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A Day in Kindergarten at BASIS Independent Bothell

April 24, 2026 by abisoyetaylor Leave a Comment

At BASIS Independent Bothell, our earliest learners set the foundation for a lifelong love of learning. Recently, our Head of School spent a full day immersed in a Kindergarten classroom. His experience offers a window into how curiosity, confidence, and community take root from the very beginning.

A reflection shared by our Head of School, Mr. Robert Runyon

On a typical Monday, I’m usually haunting our hallways, popping into classrooms, and catching up with our school’s administrators and teachers. This week, I got to take on an even more important mantle: I got to be a Kindergartener for a day. Ms. Lark, Ms. Pfeiffer, and all of the students in KH welcomed me into their room to be one of them. I, along with the students, had so much fun and learned so much.

Morning Meeting and Big Ideas

Morning Meeting at BASIS Independent Bothell Kindergarten Classroom

The day started with Morning Meeting, and we all got to sing our welcome song to each other in our circle, celebrating each and every member of the class. Ms. Lark had a big question for the group: what would you do if you were Head of School for the day? They really gave me a lot of food for thought – banning all cars from the parking lot to create an even bigger playground, having students be teachers and teachers be students, and the perennial favorite of no homework ever. I was so proud of their confidence and advocacy as they shared their ideas.

Learning Through Literacy, Movement, and Mindfulness

After that, we moved into our literacy practice in pairs, where we got to use dice to help us practice using different vowel sounds in whole sentences. Nova was so nice in showing me how to roll the dice and ensuring it stayed on the table.

After that academic focus, we were able to go out to recess and climb on the giant web in the middle playground before transitioning to a Mindful Monday in Movement class. Ms. Tello had us doing paired yoga, a perfect opportunity to break out my Tree and Dancer poses. My partners weren’t impressed with my inability to do the full splits, though. I’ll keep working on it.

Kindergarten Movement Class at BASIS Indendent Bothell

Language, Culture, and Community

Then, we got to work up an appetite in our Mandarin class, where Ms. Wang introduced us to fast food vocabulary. We were thinking about hamburgers, hot dogs, fries, soda, and juice through dancing, singing, drawing, and writing. At lunch, we were able to talk about what we were eating and some of our favorite activities inside and outside of school.

Math, Engineering, and Collaboration

When we came back to class for the second half of the day, Ms. Lark had all of us practice place value through using Skittles as manipulatives. The discipline that my classmates had with dozens of Skittles in front of them throughout the room was monklike. The candy all remained uneaten throughout the activity. Patience isn’t just the name of one of their teachers, it’s something inherent to our kids.

In our Engineering class, we got to expand on our aerodynamics knowledge by not just making paper airplanes, but also making circular gliders. I was grateful to Mihir for showing me how to be a good collaborator at my table and how to make sure we kept supplies organized for our friends to use them later on.

Science, Creativity, and Wonder

Back in the KH classroom, Ms. Pfeiffer led us through a lesson about the characteristics and biomes of dinosaurs. As we were talking, one of my classmates explained how the colors of dinosaurs can contribute to them being able to survive longer in different environments and not go extinct. It took me a second to get my jaw off the ground before I started drawing my own green stegosaurus. After a few pointers from Miya, I think I made something special.

After that, we closed out the day with Enrichment, where I got to work in our play kitchen. I was surprised when the kids told me spaghetti and meatballs isn’t a good sandwich topping.

Why Kindergarten Matters

Being part of Kindergarten for the day reminded me of another reason why I love being a Head of School: I get to contribute to the incredible journey these students are on. I remember their first day and how uncertain they were and how tentative they were both with their new friendships and with their academics. Now I see them praising and supporting each other as they read out sentences and paragraphs.

I strongly believe that while graduation rates and college placements are the evidence of success of school, the key to the long-term health of a school starts right in Kindergarten. If you are supporting and enabling the curiosity of these students and giving them the skills to flourish as people early on, there’s no limit to what they can accomplish. As I write this days later, I feel like my day as a Kindergartener helped me grow, too.

Experience Kindergarten at BASIS Independent Bothell

Curious to see what Kindergarten looks like in action? We invite prospective families to join us for Kindergarten Preview Week, a series of opportunities designed to help you explore our program, meet our educators, and experience our campus community.

Kindergarten Preview Week Events:

Virtual Information Session | Tuesday, April 28 at 12:00 PM PT
A convenient way to learn about our program from home.

Head of School Kindergarten Campus Tour | Wednesday, April 29 at 12:15 PM PT
Get an inside look at our classrooms and meet school leadership.

After‑School Clubs Campus Tour | Thursday, April 30 at 4:00 PM PT
Explore the enrichment opportunities that extend beyond the school day.

Free Play & Meet the Teachers | Saturday, May 2 at 10:00 AM PT
A family‑friendly favorite! Your child can explore, play, and connect with our Kindergarten team.

We look forward to welcoming you to campus and sharing more about how learning begins in Kindergarten at BASIS Independent Bothell.

