The National Junior Honor Society (NJHS) plays an integral role in building up the students in our Middle School Program as young leaders. As one of the premier student organizations in the nation, NJHS empowers members to contribute meaningfully to their communities while excelling academically. This year, our NJHS chapter has been busier than ever as our school continues to grow.
Character, Citizenship, Leadership, Scholarship, and Service.
The National Junior Honor Society (NJHS) pillars—character, citizenship, leadership, scholarship, and service—align with BLV’s mission to foster well-rounded students. NJHS encourages students to pursue academic projects and take the lead on initiatives that benefit their community. In grade 10, students transition to the National Honor Society (NHS), which introduces additional requirements to further their growth. This progression reflects BLV’s commitment to teaching foundational skills and guiding students toward confidently reaching higher levels of achievement.
The number of members fluctuates yearly depending on the number of applicants. The admittance process is rigorous, and students must re-apply annually. Students need to have earned high marks in school, complete the application questions which show examples of how they work to achieve the pillar characteristics, and write an essay based on the chosen topic. Once they have submitted their application, it is looked over by the Chapter Head and by the faculty committee which is made up of teachers from our school.
Currently, our chapter has 30 students, each doing their best to stay committed to upholding NJHS’s principles. Becoming a member of NJHS at BASIS Independent Bellevue is an honor and a responsibility. Membership requires ongoing dedication. Students must maintain strong academic standing, contribute 15volunteer hours, and participate in NJHS activities. Students have done many creative projects such as cleaning up parks and leading informational lessons at libraries. These expectations and activities of NJHS ensure that members remain engaged and committed to their personal growth and community impact.
NJHS at BASIS Independent Bellevue: This Year so Far
At the beginning of the school year, students who had been accepted into the BASIS Independent Bellevue NJHS chapter joined the organization during our Induction Ceremony. During this event, select students read passages relating to the five pillars. Students then took their NJHS oath and received their certificate from Head of School, Dr. Thies.
In the months of November and December, BASIS Independent Bellevue hosted a food drive in partnership with Renewal Food Bank. During this time, NJHS students had the opportunity to volunteer with counting, storing, and organizing the food and hygiene products that were donated. At the end of the food drive, NJHS students went to deliver the food to the bank and received a tour to learn more about the food bank process and the communities impacted by the donations.
Lending support to our on campus community is also a passion for many of our NJHS students. For example, four grade 8 students from NJHS are currently working on a student-led project. To help support their peers in grades 6 through 8 who are taking their Pre-Comprehensive exams at the end of January, they have partnered with the primary students to create encouraging notes. The primary students wrote personal messages of support which the grade 8 students then attached to folded origami cranes that they had hand-crafted.
As our learning community grows further, NJHS is becoming a force that strengthens our student body. Through their dedication to service, leadership, and character, NJHS members set an example for their peers.
The Middle School Program at BASIS Independent Brooklyn aims to build strong foundational knowledge across subjects while also nurturing student autonomy and self-discipline needed for advanced critical inquiry important for high school and college. Two Deans of Students help guide that growth and advancement in the critical middle school years at the school. Today we wanted to feature Dean Patrick Russell, who focuses on academic student support in the Middle School years, since prospective families often have questions about the transition to our Middle School Program. Who better than Mr. Russell to speak to the support and best practices brought to help students transition to and thrive at our school.
After graduating from Cornell University in 2016, Mr. Russell joined our team first as a Teaching Fellow. During this time, he shadowed Subject Expert Teachers to learn about the BASIS Curriculum and grow teaching skills and understanding of classroom management. His passion for teaching, skill in connecting with students, and ability to bring subject matter to life was quickly evident. He moved into a Subject Expert Teacher role for both English and French instruction in our Middle and High School Programs. Mr. Russell is a beloved teacher and now a rising star in administration. He is the Coach for our Cross Country and Track Teams, and he has led conditioning and weight training programs for our students.
Would you share what drew you to a career in education?
I was inspired to go into education by my high school English teacher. I was one of the kids not always succeeding in middle school and high school, since the school I attended was very rigid and had a very specific way of doing things. I needed something a little bit different.
My high school English teacher constantly sat me down and we would debrief after difficult lessons or disappointing grades. He would ask what happened, and he listened and made the content more accessible to me. He was also one of those teachers who would assign somewhat non-canonical material that he knew we would read. At the end of the day, this teacher being able to give students challenging material and provide it in such a way that they care, showing up every day with the enthusiasm that he brought, completely turned around my high school experience. He created a course that made every student care.
What appealed to you about joining BASIS Independent Brooklyn first as a teaching fellow then teacher and now Dean?
I wanted to focus on the parts of my job that were the most fulfilling, which were helping students overcome challenges, facilitating their growth as students, and making real connections with people. While I do love the disciplines that I taught, the Dean role allowed for more of those rewarding moments and the opportunity to make a bigger impact on the entire Middle School Program rather than in just my disciplines.
