team Up for the Ragnar Challenge!

September 18, 2025 by jessicagrear Leave a Comment

A strength of BASIS Independent Bellevue is the enduring friendships formed between the staff. The success of our students and staff can be directly tied back to the time our teachers take to foster relationships with one another both during and after school. This past summer, four of our teachers took on the challenge of competing in Ragnar Rainer, a trail running relay race of epic proportions. An event that many of our colleagues were happy to support from afar but perplexed as to why a select few would subject themselves to such torture and pain.

So, whose idea was this anyway?

Well, it was Mr. Norcross’s of course. Mr. Norcross is the Algebra II and Pre-Calculus Subject Expert Teacher for our students and is known for his love of outdoor activities. In the fall of 2024, Mr. Norcross and a fellow teacher were talking about running races like the Barkley marathons and other running events they’ve done. They began to discuss Ragnar, and long-distance team running events. Suddenly, the teachers came up with the idea of forming their own team for the race this year in August. The race requires teams of eight to run 15 miles per runner. Each runner would be responsible for three loops, – three miles, five miles, and seven miles respectively. 120 (ish) miles in total…how hard could it be? Unfortunately, the race overlapped on one day with when teachers returned back to school to begin preparations for the next school year. However, it turns out if you have Head of School that values teamwork, community and staff morale, she’ll give you the day off to go and tackle the daunting event!

Unfortunately, one of the teammates wasn’t able to be there. The team of eight dwindled to a team of seven. So, the teachers were a person down and they had a choice to make. Skip those laps and they won’t get an overall time (and technically wouldn’t have ‘finished’ the race), or some of them would have to double up and complete the missing laps. Mr. Norcross, Mr. De Monnin, and a third team member stepped up to the challenge and each take on an extra loop. After a summer of training and preparing as best as they could, the day finally comes to see what they’re made of. The time had come to push their bodies, push their minds, and push their friendships to the limit.  The following is a true story…

Ms. Perez-Vargas

It is Friday, August 22 at 10:35 AM.

I was lucky runner number 2, tackling arguably the most daunting run. Unaffectionately known as the yellow loop, five miles, with 2500 feet of elevation gain. I was the first person on the team to tackle this loop, so I began the run with no idea of what was to come. I just knew I had to make it to the top of the mountain as fast as possible.

I begin my run optimistic about holding a steady pace, but I was quickly humbled by the immediate 1000-foot elevation gain within the first mile. I quickly realized that my first loop was not the time to push myself to exhaustion and that running was not the effective method to tackle this loop. I adjust my approach and begin to maintain a steady hiking pace. All of a sudden, breathing becomes easier, and I am passing runners who have pushed themselves to full exhaustion.

I pass the aid station feeling good, and ready to finish the last one and a half miles. I thought I had been staring at the finish for a while now, but as I make my way up what feels like the 100th hill, I realize I still have a long way to go. I start to worry that I am hallucinating because I see many dots all the way up the trail in front of me. I glance at my watch; I have one mile left and another 1,000 ft still left to climb. Is that right?! Suddenly, I realize the dots aren’t dots, they are other racers. I take a sip of water and a deep breath and decide; this is where I need to push, just one more mile.

My early decision to slow down to a hiking pace was for this moment; now was not the time to change the game plan. Finish and finish strong. So that’s what I did. This first loop taught me a lot about the rest of the race. Slow, steady, and consistent was the key to success. One step at a time, and do not worry about things you cannot control.

Mr. Norcross

It is Friday, August 22 at 12:15 PM.

The sun is splitting a cloudless sky. Energy sapping heat soaks the still air at 6400ft. The steady cadence feels good, the views from the ridge are stunning. I don’t know it yet but I’m too optimistic. I’m trying to talk to the runner in front of me. No response. Headphones are in. I’ll squeeze past in the open. I have to shorten my stride and bump the cadence as I hop over rocks and roots at the trail side.