7 Red-Tailed Hawks Accepted to VA Governor’s Schools or World Language Academy

April 24, 2026 by aixuanwang Leave a Comment

We are proud to announce that seven BIM students have been accepted to a Virginia Governor’s School or Governor’s World Language Academy, with two more students named as alternates. The list:

Colin B. ’27 – Latin (at Virginia Commonwealth University)
Sumer C. ’28 – Engineering (at Jefferson Laboratories)
Peter D. ’28 – Agriculture (at Virginia Tech)
Suraiya F. ’27 – Spanish (at Washington and Lee)
Adrith K. ’28 – Voice (at Radford)
Richard P. ’28 – Humanities (at Radford)
Manya R. ’27 – Acting (at Radford)
Sarah R. ’27 – Agriculture (at Virginia Tech)
Bethel W. ’27 – French (at Washington and Lee)

From left to right: Manya R. ’27, Suraiya F. ’27, Dr. Hight (Student Advancement Manager), Bethel W. ’27, Adrith K. ’28, Richard P. ’28, Colin B. ’27, Sarah R. 27, Sumer C. ’28, and Peter D. ’28

This is a significant achievement! Admittance to the Governor’s School and World Language Academy programs is extremely competitive. First, students must compete to be one of our school’s nominees in a subject area, then they must be nominated in our region, and finally they must be selected from nominees from all over the state. Spots in the program are limited. The engineering program at Jefferson Laboratories only takes 11 students from the entire state.

Attending the Governor’s School or a World Language Academy is one of the best ways a high school student can spend their summer. Top students from all over Virginia spend three weeks on a college campus doing college-level work under the guidance of college professors, and all at a fraction of the cost of other summer programs. It is a great opportunity that our previous students have unanimously enjoyed.

We are extremely proud of the hard work these students have done – on their applications, in the classroom, and beyond – to receive these nominations!

BASIS Independent McLean is an Age 2–Grade 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the Red-Tailed Hawks community? To join our interest list for the next school year and receive admissions updates and more, please click here.

Gaining the Parent Perspective

April 23, 2026 by jogoldfarb Leave a Comment

On April 18^th, current parents at BASIS Independent Brooklyn’s Lower School campus sat down with prospective families to share what life at the school is really like. Their message was clear and consistent: strong academics paired with personalized academic support, a genuine love of learning, meaningful school-family partnership, and a rich cultural and artistic environment are what define the experience here.

Read on for a recap of the conversation.

Strong Academics

For the families on the panel, academic strength was the top reason they chose BASIS Independent Brooklyn. Parents described an environment that raises the bar and trusts students to rise to the challenge given the proper support to do so, with one parent saying that the school treats children like “sponges” rather than underestimating what they are capable of doing in the classroom.

Parents cited examples from history and STEM classes, in particular a project where their PreK student learned about the body by constructing a whole “suit” of organs that they wore with things like plastic bags representing lungs and a paper towel roll for the esophagus. Several contrasted their experience here with prior schools that felt less challenging or lacked clear academic standards. One parent noted that BASIS Independent Brooklyn’s commitment to curriculum stood out even during remote learning. She described our school as one of the only schools that maintained a clear academic focus during the COVID-19 pandemic. Across the board, parents felt confident that their children were receiving meaningful, high-quality instruction.

Academic Growth Supported

Academic growth is supported through a culture of individualized help, anchored by the school’s Student Hours system. Teachers offer after-school sessions where students can review assignments or classwork with teachers in a low-pressure setting. One parent commented that Student Hours are not seen as negative at all, as was the case when she was growing up. It is a great system for getting students caught up or for those who need more review. One parent’s child progressed rapidly in writing through these sessions combined with home practice.

The panel reinforced how the culture around Student Hours is normal and inclusive, with most kids participating at some point. This approach helps students address gaps quickly and builds confidence in their learning.

It is also worth noting that in PreK through Grade 4, BASIS Independent Brooklyn classes have a unique two-teacher model, with two teachers in the classroom with deep knowledge of effective pedagogical techniques and expertise. These two teachers work together to guide students in making vital connections inside and outside the classroom, delivering lessons to elicit student engagement and inspire a joy of learning.

School Community and Partnership

Parents spoke warmly about the strength of the school-family partnership. Weekly Parent Fridays invite families into the classrooms, giving children the chance to show their grown-ups what they have been working on and their classroom. This boosts excitement and connection.

Outside of school, the community extends into social life. Birthday parties, informal gatherings, and school-organized events outside of school foster close relationships among parents.

Parents noted that the school is great about organizing special events outside of school, such as the Community Art event happening after the Open House. These events create a relaxed, less structured way for lasting friendships to form among both children and their parents and guardians.

Cultural and Artistic Programming

Parents were enthusiastic about the school’s hands-on cultural and artistic programming, describing it as both enriching and developmentally appropriate. Regular cultural celebrations encourage students to learn about different heritages through food, movement, music, and art.

One parent gave the example that this year’s music classes included Latin American styles taught by Mr. Peebles, who has a master’s degree in music as well as a degree in Hispanic Studies, adding unique value. Students performed Winter Concerts showcasing their new cultural dance skills, and that was wonderful.

Art classes introduce students to a range of techniques and foundational principles, and drama programs and music education contribute to a well-rounded school experience beyond core academics. Specials including Mandarin, early STEM, art, music, movement, and drama create a comprehensive enrichment environment.

Thank you to all our parent panelists for a wonderful conversation. Your candor and insights made for a truly enriching conversation, and the families in attendance were so glad to hear your perspectives.

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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.

A Classroom Without Walls: BASIS Independent Fremont Seniors in the Galápagos

April 16, 2026 by sarahpeterson Leave a Comment

Some lessons can’t be taught in a classroom. In February, BASIS Independent Fremont’s Class of 2026 traveled to Ecuador and the Galápagos Islands to find out what they look like in the real world. Over nine days, our seniors explored Quito’s colonial history, hiked the rim of an active volcano, snorkeled alongside sea turtles and mantarays, and planted trees in a conservation reserve. They bargained at a 500-year-old market, danced salsa, and stood on the equator. We sat down with four of them to hear about it in their own words.