Through the years, I have seen many different teaching styles that have different impacts on students, and I have seen the benefits that all of them can bring. I have also seen where different learning styles work differently for different students. It is so important to give kids the opportunity to figure out what works best for them, which also involves giving them space to experiment through trial and error and fail safely, build back up, and have moments of self-reflection. The pedagogical autonomy afforded to BASIS Independent Brooklyn teachers allows them to provide multiple differentiated routes to the same learning outcomes, which in turn increases content accessibility for students.
You taught middle school English and French before moving into the Dean of Students Role. How did that experience inform your new position?
Coming from a teaching role to administration, I have seen the positive culture and genuine joy around learning at the school. I have seen first-hand also how what works for one student might not work for every student, which reinforced to me the importance of being able to meet students where they are to create a differentiated, supportive approach to instruction.
Tell us about the support in place for students transitioning intothe Middle School Program.
We understand that every student is unique—each adjusts to change differently, has their own approach to learning, and defines success in their own way, which is why personalized Student Support is essential to the process of learning and to academic success. Essentially, we provide a range of support to our new students, and we know some students will need more supervision and guidance through a formal program. The first few months of school entail students getting used to their daily and weekly schedule of classes and homework, which may feel overwhelming at first. Our team is present to help students adapt to changes and reestablish positive habits.
Another important skill we prioritize developing is self-advocacy. When students advocate for themselves, they feel empowered to ask for help, take academic risks, and make mistakes in a supportive environment. It involves learning from mistakes and failing safely, knowing that failure is not permanent but an opportunity to grow.
Overall, finding the best way to study and approach academic challenges is a trial-and-error exercise. Our team works with students alongside their Subject Expert Teachers to build work and study habits as well as develop effective time management and organization skills. These skills are incredibly important in Middle School as we prepare students over time for our High School Program and beyond.
You just worked to establish both track and cross country teams at our school. Have you always enjoyed running and being a coach?
Yes, when I grew up cross country and track were my off-season sports. I’ve had a running club at our school as long as I’ve been here. Over time with our revamped ethos on sports where it is a greater part of the holistic student experience, we were able to evolve that club into a competitive team. Also, I recently received my USA Track and Field Level One coaching certification, and I’m excited about it.
Do you mind sharing some fun facts that families might not know about you?
When I was younger, I played hockey in the World Junior Championships for Great Britain. I had to stop playing after graduating college and moving to Brooklyn, but I would love to have time to start again!
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.
“Why Latin?” is a common question we receive every year when families look at our curriculum. The study of Latin as a World Language course starts in Grade 5 and continues through Grade 6. Beginning in Grade 7, our students choose their own World Language course and those interested in advancing their Latin understanding can continue to take it from Grade 7 to their senior year of high school.
There is no one better equipped to answer the question, “Why Latin?” than one of our own Subject Expect Latin Teachers, and Teacher Mentor, Ms. Odell.
Ms. Odell received an Honours Bachelor of Arts degree from the University of Toronto, and also earned the Wilson Medal in Classics from Victoria College. Receiving her Master of Arts degree from the University of British Columbia, her research was funded in part by a Canada Graduate Scholarship from the Social Sciences and Humanities Research Council of Canada (SSHRC). She joined BASIS Independent Silicon Valley in 2016.
When asked, “Why Latin?” Ms. Odell responds, “As a Latin Subject Expert Teacher, my goal is to instill a love of Classics and Latin language learning in my students,” says Ms. Odell. “There’s a perception that Latin no longer has anything to offer students in our technology-driven world, but the Latin texts my students read have been copied and preserved for two thousand years for a reason! They have lasting wisdom and values for my students to read, learn, and question.”
Why do we teach Latin in Grades 5 and 6? What is the benefit?
“Students at BASIS Independent Silicon Valley study Latin in Grades 5 and 6 because it helps shape them into well-rounded students with a strong knowledge of western history, literature, and language. Western society has been shaped by Roman ideas and ideals for two millennia; learning the language, history, and mythology of the Romans helps our students to understand the structures Romans have contributed to our own society. It also aligns with their history curriculum in Grades 5 and 6, which focuses on ancient cultures.
In BISV’s middle school courses, students learn Latin using the reading method: students are presented with scaffolded readings to illustrate new concepts, and they’re able to deduce the meanings and structure from the context. This inquiry-based method nurtures critical thinking and analytical skills, as well as teaches students Latin.”
How does Latin elevate critical thinking and creativity?
“The way we study Latin elevates critical thinking by forcing students to think precisely about the way words interact with other words. In English, we are deeply reliant on word order to render the meaning of a sentence–if I scrambled up all the words in a given clause, it would mean something completely different! But in Latin, that isn’t the case–Latin instead uses noun endings (called cases) to indicate what each word does in a sentence.