Soon the trail edges off the ridge to the northeast, starts to lose elevation, it’s steeper than I was expecting. There are tight turns and sharp drops. The surface is loose. Dust and rocks. My left quad starts to complain. I’m only two miles into seven.

The optimism starts to fade.

By 12:35 PM the gradient has eased off, the trail is wider and flatter. The surface is more secure, it winds its way through the trees down to Crystal Mountain Boulevard, the access road for the ski area. I’m dealing with a couple hot spots on my feet, my legs feel tight. I’m under fueled, dehydrated, over tired.

A couple of switch backs crawl past and I’m deposited onto a gravel road. There is an aid station, I choose not to stop. The road starts to climb. Is it going to be like this all the way to the finish? My heart rate is 190. I feel a tingle run down my spine, I’ve stopped sweating. Like there’s nothing left for my body to give. I still have 15 miles of trail and 6000ft of climbing in the next 18 hours. That prospect feels like a crushing weight on my shoulders. A sense of dread grows like a shadow in my mind. I need to leave something in the tank. I slow to a purposeful walk.

I hate walking.

The next two miles are a fever dream. My mind is everywhere and nowhere. My mouth is a cotton ball. I don’t have the sense to drink, fogged by a desire to keep pushing. I half jog and half claw my way along fresh cut single track, stumble past way markers in the over flow parking lot, drag myself past other runners. The final stretch to the finish lumbers into sight, a steady half mile climb to the transition zone.

I muster a shuffling jog up the road past the camp and into the corral. Runner number four is waiting.

We hit a solid high five and I pass him the timing chip. Then I bump into him as I walk off to the side, my head goes down, my vision is blurry, I find a row of folding chairs and I slump into one. So much for optimism. Its 1:15 PM.

Ms. Abele

It is Friday, August 22 at 4:56 PM.

“How do I not die on this mountain?” 

That’s the question I asked myself since I committed to this project in June of 2024. I got roped into this via good old fashioned peer pressure (yes, this is the kind of peer pressure you really need to be worrying about). How could I say no? I didn’t want to look uncommitted. So I said yes and then came a summer of running, something completely uncharted for me. I have to note this because, having never run distance before, this was quite the undertaking.  

Fast forward to August, the time is here and Mr. Norcross and Mr. De Monnin were packing up the 4Runner for a road trip of the millennium, powered by Timberland and Lainey Wilson. Excitement and adrenaline were high and we were singing loud as we pulled up to Crystal Mountain spreading the love to everyone around us, including some pretty menacing competitors.

We were ready. With a start time of 10:00 AM on Friday, the campsite was nothing but laughs and fun Thursday night (honorable mention to the murder mysteries detective Logicio couldn’t solve). 

Ms. Perez-Vargas started us off on the five mile (yellow) loop at 10:00 AM sharp Friday morning. I was runner 8/8, so I ran last. My first leg was not until about 8 hours later. The five mile yellow loop. The pace killer. I had zero shame in power hiking that whole thing, power hiking being generous – about 2500’ in elevation gain up to almost 7,000 ft, you get the picture. Just try not dying on this mountain. A summer of training paid off for me, I was alive at the top for a gorgeous sunset over Mt. Rainier. It is Friday, August 22 at 6:26 PM.

Mr. De Monnin

It is Friday, August 22 at 11:21 PM.

The “easy” loop. The green loop. Just 2.8 miles. After surviving the yellow earlier and one brutal red loop already, I figured this was my victory lap. A short jog through the woods, stretch the legs, no problem.

Wrong.

In history, Napoleon underestimated the Russian winter and froze. I made the opposite mistake; I overdressed like I was about to invade Siberia. Within minutes I was cooking inside my layers like a Thanksgiving turkey. The sweat poured, the nausea hit, and suddenly this “easy” loop felt more like crossing the Alps with Hannibal’s elephants.

The climb at the start was no joke. “Easy” loop? More like ambush. My legs, already shredded from the earlier runs, protested every step, and I quickly realized I had underestimated the enemy. My headlamp showed me exactly three feet of trail at a time, just enough to remind me that the mountain was still there and still very much winning.