Before we dive in, see this once-in-a-lifetime journey through the eyes of the students and teachers who experienced it firsthand.

Showing Up for Something Bigger Than Themselves

Most school trips ask students to observe. This one asked them to participate.

On their first full day in the Galápagos, the group traveled to Rancho Primicias on Santa Cruz Island — a private reserve home to giant tortoises and a hub for regional conservation. Before they had time to settle in, they were handed tools and put to work on a reforestation project, planting native species to help restore the islands’ fragile ecosystem. A visit to the Charles Darwin Research Station later in the week brought the stakes into sharper focus — and for many students, it reframed what it means to travel somewhere as carefully protected as the Galápagos. The islands, it turns out, require a kind of vigilance most visitors never think about. Diya D. described a moment that stopped her mid-flight:

“When we got on the plane to the Galápagos, they released some kind of spray to make sure none of the bacteria you carry from Quito reaches the islands. That’s something I never would have considered — that people themselves, and everything they bring, can be a threat. They mentioned reef-safe sunscreens, restrictions on what you could bring — things I never would have thought of. And you can see the result: how clean everything is, how nice the beaches are, how free the animals are.” — Diya D.

It’s a perspective shift that’s easy to carry home. As Shayona P. put it, the Galápagos reframes what it means to be a visitor anywhere: “The locals are the animals. Being respectful to them and their home — that’s how I thought about conservation.” When you’ve seen what careful stewardship actually produces, it’s hard to think about any natural place the same way again.

Encountering the Unexpected

Students arrived in Ecuador with some idea of what they were getting into. The Galápagos, most of them knew, was special — a place they’d read about in textbooks, studied in biology class. What they didn’t fully anticipate was how different “knowing about” something would feel from actually being inside it.

At Las Tintoreras on Isabela Island, students geared up for a snorkeling tour and found themselves sharing the water with tropical fish, sea turtles, sea lions, and — in a detail that surprises nearly everyone — Galápagos penguins, the only penguins found in the Northern Hemisphere. On land, the animals were equally unguarded; Paisli D. described arriving to find sea lions “lying on couches and being so immersed in our daily activities.” The Galápagos has a way of making you feel like the guest, not the other way around. Shayona P. noticed something beneath the surface that stayed with her long after she was back on dry land:

“In some of the other places I’ve snorkeled, there’s a lot of separation between species. But in the Galápagos, you’d swim from one end of an island to another and see a stingray, many different kinds of fish, a sea turtle — they all live in the same territory. Being able to share that space as a human makes you feel like you’re part of something so much bigger.” — Shayona P.

But the surprises weren’t limited to the islands. In Quito, while walking through the city center, the group stumbled into a local carnival celebration — complete with strangers spraying foam and paint at anyone who walked by, including a group of BIF seniors who had absolutely no idea what was coming. “We all walked back onto the bus covered in foam and paint,” laughed Diya D. “It was fun and a little scary because we didn’t know what to expect, but looking back, those were aspects of the culture that we got to see and experience.” It ended up being one of the most talked-about moments of the whole trip — which says something about what travel can do when it catches you off guard.

Stepping Outside Their Comfort Zone

There were plenty of moments on this trip that asked something of students — physically, emotionally, and socially. Most of them showed up anyway.

It started before the Galápagos even came into view. In Quito, at 9,350 feet above sea level, something as simple as walking uphill became a genuine challenge. Shayona P. credits the energy of the group for getting her through it: “The constant shift between Quito and the Galápagos at sea level was definitely something we had to work around. But coming back, I felt really proud of myself that I was able to push through and still enjoy it.” On Isabela Island, the group hiked to the rim of Sierra Negra — one of the most active volcanoes in the Galápagos, with a crater six miles wide and 300 feet deep — before winding down the day with a salsa lesson on the beach. The trip had a way of keeping students off balance, in the best sense.

Not every stretch came from a volcano or a dance floor. Some of the most affecting moments were the quieter ones — the kind that ask for patience rather than endurance. Paisli D. found hers on the water, early in the morning before the rest of the world was awake:

“I felt really at peace on those morning boat rides traveling from one island to the next. I remember waking up really early before the sunrise and being able to see all the stars in the sky. It was so beautiful — the most stars I have ever seen!” — Paisli D.

For Diya D., even the hardest moments — a power outage, restrictions on tap water, limited amenities — ended up in the win column. “There’s a fun to it,” she said. “When you’re with everybody, there’s this collective shared suffering, shared complaining. That’s kind of fun, honestly.” It’s the kind of thing you can only really feel when you’re far from home with people you trust.

What They’re Carrying Home

On the last evening in Quito, before the flight home, the group found a playground outside a pizza restaurant and spent an hour playing in the rain. It was the kind of moment that sneaks up on you — and for many students, it was when the weight of the trip finally landed. Nine days of volcanoes and sea turtles and strangers spraying foam in the street, and what broke through was a wet playground and the realization that these were the same people they’d been sitting next to in class for years, just seen differently.

That shift — from classmates to travel companions — turned out to be one of the trip’s quieter gifts. “When you’re in school, you see people from an academic standpoint,” reflected Diya D. “But when you go on a trip like this, you interact with people more broadly. It’s nice to have this before graduation, because you see people in a different light, and it gives you a more sentimental view when you graduate.” Shayona P. felt it too, standing on that playground in the rain: “It kind of hit me that I wasn’t going to see these people every day — people I’d seen for the last four years. Being outside of a school setting, spending that kind of time together — that was really cool.”

For anyone heading to the Senior Trip next year, Anuj P. has simple advice: “The trip is very fun and well worth it. Just make sure to have enthusiasm in all the activities.” It’s hard to argue with that.