All this means that students can’t necessarily translate by reading a sentence straight across–they need to consider each word and what its ending tells us about its role in the sentence. They get very quick at this precise kind of thinking as they read more and more Latin throughout the year. This helps students appreciate the detail of language, and the different ways languages can express similar ideas.”
What inspired you to learn Latin and teach it?
“I took Latin for the first time more or less on a whim–originally I had wanted to be an English major, but I could only get into one English class in first year university. I picked Latin just to fill out my course load because I had always been interested in the Romans and also because I’m not very practical (my dad said to take economics instead). I fell in love with Latin over that first year of study in part because I loved how clear and precise Latin could be. It’s very rule-based and predictable, which is so nice compared with all the shenanigans English gets up to. I took additional Roman culture and history classes in my second year, and that additional pursuit crystallized for me that I wanted to study the Romans.
I think it’s amazing that our students have the opportunity to study Latin at such a foundational age, rather than waiting until college, as I did.”
How does Latin connect with the other subjects that students are taking in Grades 5 and 6?
“Latin connects primarily with students’ history classes in Grades 5 and 6. Grade 5 students take a course in Classics three days a week, where they learn all about Egypt, Mesopotamia, Greece, and Rome. Grade 6 students take a class in world history, which covers those time periods in greater scope. Meanwhile, in Latin class, we learn about Roman culture and mythology. This cultural and linguistic context helps flesh out their history learning, while the history shapes their understanding of where Latin fits in the ancient world.
Latin also connects with students’ English curriculum when it comes to grammar and vocabulary. I love that my Grade 6 students already know all about the difference between simple, progressive, and emphatic aspects so that we can use that knowledge to help us with our Latin translations; I like to think I reinforce that knowledge by using it in our classroom as well.
In terms of English vocabulary, the overlap is enormous! More than half of English words have Latin roots; by learning the Latin words, my students become better at learning new English words, and at deducing the meaning of new words for themselves (like deduce, which comes from duco lead, and de from–when you lead an idea from something, you’ve deduced it).”
What field trips, projects, and fun things are you planning this year?
“Together with our high school Latin teacher, I advise the BISV chapter of NJCL–National Junior Classical League. We prepare our club members to write the National Latin Exam in March by learning all about the Romans. Since students get the grammar study they need in class, we reserve our monthly club meetings for exploring extra topics related to Roman culture and history.
At a typical meeting, for instance, we might learn all about what a day at the ludi (games) would look like for a Roman: beast fights in the morning, executions at lunch, and gladiator fights in the afternoon. We might talk about the different kinds of beast fights Romans enjoyed: Romans might see a staged hunt, where the arena is transformed into a forest, and riders on horseback hunt a deer, or they might see a lion and a bear fighting one another on the sands. We could also talk about all the different types of gladiators and the most popular match-ups: Romans loved to see equal-but-opposite fighting pairs, like a heavily armed secutor (with a heavy helmet, shield, and sword) facing off against the lightly armed retiarius (with only a trident, a net, and a shoulder guard).
Over 85% of our National Latin Exam students received a certificate or medal on their exams in the 2021 – 2022 school year, and four students earned book awards for having 4+ years of gold medals.
We are so proud of our Bobcats and all their accomplishments in the field of classics!”
BASIS Independent Silicon Valley is a TK – Grade 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the Bobcat community? To join our interest list for the next school year and receive admissions updates and more, please click here.
Autumn days are here again! Hints of fall are starting to peek out from around the corner here in Brooklyn. I grew up in New Hampshire, and fall has always been my favorite time of year – cool breezes, apple picking, Halloween decorations, and auburn leaves all appearing once again.
The other special part of the fall is that school admissions events are in full swing. This means one thing for BASIS Independent Brooklyn – our Fall Open Houses! Fall Open Houses are considered the greatest way for your family to get to know our BASIS Independent Brooklyn community, making them some of the best events of our year.
Please join us in-person at one of our Open Houses on Saturday, October 19 (PreK-Grade 2) or Saturday, October 26 (Grades 3-12).Click here to register!
General Open House Structure: For both Open Houses, doors will open at 9:40 AM, and the event will last approximately until 12:00 PM. We welcome you to register and attend even if you are not able to participate in the entire event. Students are encouraged to join us, as well.
Open Houses begin with an Introduction and an Open House Overview. They include a Parent Panel where you will be able to hear from current BASIS Independent Brooklyn families. Families will also be able to tour the campus while visiting classrooms.
Please review the details below for additional information regarding the structure of each Open House:
PREK–Grade 2: Saturday, October 19 at 10:00 AM
PreK & Kindergarten Saturday, October 19 Learn about our Early Learning Program, where our youngest students grow. Hear from teachers, administrators, and parents about how BASIS Independent Brooklyn Lower School fosters curiosity, exploration, and creativity. Our passionate Subject Expert Teachers will show you what a day in the life looks like as they lead mini-lessons in their vibrant rooms.