Somewhere in the middle, as I stumbled upward, I thought about doomed armies in history; Napoleon in Russia, the Persians at Marathon, even the British at Yorktown. Overconfidence and poor planning had undone them all, and here I was, the history teacher, making the same mistakes on a 2.8-mile loop.

By the halfway point, I was bargaining with myself like a desperate general. Just get to the top of this hill… okay, now just to that tree… okay, now just don’t pass out in front of other runners.

Finally, the trail leveled out and I started to descend. The cool air hit my face like a second wind, and for the first time all loop I thought, maybe I’ll actually survive this. Soon I spotted the faint glow of campfires and the transition tent through the trees, like the beacons of Gondor calling me home.

I stumbled in, handed off, and collapsed, drenched and exhausted. The “easy” loop had nearly broken me.

Lesson learned: never underestimate the so-called easy path. In history and in running, it’s often the “small” battles that test you the most.

It is Friday, August 22 at 11:51 PM…

Ragnar reminded us that growth rarely comes easy. It takes preparation, perseverance, and the willingness to stumble and then get back up again. Those 27 hours weren’t just about finishing a race; they were about proving what’s possible when people commit to a shared purpose. And while the official race results put us at 45th out of 159, the real victories came in the stories and the laughter. Like Ms. Abele winning Best Teammate for keeping spirits high on the late-night gondola ride, Mr. DeMonnin earning Most Nails Trail Runner after losing his lunch on the 2.8-mile loop and somehow still finding his legs, Ms. Perez-Vargas taking home Best Overall Enthusiasm and Energy for running like every loop was her first, and Mr. Norcross claiming Best Recovery after nearly perishing from heat and dehydration, only to bounce back and hammer the 5-miler twice in the middle of the night.

In many ways, this race was a mirror of what we do every day as educators. Some days are uphill climbs that test your endurance, others are “easy loops” that end up being harder than expected, and every now and then you just need a teammate to remind you that you’re not alone on the trail. What carried us through Ragnar was the same thing that carries us through the school year: resilience, trust, and a community that shows up for one another.

As educators, we bring these lessons back into our classrooms; not just teaching content, but showing students how to face challenges, support each other, and celebrate the wins, big and small. Our community of teachers makes the hard days lighter and the victories sweeter, and that’s a lesson worth running for.

Filed Under: Administration & Staff, Community Events, Community Values, Competitions, Faculty & Staff, School Community

Unlocking Potential: A Glimpse into Extracurricular Life at BASIS Independent Manhattan

August 12, 2025 by christineklayman Leave a Comment

At BASIS Independent Manhattan, we believe that the best education is enhanced by extracurricular activities. Beyond the classroom, our extensive array of clubs, activities, and athletics plays a crucial role in fostering well-rounded individuals. Through exploring their passions, our students develop new skills and cultivate leadership in a supportive environment. As a PreK-Grade 12 private school in NYC, with our Lower School serving PreK-Grade 5 on the Upper West Side and our Upper School serving grades 6-12 in Chelsea, we offer diverse opportunities tailored to every age and interest.

two prek students participate in gardening club outside by pouring water on a tray of dirt

Read on to learn more about our exciting after-school activities, clubs, and sports, designed to enhance the academic journey and build a stronger sense of self. For an in-depth look at our full program offerings, please visit our dedicated pages for Clubs & Activities and Sports & Athletics.

Lower School Extracurriculars:

Cultivating Early Passions (PreK-Grade 5)

four lower school boy students stand in basketball poses wearing their wildcat jerseys

On the Upper West Side, our Lower School students choose from a selection of after-school programming to pursue their interests in sports, art, music, science, technology, and more! We continuously expand our offerings, aiming to inspire broad participation among our young Wildcats.