Trips like this don’t happen by accident. At BASIS Independent Fremont, international travel is woven into the student experience — each journey designed to put students in unfamiliar places, ask something of them, and bring them home with a broader sense of the world and their place in it. The senior trip to the Galápagos is the culmination of that thread: the most ambitious, the most independent, and for many students, the most formative. What Diya, Shayona, Paisli, and Anuj described — the shifted perspectives, the deepened friendships, the quiet pride of having shown up for something hard — is exactly what we hope every BIF student carries with them long after graduation.

The Galápagos doesn’t let you stay a passive observer for long. Our seniors spent nine days there — not as tourists passing through, but as people who showed up, paid attention, and gave something back. Whether planting trees, swimming with sea turtles, or standing on the rim of an active volcano, BASIS Independent Fremont’s seniors left as participants — in the ecosystem, in the science, and in the story of one of the world’s most remarkable places. Some classrooms just don’t have walls.

Learn more about the senior experience at BASIS Independent Fremont here.

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.

38 BASIS Independent Silicon Valley Seniors Named 2026 National Merit Finalists

March 23, 2026 by ezekielbracamonte Leave a Comment

We are proud to celebrate an exceptional milestone for our senior class: 38 of our students have been named National Merit Finalists, placing them among the top academic performers in the nation. This achievement reflects their talent, dedication, intellectual curiosity, and commitment to excellence both inside and outside the classroom.

The National Merit Scholarship Program is one of the most prestigious academic competitions in the United States. Starting with the PSAT/NMSQT in junior year, students must demonstrate academic excellence, leadership, extracurricular involvement, and personal achievement to advance from Semifinalist to Finalist—a distinction earned by only about 15,000 students nationwide.

Our Finalists exemplify engaged scholarship and leadership. They have challenged themselves with rigorous coursework, contributed to school life, and pursued their passions with purpose. Their success is a testament to their perseverance and the supportive, challenging community at BASIS Independent Silicon Valley, where curiosity, critical thinking, and excellence are cultivated every day.

As Finalists, these students are now considered for National Merit Scholarships, awarded by the organization, corporations, and colleges. While not all will receive a scholarship, reaching this stage is a significant honor and opens doors to future opportunities.

We extend our heartfelt congratulations to all 38 of our National Merit Finalists. We are incredibly proud of their accomplishments and excited to see the impact they will continue to make.

2026 National Merit Finalists:

Aaditya B.

Peter C.

Xiangtuo C.

Anna D.

Eileen G.

Maximilian G.

Aanya G.

Ellen H.

Chloe H.

Grace H.

Nishka J.

Arshiya K.

Manant K.

Aaron H. L.

Albert S. L.

Angela L.

Junren L.

Leo L.

Weiping L.

Maggie L.

Alexander M.

Arjun M.

Nikola M.

Nelson N.

Helen P.

Xinyue R.

Archita S.

Manasi S.

Yifan S.

Caroline T.

Lily T.

Aryan T.

Richard W.

Yujie W.

Maggie X.

Catherine Y.

Yiyang Z.

Lawrence Z.

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

2026 Scholastic Arts and Writing Awards

March 23, 2026 by jogoldfarb Leave a Comment

For the past 10 years, BASIS Independent Brooklyn students have consistently earned significant recognition in the prestigious Scholastic Arts and Writing Awards, which is one of the longest-running and most celebrated competitions for creative youth in the country. Each year, we take pride in honoring our winners, and this year is no exception.

Starting with writing, our sophomore Yohtaro S. ’28 took home a 2026 Scholastic Arts and Writing Gold Medal in Journalism for his article The City on My Shoulders, reflecting on his visit to Hiroshima with his grandfather. He originally published in our student news site, The Grizzly.

Shifting to the Visual Arts, our Visual Arts and Photography teacher, Mr. Opirhory, wanted to help us honor the students recognized for their exceptional work. His commentary on the honored Photography follows.

Inke F. ’30 – “One Way Street” – 2026 Gold Medal

Inke’s photo “One Way Street” captures the essence of life. It frames a unique perspective of text, power lines, and a chaotic movement of direction, which is both literal and metaphorical. Inke has a great eye and a classic photographic sense.

William J. ’30 – “Lloyd” – 2026 Gold Medal

William’s “Lloyd” is an odd masterpiece. It defies traditional composition, yet feels perfect. His use of leading lines and indifference to the rule of thirds shows a creative approach that cannot be quantified, but somehow is filled with a story, both comedic and dark. William will surely make work in the future that pushes the boundaries of traditional techniques in the best way possible.

Eli M. ’28 – “One Small Step for Man, One Giant Leap” – 2026 Gold Medal

Eli’s “One Small Step for Man, One Giant Leap for Ben” is Epic. It flaunts the joy of youth and action. As “Ben” floats through the air, we see him leave the ground below, even if only for a moment. Eli is a wonderful student and artist who exhibits clarity and confidence in his work.

Claudia S. ’30 – “City Walks” – 2026 Gold Medal

The perfection of Claudia’s photo, “City Walks,” is stunning. She had used all available tools to frame One World Trade as a stark reminder. Surrounded by old buildings with their archaic fire escapes and pointing up into the blank sky, the picture reminds us of the turbulent past and a boundless future. All things are possible. Claudia is one of those unique individuals who can rise to any occasion. She is a prominent participant in class who is unafraid to take on anything and perfect it with tried-and-true approaches.