Grades 1-2: Saturday, October 19 Visit with our Learning Expert and Subject Expect Teachers to learn about our unique two-teacher model. From math and science to humanities, Mandarin, music and more, find out how we support students in developing study skills and spark a lifelong love of learning. Our Subject Expert Teachers will lead mini-lessons to help you get a feel for the engaging activities that take place in the classrooms. These sessions will also help you understand the transition to our Upper School campus in Grade 3.
Parent and Student Panel
Our Lower School Open House will conclude with a Q&A panel that consists of BASIS Independent Brooklyn parents and school leadership.
Activities and Refreshments
A Fun Zone will be hosted in one of our classrooms. You are welcome to bring your student(s) and have them play with our team and their peers while you explore our school. We will have light refreshments for the whole family at the Open House. After the Open House, we invite you to enjoy our Back to School Bash alongside our whole school community. There will be food trucks, face painting, a magician, games, and other treats!
GRADES 3-12: Saturday, October 26 at 10:00 AM
The Primary Program: Grades 3-5 Saturday, October 26 Visit with our Learning Expert and Subject Expect Teachers to learn about our unique two-teacher model (for grades 3 & 4). From math and science to humanities, Mandarin, music and more, find out how we support students in developing study skills and spark a lifelong love of learning. You will also have the chance to learn about how these bridge years encourage autonomy, creativity, and confidence to help prepare your student for Middle School.
The Middle School Program: Grades 6-8 Saturday, October 26 In the Middle School Program, we focus on developing the academic, executive functioning, and self-advocacy skills needed for success in the high school years. Hear from our Subject Expert Teachers about how they inspire excellence inside and outside of the classroom. Plus, learn about our many athletic and academic competition teams, clubs, international trips, and more.
The High School Program: Grades 9-12 Saturday, October 26 Educating tomorrow’s great innovators, pioneers, and leaders requires a well-rounded curriculum – one with breadth and depth across academic disciplines. Meet students, faculty, and administrators as you and your child learn about high school at BASIS Independent Brooklyn, including our unique Senior Year program.
Parent and Student Panel
Our Upper School Open House will conclude with a Q&A panel that consists of BASIS Independent Brooklyn parents, students, and school leadership.
Refreshments
We will have light refreshments for the whole family at the Open House. After the Open House, we invite you to stop by our Primary School Fall Harvest Festival alongside our Grades 3-5 students and families.
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Don’t miss this interactive experience! Click here to register for our Fall Open Houses. As you get ready for the fall season, we hope you choose to spend some of your time with us, getting to know our wonderful community.
I look forward to meeting you soon!
Warmly, Ms. Thea LaCrosse Director of Admissions | BASIS Independent Brooklyn thea.lacrosse@basisindependent.com
At BASIS Independent Manhattan, we believe that strong parent-teacher partnerships are essential to student success. Our dedicated teachers are passionate about providing a nurturing and supportive learning environment and are committed to open communication and collaboration with parents.
In this blog post, our teachers offer experiential advice on how to start the school year off right. Building lasting relationships is possible with these top three tips for parents of students at any age:
Attend events
Reach out
Meet in person
Tips for Parents: Start Strong with Effective Communication from Day One
Attend back-to-school events to establish initial connections with teachers.
At the start of the year, we emphasize relationship-building within our Wildcat community! In addition to Meet the Teacher nights, we also have welcome-back carnivals at both the Upper and Lower Schools for socializing in a relaxed atmosphere.
Attending parent events has been a game-changer for me. It’s great to get to know parents and build a personal connection. This has really strengthened my relationships with families and helped me better support their children.
Mr. Smith Visual Arts SET, Upper School
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Proactively reach out to teachers with questions or concerns, especially at the beginning of the year. You can share your child’s strengths, interests, and any challenges they may be facing, but be prepared to work in partnership with the teacher. Math Subject Expert Teacher, Ms. Perez remembers when a parent reached out to share that their upper school student struggles with math even though they put in a lot of effort. Establishing that connection early opened up so many options for support.
This insight helped me better prepare for supporting the student, ensuring I worked with the parent to address difficulties before they became overwhelming. It also allowed me to be more understanding and patient with the challenges the student faced.
Ms. Perez Math SET, Upper School
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Our Learning and Subject Expert Teachers subscribe to this trust-building type of collaboration that requires impactful two-way communication. In our experience, a strong teacher-parent partnership addresses specific student needs, increases learning, and benefits the child’s well-being.
BASIS Independent Manhattan has a unique system that replaces traditional parent-teacher conferences, typically hosted twice for only 15-20 minutes, with weekly parent hours. Teachers are accessible to parents to discuss their child’s progress, set goals, and identify a support plan if needed.