Some of our super-popular clubs that return year-after-year include:

  • Basketball
  • Cheer-Gymnastics
  • Chess
  • Drama (Putting on a fully staged musical production)
  • Piano
  • Soccer
  • Speech & Debate
  • Tech & Lighting (for the Drama Club’s musical)
  • Tennis
engineering and robotics club building lego robots
girl students make cheer gymnastics pyramid with pompoms
chess teacher shows students chess board on a table
students playing ukulele for music lessons
boy student shooting a basketball layup with coach instruction

We also have the best teachers, who are not only expert educators and passionate about the subjects they teach, but they also run after-school programs. These teacher-led clubs are some of our most popular! While building strong teacher-student relationships, participants have unique opportunities for exploration in:

  • Drama
  • Clay World
  • Comic Book Writing
  • Fashion & Photography
  • Figure Drawing
  • Gardening
  • Pokémon
  • Set & Costume Design (for the Drama Club’s musical)

The primary goal behind our Lower School’s extracurricular design is to foster curiosity, skill-building, creativity, and exposure to new areas beyond the classroom. We also actively curate our programs to meet the majority of requests from our families, based on our annual surveys.

students as the sharks hold a pose perform drama club musical finding nemo
the three student leads of finding nemo sing the finale

Success & Highlights:

Last year, we saw 82% of our PreK–K students and 76% of our grade 1–5 students engage in these enriching programs, a testament to their appeal and impact. A notable success we are particularly proud of is the Lower School Drama Club, which consistently sells out its shows and fosters cross-club collaboration. We are also proud of our popular Tennis and Piano clubs, which always have a full roster of students.

bar chart showing participation percentages for lower school students
woman with violin in front of a table of musical materials at the extracurricular fair

Upper School Extracurriculars & Sports

Deepening Engagement (Grades 6–12 )

At our Chelsea campus, the Upper School Extracurriculars provide unparalleled opportunities for students to develop a stronger sense of self through a multitude of after-school activities. Approximately 47% of all Upper School students are actively involved in an extracurricular activity, reflecting a strong culture of student engagement beyond the classroom.

two middle school boys playing basketball and running with an opposing player encroaching and a referee in the background

Popular and returning clubs include:

  • Drama (Putting on a fully staged musical production)
  • Dungeons & Dragons
  • Engineering & Robotics
  • Journalism (Wildcat Weekly News)
  • Math Support & Competition Prep
  • Money Smart
  • Ping Pong
  • Speech & Debate

This year marks a dynamic period of growth for our Upper School extracurricular landscape, with the launch of a new journalism club, led by one of our beloved English teachers. We are also excited about the continued momentum of our new high school speech and debate program.

a female student gives two thumbs up after testing the bearing weight her bridge could hold in engineering club. she built it with popsicle sticks and stacked six metal weights on top

Success & Highlights:

One of our most exciting success stories comes from our debate team, which began as a middle school club and won the championship two years in a row. Building on that momentum, the team has now transitioned into an Upper School club, expanding its scope and ambition. This year, they are preparing to travel to prestigious institutions such as Columbia.

three middle school students hold up their championship trophies at the ESU USA speech and debate tournament in new york city

Competitive Athletics:

Building Teamwork and Discipline

Our middle and high school student-athletes participate in a robust lineup of competitive sports. This year’s offerings include High School Boys Soccer, High School Girls Volleyball, Middle School Girls Volleyball, and Middle School Basketball.

Philosophy:

Our growing competitive athletics program centers on developing the whole student through sport. We aim to foster:

    • sportsmanship,
    • teamwork, and
  • a competitive spirit that pushes students to strive for excellence while embracing both victory and defeat as opportunities for growth.
the middle school girls vollebyall team poses with their championship trophy, holding up the number one with their fingers, and biting their medals like olympians

Program Expansion:

Our athletics/sports offerings are experiencing exciting growth, particularly in volleyball and soccer.

  • After the middle school volleyball team secured a championship win last fall, enthusiasm for the sport has continued to build, leading to the launch of a brand-new high school volleyball team this fall.
    • Additionally, our high school soccer program is kicking off its inaugural season this year by joining a new competitive league.