Therese D. ’30 – “A Tall Church” – 2026 Silver Medal

Therese’s “A Tall Church” carries the weight of our world. It depicts a tall church, as the title states, but the contrast of light, perspective, and the meeting of the land and sky at a pivotal Gothic structure brings it all home. It cannot be denied that empathy and collaboration are the foundation for the success humans have developed on Earth. Therese’s wisdom is seen in most of what she does. She is soft spoken, yet consistent in her skills. She is a wonderful photographer who doesn’t seem to lose sight of the bigger picture.

Blake S. ’30 – “Life’s Centered Perspective” – 2026 Silver Medal

Blake’s “Life’s Centered Perspective” is an example of intelligent storytelling. This photo was taken in a landscape surrounded by nature, yet Blake chose to barely show it. By sub-framing the land with an imposing shadow of a structure, we realize how much we need the natural world. The circular window amplifies this with a shape that universally represents continuity. Blake is an amazing artist who always brings a positive demeanor and joy with her. Yet oddly, she often photographs dark scenes.

Dalya B. ’30 – “Into the Light” – 2026 Honorable Mention

Dalya’s “Into the Light” is a wonderful metaphor for passage and perspective. Surrounded by the shadows, she frames a path and a map. As the eye moves into the picture, we see there is more to a journey than the current state. Dalya is a force of nature. She has an exceptional eye and an admirable confidence.

Elsie M. ’30 – “Construction Men” – 2026 Honorable Mention

Elsie’s “Construction Men” is a masterwork of simplicity. We see a construction worker, high above us on shaky scaffolding, working to build something he will not reap the rewards of. The image is a celebration of those who toil endlessly without distinction and make the greatest contributions. Elsie is a diamond; she creates work that shines a light on many aspects of life.

Congratulations to our many photography winners! We are incredibly proud of our artistic Bears, and look forward to their work at our upcoming Spring Fine Arts Festival in April!

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Calculated Success: AMC and NOETIC MATH Accolades

March 13, 2026 by jogoldfarb Leave a Comment

Today, we are incredibly proud to announce that BASIS Independent Brooklyn students distinguished themselves yet again on the prestigious American Mathematics Competition (AMC) exams, with three high school students placing in the top 5% nationally and advancing to the American Invitational Mathematics Examination (AIME) competition—Theo Q. ’28, Victor Y. ’27, and Isabella Y. ’27. Theo also qualified for the United States Mathematical Olympiad!

Founded in 1950, the AMC is the preeminent math competition, and more than 300,000 students in 50 states and more than 30 countries sit for the exam to bolster their confidence and passion for math.

We are incredibly proud of our students’ success! Thank you to our Math Competition faculty advisor, Ms. Nuritova, and Math Honor Society Mu Alpha Theta chapter advisor, Ms. Olender, for nurturing a true love of math in our students.

Please join us in congratulating:

AMC 10A

Theo Q. ’28 – Team Winner, AIME qualifier who scored in the top 5% nationally. He also received a Certificate of Distinction, which places him at the top of the qualifiers.
Sophia N. ’28 – 2nd place
Sophie V. ’29 – 2nd place

AMC 10B

Theo Q. ’28 – Team Winner, AIME qualifier who scored in the top 5% nationally. He also received a Certificate of Distinction, which places him at the top of the qualifiers!
Billie M. ’28 – 2nd place
Sophie V. ’29 – 2nd place

AMC 12A

Victor Y. ’27 – Team Winner, AIME qualifier who scored in the top 5% nationally. He also received a Certificate of Distinction, which places him at the top of the qualifiers.
Indi S. ’27 – 2nd place
Isabella Y. ’27 – 2nd place

AMC 12B

Victor Y. ’27 – Team Winner, AIME qualifier who scored in the top 5% nationally. He also received a Certificate of Distinction, which places him at the top of the qualifiers!
Isabella Y. ‘ 27 – 2nd place, AIME qualifier, who scored in the top 5% nationally.

Fellow students cheer on Gr. 5’s Wanru for her perfect score.

Growing a love of math starts young at BASIS Independent Brooklyn. Ms. Nuritova led our Bears in sitting for the NOETIC math awards. This year, we had 68 students honored in our NOETIC Math Wall of Fame, and we wanted to give a special shout-out to our National Honor Roll students:

Gr. 3 – Axel M. – National Honor Roll and Team Winner

Gr. 4 – Livia P. – National Honor Roll and Team Winner

Gr. 5 – Wanru Y. – National Honor Roll and Team Winner (with a perfect score)

More Gr. 5 National Honor Roll recipients – Alex R., David A., and Sai P.-B.

Gr. 6 – Luca L. – National Honor Roll and Team Winner

Gr. 7 – Flora S. – Team Winner

Gr. 8 – Sophie V. and Dylan C. – Tied Team Winners and National Honor Roll

Please join us in congratulating our mathematical Bears!!

NOETIC Math honorees in Gr. 3-5 at our House Assembly before Winter Break.

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.

Going Deeper: Inside the Senior Capstone Experience

February 25, 2026 by sarahpeterson Leave a Comment

Every year, our seniors reach a remarkable milestone. By the time they arrive at their final year at BASIS Independent Fremont, most have already completed their Advanced Placement® (AP®) requirements and are ready for something different—something more. That’s where Capstone courses come in.

On February 5, 2026, families, faculty, and fellow students gathered for the 2026 Senior Capstone Symposium, a showcase of the original research, engineering projects, financial analyses, and literary explorations that our Class of 2026 has been working on all year. It was, in a word, exceptional.

But to fully appreciate what made that day so special, it helps to understand what Capstone courses are—and why they represent one of the most distinctive elements of a BASIS Independent Fremont education.