Our teachers have found that it is best when parents come prepared to ask specific questions and follow up on any action items discussed during these meetings. Mr. Smith also notes, “Parents play a huge role in keeping students accountable outside the classroom, which ensures that when they are at school, we are able to be as productive as possible.”
By fostering a team sensibility, we create a supportive and collaborative learning environment that benefits our students. Remember, open communication, mutual respect, and a shared commitment to your child’s success are key to building lasting relationships.
Thank you to our amazing teachers for their dedication and passion. We are grateful for your commitment to our students and our school community.
If you are interested in this kind of parent-teacher relationship or would like to meet our incredible teachers, please attend one of our Fall Open Houses.
We are excited to meet the many wonderful families considering a BASIS Independent Brooklyn experience for their family!
During each admissions season we field a wide range of questions about our curriculum and various programs, student life, electives, extracurriculars, and so much more. We have observed topics that are commonly brought up and want to provide you with answers to frequently asked questions raised each year.
What is the difference between your two Brooklyn campuses?
BASIS Independent Brooklyn was established in 2014. We are one school with two campuses. The Lower School in Downtown Brooklyn supports approximately 150 students in PreK–Grade 2 while the Upper School in Red Hook supports about 530 students in Grades 3–12.
What is the teacher model at your school?
Beginning in grade 1, our students have one Subject Expert Teacher (SET) for each discipline. SETs either hold advanced degrees or are experts in their discipline. SETs use their subject-area passion to inspire students while teaching them at a higher level than what is typically expected of students in their age group.
Learning Expert Teachers (LETs) work in tandem with SETs to co-teach in all grade 1–4 classrooms. LETs accompany their students all day, from class-to-class, and are masters of the learning process and social-emotional growth in children. They are instrumental in ensuring that students are appropriately supported and challenged in each subject. In grade 4, the LET shifts their focus to promoting independence, autonomy, and teaching students how to use their resources. This shift prepares students for grade 5 and beyond where students have just one teacher, their SET, for each subject.
Unlike the Primary, Middle, and High School programs, the Early Learning Program is primarily self-enclosed. Students remain in their vibrant classroom for most of the day, rotating classes only for their daily special (Art, Music, Drama, Engineering, Mandarin, or PE/Movement). Early Learning Teachers lead our PreK and Kindergarten classrooms and are responsible for delivering most of the content to students by bringing their own pedagogical expertise to the classroom, with the consistent support from an Early Learning Teaching Fellow.
What are your elective offerings?
In the Early Learning and Primary programs, students will take Art, Music, Drama, Engineering, and PE/Movement. In the Middle and High School programs, students can continue to take those courses or elect to take Band/Orchestra, Computer Science, Choir, Creative Writing, Introduction to Philosophy, Digital Photography, Introduction to Film Production, Sustainable Fashion, Topics in Economics, or a number of Advanced Placement (AP) courses.
What are your athletic offerings?
We have competitive and league sports for students to play. Offerings for our Middle and High School students include basketball, tennis, flag football, track (cross country, indoor and outdoor), soccer, volleyball, baseball, ultimate frisbee, and competitive cheer and dance. Next year we are planning on adding a squash and fencing team. Every year our club and athletic offerings grow in number and vary based on student interest.
What are your club offerings?
We offer over 60 clubs at our Lower School and Upper School campuses! Our students can participate in AI for Kids, Chess Team, Leadership Club, Math Team, Science Bowl, Student Newspaper, Black Student Union, LatinX Affinity, and more.
Do you offer early or late care for students?
At both campuses, we offer supervised early and late care. Early care, called Early Bird, is offered beginning at 7:00 AM at our Lower School and 7:15 AM at our Upper School. We offer two types of late care. The first is called Late Bird, which runs until around 4:00 PM. The second is called Cub Care (PreK-Grade 2)/Bear Care (Grades 3-8), and these begin following dismissal. Cub Care/Bear Care is more structured and involves a range of activities from sciences to sports to arts. After-school programs for High School students take place in the form of athletics and clubs.
Why do you teach your students Mandarin?
The co-founders of the BASIS Curriculum intentionally designed our Early Learning and Primary programs to include Mandarin. Mandarin is a global language, and researchers found that learning the language develops new pathways in the brain and uses both the left and right temporal lobes simultaneously. Studies also show that Mandarin helps students grow their mathematical abilities due to the emphasis on ordering, grouping, and distinguishing between similarities and differences in character writing and intonation. While Mandarin is required in PreK-Grade 4, Latin is required in grades 5 and 6. Beginning in grade 7, students will select a world language from French, Latin, Mandarin and Spanish, which they will continue throughout High School.
Do your campuses have any outdoor spaces?
Our Lower School has direct access to a new, beautiful, big park and playground right across our street! Our Upper School has three outdoor spaces. This includes one fully covered space, one partially covered space, and an uncovered playground.