Cultivating Well-Rounded Wildcats

At BASIS Independent Manhattan, our extracurricular and athletic programs are integral to our mission of educating students to the highest international standards. They are designed to complement our rigorous academic curriculum, fostering collaboration, critical thinking, and a sense of community. We encourage both prospective and current families to explore these incredible opportunities.

We invite you to celebrate another season of growth, discovery, and excellence!

Join our interest list, get in touch with our Admissions team, or attend an event.

Learn more

Filed Under: Awards & Recognition, Clubs & Activities, Competitions, Early Learning Program, Extracurriculars, Faculty & Staff, Lower School, Middle School, School Community, Sports & Athletics, Student Life

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

July 11, 2025 by christineklayman Leave a Comment

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

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

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

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

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

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

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

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

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

Get to know our leadership team and faculty!

Discover our well-rounded, high-achieving BASIS Curriculum and the student experience at a virtual info session or Admissions event.

Learn More

Filed Under: Administration & Staff, Awards & Recognition, Community Values, Culture of Support, Faculty & Staff, High School, Leadership, Meet School Leadership, Middle School

Introducing the Director of Auxiliary Programs at BASIS Independent Bothell

June 12, 2025 by chriszefferys Leave a Comment

We are trilled to welcome Ms. Garcia to BASIS Independent Bothell as the Director of Auxiliary Programs. Ms. Garcia is excited about the opportunity to join the home of the Orcas because of its vibrant school community and dedication to student growth both inside and outside the classroom. The school’s commitment to offering enriching extracurricular programs that spark curiosity and build leadership aligns perfectly with Ms. Garcia’s passion for creating meaningful experiences beyond the academic program.

Ms. Garcia holds a Bachelor of Arts degree in Art from The University of Texas at San Antonio. After college she spent 18 years in New York City teaching, being a childcare provider, coaching powerlifting, and working as a camp leader in the Berkshires region of Massachusetts.

“This is our founding year, and I couldn’t be more excited to be part of launching our brand-new school,” expressed Ms. Garcia. “One of the things I am especially looking forward to is bringing a wide range of incredible club opportunities to our students. My vision for building our auxiliary programs and extracurriculars is to create a vibrant and well-rounded student experience that encourages creativity, teamwork, and personal growth.”

We sat down with Ms. Garcia to ask a few questions, introducing her and gaining insight into her vision for students at BASIS Independent Bothell.

We are excited to have you a part of the BASIS Independent Bothell team. Please tell us about yourself.

I have a deep passion for creating engaging extracurricular experiences for students, ensuring that each program fosters growth, leadership, and community. My background includes overseeing large-scale after-school programs, managing operations, and developing creative initiatives that bring students together. I have been the Summer Programs Coordinator at BASIS Independent Silicon Valley’s Upper Campus, as well as held leadership roles in summer camps across the country, where I have developed and managed diverse programs for students of all ages.

Beyond education, I am also a strength and conditioning coach and have created training programs for powerlifters nationwide. Whether it’s in the classroom, at an event, or in the gym, I thrive in dynamic environments that encourage teamwork, problem-solving, and personal growth.

What are you most excited about in the next school year?

I am most excited about bringing fresh ideas to after-school programming and finding new ways to inspire and engage students. I love designing activities that encourage collaboration and creativity, and I look forward to seeing how students engage with new opportunities. Additionally, I am eager to connect with new colleagues, build strong relationships, and contribute to a vibrant school community.

You previously worked at BASIS Independent Silicon Valley—what after school programs have you been most proud about facilitating there?

At BASIS Independent Silicon Valley, I was especially proud of creating an immersive escape room for one of our middle school events. It was a large-scale, themed experience that required students to work together to solve puzzles, think critically, and engage in a fast-paced, interactive challenge. Seeing students fully immersed in the experience, collaborating under pressure, and celebrating their successes made it incredibly rewarding. Beyond that, I also enjoyed supporting club leaders, increasing student engagement in after school programs, and organizing social events that built school spirit.