What Are Capstone Courses?

The senior year at BASIS Independent Fremont is designed to be a bridge from traditional high school learning to the kind of independent, applied thinking students will encounter in college and beyond. At the heart of that experience are Capstone courses.

Capstone courses are teacher-created, college-level classes that go beyond the breadth of a typical AP course. Where AP courses are built to cover essential content across a wide field, Capstone courses are designed to go deep. They are original courses tied to our teachers’ own academic passions and expertise, and they shift the style of learning itself—from traditional classroom instruction toward the seminar-based and lab-based formats students will encounter in college.

This year, BASIS Independent Fremont offered an impressive range of 14 Capstone courses:

Art Portfolio	Author’s Study
Corporate Finance	Data Structures and Algorithms
Drug Discovery & Development	Engineered Systems
Linear Algebra	Linguistics
Literary Animals	Microbiology
Multivariable & Vector Calculus	Neuroscience
Optics and Biophysics	Storytelling Through Sound

Inside the Courses: Teacher Spotlights

What makes Capstone courses so distinctive? We spoke with three of the faculty members behind this year’s courses to find out.

Corporate Finance

In many ways, Corporate Finance is a natural Capstone to the business pathway at BASIS Independent Fremont. Mr. Ong already teaches AP Economics and courses in entrepreneurship, but he saw a gap: students needed exposure to the decision-making tools and frameworks actually used by financial professionals.

“There is significant interest in business and entrepreneurship at BIF, and I proposed this Capstone as a necessary foundational course for students who are interested in pursuing careers in business management, marketing, finance, and entrepreneurship. I also feel strongly that all students should be financially literate and have a basic understanding of the workings of corporations, the economy, and the financial system in order to effectively function in our modern world.”
— Mr. Ong, Corporate Finance

The course is deliberately practical. Students don’t just learn theory—they apply strategic financial frameworks to real-world scenarios. This year, the class even took a field trip to the San Francisco Financial District, giving students a ground-level look at the institutions and organizations they’d been studying.

Data Structures & Algorithms

For students who have completed AP Computer Science, Data Structures and Algorithms (DSA) is the natural next frontier. Ms. Shahin describes it as equivalent to a college-level introductory DSA course—the kind of material students at top universities encounter in their first or second year.

“DSA is a cornerstone for computer science education. By learning how data can be organized in different ways, students learn to tackle various problem-solving scenarios—from linked lists to arrays, from search engines to AI. It’s an important stepping stone for all computer science fields.”
— Ms. Shahin, Data Structures & Algorithms

What makes this course particularly exciting, Ms. Shahin notes, is the rapid pace of change in the field—and her students’ readiness to meet it. “With rapidly changing technology these days, helping them understand the actual process better, and sometimes also learning from their discoveries, is fun.” Alumni from the course have gone on to study computer science at MIT, CMU, Caltech, Cambridge, UC San Diego, and UC Berkeley.

Multivariable & Vector Calculus

Dr. Chaudhri’s Multivariable & Vector Calculus course pushes students well past the limits of AP Calculus into content typically covered in a university freshman or sophomore year. It’s one of several advanced math and science courses he has developed over the years, each reflecting a different dimension of higher-level mathematics and science.

“The Capstone classes cater to knowledge beyond what is covered in an AP class. They offer more depth and more breadth in a specific field of study at an undergraduate freshman/sophomore level—these serve as introductory bridges to a more advanced curriculum at college.”
— Dr. Chaudhri, Multivariable & Vector Calculus

The courses aren’t just academically advanced—they’re experiential. Past classes have included field trips to venues like the Exploratorium in San Francisco, where students engaged hands-on with scientific experiments that brought the course’s big questions down to earth.

Dr. Chaudhri’s courses also reflect a collaborative spirit—some have even come directly from student requests, a reminder that at BASIS Independent Fremont, the curriculum is a living thing, shaped by the curiosity of the students who inhabit it.

The 2026 Senior Capstone Symposium

On the morning of February 5, the BASIS Independent Fremont campus transformed into a showcase of some of the most ambitious student work we’ve seen. Eight of this year’s Capstone courses were represented—Neuroscience, Data Structures & Algorithms, Corporate Finance, Engineered Systems, Linguistics, Art Portfolio, Microbiology, and Author’s Study—and the range of work on display was a testament to the ambition and intellectual range of our seniors.

Project Highlights

The breadth of projects on display made it clear that there is no single mold for a Capstone experience. Here is just a sampling of what was showcased:

Neuroscience – One group of students investigated how chronic hypoxic exposure (low-oxygen conditions) impacts cerebellar basket cell structure and function—and what that means for broader neurological outcomes. The depth of this research mirrors the kind of questions asked in university neuroscience labs.

Data Structures & Algorithms – Students built fully functional applications using the data structures they studied. Highlights included MealCraft, a smart grocery organizer that intelligently categorizes and tracks pantry items; HAPify, a data-driven application with real-world use cases; and QuickPark, a parking management system designed to solve a genuine everyday problem.

Corporate Finance – The Corporate Finance Gallery Showcase turned into a miniature pitch event, with students presenting capital budgeting analyses and product launch proposals spanning everything from eco-performance running shoes to EV chargers to next-generation Apple hardware.

Engineered Systems – The engineering students showcased a remarkable range of physical and software-based systems. Projects included Security Jewelry—wearable tech designed to help users signal distress discreetly; Atmosys, an environmental monitoring system; an Automatic Planter that uses sensors to automate plant care; and a Wheelchair Rehabilitation Program designed to improve accessibility and patient outcomes.