What is your student-to-teacher ratio?
From PreK to grade 4, there are two teachers in each classroom. Beginning in grade 1, students will have one teacher for each subject as they rotate from classroom-to-classroom and teacher-to-teacher during the school day. Generally, our PreK classrooms average around 15 students with two teachers in the classroom and Kindergarten averages around 12 students per classroom with two teachers in the classroom. Grades 1-12 average around 21 students in each classroom.
What is the diversity of your student population?
Brooklyn is wonderfully diverse, and our student population reflects this. 53% of students identify as a person of color and 41 languages are spoken throughout our community.
Do you offer financial aid?
At this time, financial aid is not available. We offer families three types of tuition payment plans: one payment, two payments, or ten monthly payments. We award scholarships based on academic merit to a highly selective group of current BASIS Independent Brooklyn students in grade 8 who are planning to stay for high school.
Do you offer transportation?
We encourage families at both campuses to make use of nearby public transportation options. We offer free or reduced fare MetroCards for students who plan to use public subways or buses. The Lower School is located centrally in Downtown Brooklyn near stops for the 2, 3, 4, 5, A, C, D, F, G, N, Q, and R trains; the LIRR at Atlantic Terminal; and the B25, B26, B38, B52, B54, B57, B61, B62, and B67 MTA bus lines. The Upper School campus in Red Hook is conveniently located near stops for the B61 and B57 buses, and accessible from the F and G trains at Smith & 9th Street Station. Families are welcome to use bikes, strollers, skateboards, and scooters. We have storage at both campuses for these modes of transportation.
Our fee-based transportation program at the Red Hook campus includes morning and afternoon bus services throughout Brooklyn and Lower Manhattan. We carefully plan our bus routes each school year to try to accommodate student demand and the requested stops. However, bus stops are not guaranteed and are subject to change. For families with students at both our Upper and Lower School campuses, BASIS Independent Brooklyn offers a free “Connector” bus. Please inquire directly for more details on our current routes.
What is parent involvement like at your school?
Parents have many opportunities to get involved! The first way is through BIB Committees. These committees include the Teacher Appreciation Committee, Social Committee, World Fest Committee, and Community Outreach Committee. We also have a wonderful group called our Parent Ambassadors. These leaders work closely with our Admissions Team on events and connecting with new families.
What community opportunities will my student have if they join your program?
We have very active National Junior Honor Society and National Honor Society chapters at our school leading regular service initiatives. Moreover, our student leadership society, Leadership Club, has prioritized building both a culture of service and sustainability at the school. The students lead annual drives and regularly promote ways to volunteer with Red Hook and Downtown Brooklyn organizations throughout the school year. Our High School students participate in an Annual Day of Service before Thanksgiving Break.
Our school community has worked to develop partnerships with impactful non-profits making a difference in the community. One great example is the Red Hook Art Project (RHAP), which provides tutoring and mentoring for under-served children and youth. The organization offers free classes and tutoring in visual art, music, and homework help. Our students have volunteered for the homework help program and are teaching guitar classes. They also work to ensure our leftover school lunches are transported to RHAP and given to students and their families.
How can I visit your school?
This admissions season, we are hosting a variety of events including Information Sessions, Campus Tours, Open Houses, and Shadow Days. Please click here to register for an upcoming event!
One of the defining features of a high-quality private school education is the advantage of small class sizes. At BASIS Independent Fremont, we understand that the number of students in a classroom significantly impacts the learning experience. Smaller class sizes allow for a more personalized approach to education, enabling teachers to meet the unique needs of each student and foster an environment where academic excellence can thrive.
Individualized Attention for Every Student
In smaller classrooms, teachers can get to know each student personally. This close teacher-student relationship allows for a deeper understanding of each child’s strengths, challenges, and learning styles. Teachers can tailor their instruction to meet the needs of individual students, offering extra support where needed or providing advanced materials to challenge those who are excelling. This level of personalized attention is often difficult to achieve in larger classes, where teachers may struggle to address the varied needs of many students simultaneously.
Enhanced Classroom Engagement and Participation
Smaller class sizes also encourage greater student engagement and participation. With fewer students in the room, each child has more opportunities to contribute to discussions, ask questions, and interact with both the teacher and their peers. This active participation reinforces learning and builds confidence and communication skills. Students in smaller classes are less likely to feel overlooked, and teachers can facilitate a more inclusive and dynamic classroom environment where every voice is heard.
Stronger Academic Outcomes
Research consistently shows that students in smaller classes perform better academically. The combination of personalized attention, increased participation, and a supportive learning environment leads to stronger academic outcomes. At BIF, our commitment to maintaining small class sizes ensures that each student receives the guidance and resources they need to succeed. Whether it’s mastering foundational skills or exploring more advanced concepts, students benefit from an educational setting that prioritizes their individual growth and development.