What opportunities will students have to pursue their passions during the first school year?

In our founding school year, we will offer academic competitions such as AMC, Math Kangaroo, MATHCOUNTS, and IAC, along with additional opportunities as interest grows. Club offerings will include speech and debate, coding, robotics, art, dance, and sports, and many others giving students a wide range of ways to explore their passions. We will also introduce a competitive athletics program, including basketball, soccer, and volleyball. Over time, we will continue to expand and strengthen these offerings to reflect the needs and interests of our students. I can’t wait to see all the creativity, enthusiasm, and brilliance our students bring as we kick off this unforgettable first year together.

What are you most looking forward to about living in the Pacific Northwest?

What I am looking forward to is experiencing the natural beauty of the Pacific Northwest, from exploring the outdoors to enjoying the vibrant seasons. I also love the strong sense of community in the region and can’t wait to immerse myself in a new environment that values education, creativity, and innovation. Plus, I won’t say no to great coffee!

BASIS Independent Bothell is a K-12 private school in Bothell, Washington. Join our interest list for updates on upcoming admissions events, application details, program information, and more.

Filed Under: Administration & Staff, Clubs & Activities, Extracurriculars, Faculty & Staff

2024 – 2025 Subject Advisor of the Year

April 16, 2025 by msnyder Leave a Comment

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

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

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

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

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

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

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

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

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

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

Filed Under: Awards & Recognition, Culture of Support, Faculty & Staff

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

April 7, 2025 by msnyder Leave a Comment

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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BASIS Independent Schools, a subsidiary of Spring Education Group, is a national network of PreK-12 private, secular schools that educate students to the highest international levels. Our ten campuses, located in some of the most bustling, dynamic metropolitan areas in the country, are part of the BASIS Curriculum Schools global network. We believe in setting a higher standard for students and promoting self-reliance and accountability in a culture where hard work is celebrated, and intellectual pursuits result in extraordinary outcomes.
We are currently accepting applications for future positions in various roles at BASIS Independent Schools. Joining our team means immersing yourself in a dynamic, stimulating, and unpredictable academic community. Here, collaboration is key, and you’ll be part of a social and supportive environment that values growth.
As a member of our team-whether in teaching, administration, or school staff-you will contribute to the fulfillment of BASIS Independent Schools’ mission. This presents a remarkable opportunity to work in a fast-paced organization that embraces growth and offers room for professional development.
Click here to view current job opportunites and apply!

Filed Under: Administration & Staff, Culture of Support, Faculty & Staff, Leadership

Director of Academic Programs Announcement

January 27, 2025 by mirandamartinez Leave a Comment

We are excited to announce that Mr. Gavin Pielow has been named the founding Director of Academic Programs for BASIS Independent Bothell.


Letter from Mr. Pielow, Director of Academic Programs

The most transformative lesson I ever learned wasn’t about finding answers – it was about asking better questions. I trace this insight back to my AP Government teacher, Mr. Shaw, who did something remarkable in our classroom: he taught us that the quality of our understanding depends not on the answers we receive, but on the depth and curiosity of the questions we dare to ask. 

This approach mirrors what excites me most about BASIS Independent Schools and why our educational model resonates so deeply with me. Our goal extends beyond delivering information. We aim to cultivate intellectual architects: students who learn to navigate complexity, challenge conventional thinking, and approach scholarship as an active, dynamic process of discovery. Our passionate subject expert teachers go beyond subject instruction. They guide students in developing the intellectual tools to think like mathematicians, scientists, historians, and writers. This approach creates learners who are both knowledgeable and intellectually nimble. 

I’m especially thrilled to bring this exceptional approach to education home. Growing up in Bothell just minutes away from where our new school stands, I’ve watched our community transform into a vibrant ecosystem of technological innovation and intellectual dynamism – a metamorphosis that mirrors the educational journey we aim to create for our students. Just as local companies have pioneered groundbreaking solutions, I am raring to help cultivate an academic environment that sees challenges as opportunities for creative problem-solving.  