Microbiology – The Microbiology presentations were perhaps the most research-intensive of the day, with students tackling graduate-level questions on topics ranging from bacterial flagellar motor evolution to the therapeutic potential of fecal microbiota transplantation for neuropsychiatric disorders.

Author’s Study – In a fitting contrast to the lab-and-data presentations elsewhere, the Author’s Study class closed out the day with a student-facilitated roundtable discussion—modeling the kind of Socratic seminar that defines great humanities education at the college level.

In Their Own Words

Josh P. approached his Capstone courses as an opportunity to test his interests before college—and came away with more than he expected.

“Capstone courses are a great chance for exploration—in-depth exploration into often niche topics. From the Neuroscience course, I got the basis to learn about more detailed parts of topics I was interested in, which I was then able to practically implement with the Capstone project. The whole process of developing your knowledge in the course and then finding a concrete, applicable way to use your exploration—Capstones are really amazing for that.”

That spirit of exploration carried into his other courses too, including Storytelling Through Sound: “I realized that I’m interested in applying literature outside of the standard means, and I’ve kind of taken that concept with my other Capstone courses as well.”

And looking ahead to college, Josh sees the Capstone experience as groundwork for what’s next: “I think the Capstones are kind of your gateway to enter that mindset—going deeper into topics you’re interested in, and also just niche topics in general.”

— Josh P. (Class of 2026), Drug Discovery & Development, Linear Algebra, Neuroscience, Storytelling Through Sound

Richa C. also took four Capstone courses and found that the flexibility of the Capstone curriculum was exactly what set them apart.

“For APs, I wouldn’t put too much effort in because I would always depend on that final AP exam bringing everything up for me. In Capstones, I actually have to work for it. There’s no set curriculum—the teachers make the curriculum, so they’ll just take you on a rollercoaster ride some days. I really like how flexible the curriculum is.”

That flexibility showed up in unexpected ways. In Neuroscience, it meant hands-on lab work that went well beyond a typical classroom experience: “It’s like holding an actual brain in your hands and cutting into it and seeing all the little things in there.”

And at the Symposium itself, seeing the full scope of what her classmates had been working on all year left an impression: “I just really liked seeing everyone else’s hard work and all their projects. They were really cool.”

— Richa C. (Class of 2026), Linguistics, Literary Animals, Multivariable & Vector Calculus, Neuroscience

Kriti L. chose her Capstone courses — Neuroscience, Author’s Study, Microbiology, and Linear Algebra — based on subjects she already loved. But it was the energy in the classroom that made them memorable.

In Author’s Study, she found herself caught up in her teacher, Mr. Betcher’s, enthusiasm: “I think it definitely excited me too. I was excited to see what was the topic that made my teacher so interested in this.”

That excitement extended to how the courses felt day to day: “It felt almost like a college course. There was no really structured curriculum — if we wanted to touch on a side subject, we could do that. We didn’t have to only study topics for the AP test. And it’s a lot more formal — you have to write whole papers that are 20 pages. But it’s also preparing me for college.”

— Kriti L. (Class of 2026), Author’s Study, Linear Algebra, Microbiology, Neuroscience

A Different Kind of Senior Year

What makes the Capstone experience so valuable isn’t just the content—it’s the mode of learning. By the time BASIS Independent Fremont seniors step into these courses, they’ve earned the academic credentials to take on something more. Capstone courses give them a glimpse of what college-level intellectual life actually looks like: seminar discussions, independent research, open-ended problem solving, and the deep satisfaction that comes from pursuing questions you genuinely care about.

The 2026 Senior Capstone Symposium was a celebration of exactly that. Watching our seniors present—confidently explaining their methodologies, fielding questions, and connecting their work to the broader world—it was clear that BASIS Independent Fremont’s promise had been fulfilled: these students are not just ready for college. They are ready for what comes after.

Congratulations to the Class of 2026.

Curious what senior year could look like for your student? Contact our Admissions team to schedule a tour and explore our Upper School curriculum.

Who Is a BASIS Independent Bothell Student? Understanding Our Community Through Our CORAL Values

February 11, 2026 by abisoyetaylor Leave a Comment

Every admissions season brings wonderful conversations with families as they discover our program and school. This year, one question stands out above the rest which is, “Who is a BASIS Independent Bothell Student?”

As a founding school in our first year, this question comes up often and it’s an important one. While our admissions process is comprehensive and considers every part of a student’s application, what truly helps families understand our environment is getting to know the qualities and values that define our students. When we speak with our Learning and Subject Expert Teachers, and administrators across our campus, the same themes surface. Our community is grounded in the CORAL values that shape the BASIS Independent Bothell experience: Curiosity, Ownership, Respect, Advocacy, and Loyalty.

These values are not admissions requirements. Instead, they reflect the environment students thrive in and the traits that naturally develop as they grow within our classrooms. Understanding CORAL gives families a meaningful picture of the kind of learning community we are building. One centered on exploration, responsibility, character, and connection.

Curiosity at BASIS Independent Bothell: The Spark That Drives Learning

Curiosity is foundational to a BASIS Independent Bothell student. It fuels engagement, inspires creativity, and drives students to ask thoughtful questions.

Our Dean of Students, Ms. Cales, describes our students as “ambitious, hardworking, and curious.” That curiosity shows up in science investigations, literature discussions, math problem-solving, and each moment where students lean into learning with enthusiasm.

Mr. Sturm, a Primary Math and Science Subject Expert Teacher, echoed this, calling his students “curious, tenacious, and joyful.” These qualities reflect our learners’ determination to explore new ideas and the joy they find in discovery.