In conclusion, the benefits of small class sizes extend far beyond the classroom. At BASIS Independent Fremont, we believe that a more personalized and engaged learning experience is key to fostering academic excellence. By maintaining small class sizes, we create an environment where every student can thrive, ensuring that they are not just meeting academic standards but exceeding them.
At BASIS Independent Fremont, we seek applicants who have an interest in learning at an international level, a desire to make a contribution, a willingness to work hard, and an ambition to join a collaborative, supportive, and joyful community of peers and Subject Expert Teachers. Be ready to participate in a culture where academics are encouraged, learning is celebrated, and students have fun! In order to both ensure student success and manage the popularity of our program, admissions is a selective process.
What is the Family Meeting? The Family Meeting is an essential part of the admissions process at BASIS Independent Fremont (BIF) and is part of our final admissions decision. This 30-minute meeting is the school’s opportunity to learn more about your child and your family’s interest in BIF.
While we are happy to answer questions about our program, the Family Meeting is not the best time to learn about our offerings. Prior to the Family Meeting, we strongly encourage families to visit our website and blog, attend an Admissions Event, or speak with a member of the Admissions Team.
When are the meetings held? Family Meetings are held virtually Monday – Friday at various times throughout the day and can be booked through your application portal after you submit an application.
Who is required to attend the Family Meeting? At least one parent or guardian is required to attend. Students applying for TK – Grade 1 are not required to attend. Students applying to Grade 2 – 9 are required to attend.
If your child is required to attend the Family Meeting and does not, you will be asked to reschedule.
What if we are applying for more than one student? Only register for one Family Meeting, and bring both students, if required to attend, to the same meeting.
When does the meeting have to take place? Those applying in Early Admissions must complete their Family Meeting by their Completion Deadline, Friday, November 8, 2024. Those applying to Regular Admissions must complete their Family Meeting by their Completion Deadline, Friday, February 14, 2025.
How do we register for a Family Meeting? Once you have submitted your application, you will be prompted to schedule your Family Meeting.
If you’re not ready to choose a date and time, you can always log back in at a later date and choose one that is convenient. Please note: As we get closer to the Completion Deadline, there are fewer meeting times available. We would suggest scheduling one as soon as you are able. If you wait and are unable to schedule a Family Meeting for one of our offered times, your application will be incomplete, and you will not be considered for admission.
How long is the Family Meeting? Family Meetings are generally 30 minutes long. Oftentimes, those hosting the Family Meeting will have back-to-back appointments and will be unable to go over the 30-minute mark.
Who will we be meeting with? Our Family Meetings are hosted by members of the Admissions Team, members of our Administration, and even some of our Subject Expert Teachers! You never know who will be hosting, but you’ll always get to speak with a member of the BIF Family!
What questions will we be asked? The meeting is our chance to get to know you and your child more in a one-on-one setting. We may ask you questions about why you’re interested in BIF, your child’s academic and non-academic interests, and even what they like to do with their free time.
We discourage any formal interview prep, as it tends to make students more nervous when we are just trying to get to know them. We want all students to feel comfortable and be themselves.
How will the Family Meeting be held? You will receive a reminder email 24 hours before your meeting time with a Zoom link to your virtual meeting. When your meeting time arrives, please log in to your meeting via Zoom.
Can we ask questions at the end? If there is time, yes! But always note who you are speaking to. Whoever hosts your meeting will always introduce themselves and let you know their role at the school. If their role is not in relation to your question, they will let you know, and encourage you to reach out to the Admissions Team for an answer.
We look forward to meeting you and your student(s) soon at your Virtual Family Meeting!
The Admissions Team is looking forward to connecting with you! If you have any questions, please contact the Admissions team by e-mail, or speak with an admissions representative at 510.775.5822.
Helping students manage their time and schoolwork effectively is core to the BASIS Curriculum. One of our most important tools in developing students with life-long habits of self-direction and disciplined, critical enquiry is the Communication Journal (CJ).
At first glance, it’s an analog daily planner. In practice, it’s the epicenter of our students’ educational experience, a record of their wins, their losses, and most importantly, their areas for improvement. During the school day, we focus on building the student-teacher relationship. The CJ is critical in helping families feel involved in their child’s education at the end of the day. It is the first daily touch-point between teachers and parents and acts as a discussion started at home between students and their families.
The CJ is central to our curricular philosophy not to post homework or grades online, or remove students from conversations about their own education. It is the tool that makes this philosophy a powerful growth opportunity for students to own their own academic and intellectual progress.
Over time, after successful usage of the CJ has been proven, students can expect to have more independent ownership of their CJ, and less and less oversight by their teachers and parents. Our goal is to start strong and while they are building their habits, have consistent daily checks. But as the years move on, we train students to become more independent, and less dependent on others for their own academic responsibilities.