My journey in education has taught me that powerful learning happens when we embrace ambitious curiosity. Each role I’ve taken, from a classroom teacher working with students in challenging environments to a policy analyst examining educational systems, has reinforced one fundamental truth: education is not about filling minds, but about igniting them. This means challenging students to see beyond what is, and imagine what could be. In my view, each student is a unique constellation of talents and potential, and our job is to help them shine their brightest. 

As we prepare for our inaugural year, I’m filled with excitement about the academic journey ahead. One of my key priorities as Director of Academic Programs is to foster a learning environment that balances academic rigor with joy and discovery. I’ll be working to implement innovative programs that challenge our students while nurturing their natural curiosity. Together with our families, we’ll build an academic program that not only prepares students for success in college and beyond but also instills in them a lifelong passion for learning and discovery. 

In the spirit of the curious learners we aim to nurture, I close not with an answer, but with a question: Are you ready to join me in creating something extraordinary at BASIS Independent Bothell? I can’t wait to discover the answer together! 

Warmest regards, 

Mr. Gavin Pielow 
Director of Academic Programs 

Filed Under: Administration & Staff, Faculty & Staff, Leadership, Meet School Leadership

Leadership Spotlight: High School Dean of Students Olivia Robbins

December 9, 2024 by jogoldfarb Leave a Comment

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

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

Dean Robbins

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

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

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

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

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

What drew you to our school?

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

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

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

Tell us a bit about your background.

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

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

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

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

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

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

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

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

Filed Under: College Preparation & The Senior Year, Community Values, Culture of Support, Faculty & Staff, High School, Leadership, Uncategorized Tagged With: High School, leadership

New Teacher Feature: Introducing Ms. Garza!

October 23, 2024 by jessicagrear Leave a Comment

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! 

      Filed Under: Academics, Early Learning Program, Faculty & Staff, Humanities, Primary Program, Student Learning

      BASIS Independent Manhattan: A Rising Star in New York City Education

      October 2, 2024 by christineklayman Leave a Comment

      BASIS Independent Manhattan is thrilled to announce its remarkable success in the 2025 Best Schools Niche Rankings! We have burst into the scene in our inaugural year of eligibility, securing spots in the Top 15 Best Private Schools in Manhattan and Top 20 Best Private High Schools in New York. These outstanding achievements are a testament to our dedicated faculty, supportive staff, talented students, and close-knit community. We take great pride in the achievements of our graduating seniors, the Class of 2024, and their impressive college acceptances, which have significantly contributed to our growth and enhanced our profile in NYC.

      2025 Rankings: BASIS Independent Manhattan

      #13 Best K-12 Private School in Manhattan and #14 Best Private High School in Manhattan

      BASIS Independent Manhattan: A+ Grade

      #15 Best High School for STEM in New York

      #19 Best College Prep Private High Schools in New York

      #20 Best Private K-12 Schools in New York

      #87 (out of 3,180) Best Private K-12 Schools in America

      “Receiving these prestigious rankings is an honor, but I’m most proud of the exceptional educational experience we’ve created,” said Ms. LaNette Hodge, Head of School. “These rankings are a validation of our faculty and staff’s dedication and commitment to our school. Achieving these impressive results in our first year of eligibility is remarkable, and I’m confident that our upward trajectory will continue as we build upon our successes.”

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      lower school balloon welcome

      Other BASIS Independent Schools Achieve High Honors

      While BASIS Independent Manhattan has made significant strides in New York City, other BASIS Independent Schools across the country have also achieved impressive rankings. BASIS Independent Brooklyn, McLean, Silicon Valley, and Fremont have all secured top positions in their respective regions. These collective achievements solidify BASIS Independent Schools’ position as a leading network of K-12 institutions. Read full network rankings »

      Explore Admissions at BASIS Independent Manhattan today. View upcoming admissions events.

      Filed Under: Academics, Awards & Recognition, Faculty & Staff, High School, Results, School Community

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