In our Kindergarten Early Learning Teacher, Ms. Gray shared similar observations, describing her young scholars as “kind, curious, and collaborative,” adding that “these are skills that will benefit our students throughout their lives.” Curiosity starts early and only grows as students advance through our program.

Ownership: Building Responsibility and Confidence

Ownership emerges when students take responsibility for their learning, reflect on progress, and take pride in their growth.

Primary and Middle School Math Subject Expert Teacher Ms. Perleberg describes her students as “ambitious, mature, and compassionate.” That maturity often shows up in the way students manage their time, set goals, ask for help when needed, and take initiative. Ownership is a skill that supports long-term academic success and personal development.

Respect: Creating a Positive and Inclusive School Culture

Respect is one of the first values families notice when visiting our campus. It is reflected in the way students speak to their Learning and Subject Expert Teachers, collaborate with peers, and care for their learning environment.

A culture of respect helps students feel safe sharing ideas, making mistakes, and taking academic risks. This foundation supports meaningful collaboration and helps students build strong social emotional skills.

Advocacy: Empowering Students to Use Their Voice

Advocacy helps students learn how to communicate confidently and respectfully. It emerges when a student asks a question, seeks clarity, requests help, or stands up for a peer.

As students grow, advocacy becomes a key part of their learning journey. It builds independence, leadership, and emotional resilience which are all essential for long-term success.

Loyalty: Strengthening Our School Community

Loyalty develops naturally within a supportive school community. In our founding year, this value has been especially strong. Students, families, and faculty are building traditions, shaping culture, and creating a sense of belonging together.

Loyalty inspires our students to support one another, take pride in their work, and invest in the community they are helping to build.

The Bigger Picture: What Defines a BASIS Independent Bothell Student?

When we asked teachers across multiple grade levels to describe the kind of student who thrives here, a consistent picture emerged:

These qualities shared by Ms. Perleberg, Ms. Cales, Mr. Sturm, and Ms. Gray reflect who our students become when they are immersed in a learning environment shaped by these CORAL values.

They are not criteria for enrollment. They are the characteristics that naturally develop within a community that values curiosity, ownership, respect, advocacy, and loyalty.

Ready to Learn More About BASIS Independent Bothell?

If these values resonate with your family and you’d like to explore whether our school is the right fit for your child, we would love to connect.

Schedule a campus tour

Attend an admissions event

Contact our team

We look forward to partnering with families who share our belief in a community built on curiosity, integrity, and lifelong learning.

Day Camps: Where Adventure Meets Imagination!

February 10, 2026 by jogoldfarb Leave a Comment

Get ready to redefine summer! Our Day Camp Team at BASIS Independent Brooklyn is gearing up for nine weeks of pure excitement, exploration, and fun that will have your kids counting down the days until camp begins.

Every Week is a New Adventure

Our Day Camps will dive headfirst into themed weeks packed with hands-on science experiments, nature explorations, creative arts, sports, and games. With a unique selection of indoor and outdoor activities, every day brings something new to discover!

Our Junior Day Camp is specifically designed to engage and support rising PreK to Kindergarten campers. Our School Age Day Camp paves the way for Rising Gr. 1-5 campers to jump into real-life adventures every day. All of our campers will enjoy programming organized around exciting weekly themes.

Summer 2026 Weekly Themes & Field Trips

Week 1 (June 22-26): Wild West
Saddle up, partners! We’re heading to the American Museum of Natural History to explore the frontier.

Week 2 (June 29-July 2): Bear Investigation Bureau
Junior detectives will crack cases at the Spy Museum in this mystery-filled week.

Week 3 (July 6-10): Year 3000: Brooklyn Expo
Discover futuristic fun at the NY Hall of Science and end the week with a Spirit Day, asking our campers to think ahead about their future selves!

Week 4 (July 13-17): Safari
It’s a wild adventure at Prospect Park Zoo as campers explore the animal kingdom.

Week 5 (July 20-24): Step into a Story
Stories come alive with a special trip to the NYC Children’s Theater, and campers will dress up as their favorite storybook character.

Week 6 (July 27-31): Color Games
A rainbow of creativity awaits at the Sloomoo Institute! Our spirit day will encourage campers to dress up in their favorite color head-to-toe.

Week 7 (August 3-7): Case of the Bear Bandit
Another thrilling mystery to solve with an exciting visit to Ferox. We will end the week with a Masquerade!

Week 8 (August 10-14): Fun in the Sun
Cool off and splash around at LeFrak Splash Pad, and end the week with a Mismatch Spirit Day.

Week 9 (August 17-21): Carnival
End the summer with a bang at LEGOLAND and the excitement of carnival games!

Camp Details

Schedule: Monday-Friday, 8:30 a.m. – 3:30 p.m. ET

Extended Care Available:

Early Bird: 7:30 – 8:30 a.m. ($55/week)

Late Bird: 3:30 – 5:30 p.m. ($130/week)

Both Early + Late Bird: $170/week

Pricing:

Junior Campers (Rising PreK-K): $730/week

School Age Campers (Rising Grades 1-5): $665/week

Half-Day Add-On for Specialty Camps: $330

Registration: Choose from any of our 9 one-week sessions running June 22 through August 21!

Don’t let your kids miss out on the summer adventure of a lifetime. Sign up today and give them memories they’ll treasure forever! Register by February 20^th to receive a 10% discount on all camp programs. Visit Summer Programs | BASIS Independent Brooklyn Camps for more information and to register today!

Every day at our summer camp brings a new adventure, filled with opportunities for your child to create lasting memories and develop new skills.