Kindergarten Communication Journal
Even our youngest students have their own CJs to record their work and have their parents sign each evening. Kindergarten students are expected to record their own CJ notes each morning.
Students in Kindergarten recording their CJ notes for the day
Grades 1 – 3 Communication Journal
Unlike students in Kindergarten who primarily stay in their classroom throughout the day, students beginning in Grade 1 travel from classroom to classroom for each subject. The expectation of a CJ note from each Subject Expert Teacher (SET) begins in Grade 1 and continues on through high school. Students in Grades 1 – 3 receive assistance recording their CJ notes from their Learning Expert Teachers (LET) who will often give out stamps or stickers for a job well done!
A Grade 2 student’s CJ notes for the week
Grades 4 – 5 Communication Journal
For students in Grades 4 and 5, the use of the CJ is now a daily habit. Though our Grade 4 students still have their LET to help them, in Grade 5 the responsibility rests solely on the student. Students who have been with us throughout their elementary years know its power in keeping them accountable for their education, and even new students can appreciate this tool for helping them keep their upcoming assignments and assessments organized on a daily basis.
A student in Grade 4 sits right down to record their CJ note for Science even before class begins
Grades 6 – 8 Communication Journal
In middle school, we start to see more and more students not needing their parent signature every night. There are fewer CJ checks happening in the classroom and at home depending on the student. But, at the first sign of disorganization, the first step expressed by their Dean of Students, one of their SETs, or their parents is always the same, “Let’s look at your CJ.”
A Grade 8 student shows off their well-organized CJ with their friend
Grades 9 – 12 Communication Journal
In high school, the CJ is perfected. Not only are students rarely needing their parents to sign their CJ, but they are now using it as their own tool to organize their after-school activities. Many high school students will write reminders for things to print at home, office hours to attend, and even their clubs in their CJ. The goal of being organized, thinking ahead, and ready for each day has been achieved.
Grade 9 students CJ showing its use for not only their classes, but also their after-school enrichment activities
Unsurprisingly, our Alumni often cite the use of the CJ as one of the most helpful habits learned from our program. Many use their own tools of organization with their electronic devices now, but every year we have a few seniors who ask us for an extra CJ before they leave us.
Our educational philosophy is centered around student autonomy and self-advocacy and the Communication Journal is just one tool that helps us achieve that.
At BASIS Independent Bellevue, we seek applicants who have an interest in learning at an international level, a desire to make a contribution, a willingness to work hard, and an ambition to join a collaborative, supportive, and joyful community of peers, Learning Expert Teachers, and Subject Expert Teachers. Be ready to participate in a culture where academics are encouraged, learning is celebrated, and students have fun!
We are excited to know you are considering BASIS Independent Bellevue, a Grades 3 – 9 (expanding through Grade 12 over the next several years) private school. In order to both ensure student success and manage the popularity of our program, admissions is a selective process.
When applying, each family will work with members of the Admissions Team whose role is to welcome new families to our program and educate them on the benefits of a BASIS Independent Schools education. They are the guides through the application and admissions process.
Read below to learn more about the admissions process.
Step 1: Attend an Admissions Event (Optional)
Though not required, we strongly recommend you attend one of our Admissions Events to learn about our program before applying.
To view our upcoming Admissions Events, click here.
Step 2: Submit an Online Application
You will submit an application on our website with general student information. This will officially start the application process! After your application is processed, you will be able to access the Teacher Recommendation Forms, and Transcript Request Form, and schedule your student’s Entrance Exam and Family Meeting.
Please note: Steps 3, 4, 5, and 6 can be done in any order, but must be completed after the application is submitted and before a family is issued an admissions decision.
Step 3: Teacher Recommendations*
You will be able to provide the recommendations directly to your child’s current teacher. We do not accept recommendations from past teachers, only current ones. As listed in the instructions of the recommendations, we do not accept documents from parents. All recommendations must be sent from the teacher to the Admissions Office directly.
*We understand some schools do not allow their teachers to write recommendations for students that are leaving their program. In these circumstances, the requirement can be waived.
Step 4: Transcripts
You will be able to download a Transcript Request Form after submitting your application. This form requests your child’s current school send us a current-year report, along with the last two years. As listed in the instructions of the request form, we do not accept documents from parents. All transcripts must be sent from the school to the Admissions Office directly.
Step 5: Student Evaluation
Students will register for a BASIS Independent Schools In-Person Entrance Exam. This evaluation allows us to meet and interact with your child and determine if they are ready – academically, socially, and emotionally – to join our program in the grade for which they are applying.
Step 6: Virtual Family Meeting
At least one parent or guardian is required to attend this 20-30 minute Virtual Family Meeting. Students are required to attend. This meeting is a chance for us to meet your family, and your student, and learn a bit more about them in a one-on-one setting.
Once all supplementary materials are received and required meetings are attended, your application is complete!
