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Best Practices: The Co-Teaching Model in Our Primary Program

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BASIS Independent Brooklyn’s co-teaching model in Gr. 1-4 pairs teachers together to deliver tailored instruction and support for Primary Program students. This co-teaching model consists of a Learning Expert Teacher, who draws on childhood development and pedagogical expertise to teach one class of students throughout the day, and Subject Expert Teachers, who focus on the content area they are most passionate about from their years of study. Their combined expertise energizes students and deepens engagement in specific subjects, such as math, science, and humanities, while providing differentiated instruction to challenge each student at the appropriate level of mastery.

Head of School for BASIS Independent Brooklyn’s Lower School, Ms. Rose Miller-Sims, cites the co-teaching model as one of the reasons that she was first drawn to BASIS Independent Brooklyn. Ms. Miller-Sims started her long career in education, first teaching at the collegiate and adult level and then shifting to primary school. She first joined our school as a Gr. 3 Learning Expert Teacher in 2017.

“This is a really unique model of co-teaching,” shared Head of School Rose Miller-Sims. “In other schools, co-teachers are focused on one very specific aspect of learning, such as supporting English Language Learners or students with diagnosed learning differences. In our model, we have two experts in teaching in a classroom, each with a different lens for how to support student learning. That is a big part of how we ensure that foundational skills are fully solidified in the primary years. The model leads to tailored instruction that really helps students fill gaps.”

“We have two experts in teaching in a classroom, each with a different lens for how to support student learning.”
– Rose Miller-Sims, Head of School at BASIS Independent Brooklyn Lower School

Our Learning Expert Teachers focus on students’ social, emotional, and academic needs, building deep relationships to support individualized learning and behavior. Learning Expert Teachers greet students in the morning, help students prepare for what to expect over the course of the day, and continuously monitor their progress toward individualized goals. These teachers also lead the “Connections” class, which helps guide students to draw connections across their classes through interdisciplinary projects, fostering collaboration and social skills. They work very hard to ensure every student, whether in need of extra support or advanced challenges, receives instruction suited to their current level of achievement.

“The Learning Expert Teacher is focused on one specific class of students,” commented Ms. Miller-Sims. “They get to know that group of students really well and make sure each child is getting what they need- not just on an academic level, but also behaviorally and socially. They spend a lot of time with students throughout the day. I like to say that they are the expert in their group of students and how they learn best.”

Subject Expert Teachers, on the other hand, focus on their passionate content area, designing lesson plans and managing academic learning outcomes in areas such as math, science, humanities, physical education, languages, and the fine arts. These teachers construct syllabi and communicate learning goals to parents in collaboration with the Learning Expert Teacher.

Proprietary research conducted by BASIS Independent Schools staff on our LET/SET model found that a true partnership between two actively engaged teachers working in tandem to bring out the best in one another and design lessons that best fit the needs of their particular students is unique.

Our Learning and Subject Expert Teachers raise the standard of learning in the classroom. While we set advanced goals for student learning, we also have a strong culture of support. We want to make sure that students have the confidence to take on what is presented to them each day in the classroom and throughout their school experience at BASIS Independent Brooklyn.

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.

Top 5 FAQs About BASIS Independent Bothell and Why You Should Join Our January Open House

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Choosing the right private school in Bothell for your child is one of the most important decisions you’ll make. At BASIS Independent Bothell, we know families want clarity on daily routines, academics, student life, and what sets our program apart from other Seattle private schools.

Below are answers to the top five most frequently asked questions from prospective parents, plus why our January Open House is the best way to experience our school firsthand.

1. What are the school drop-off and dismissal times?

Our campus opens at 7:00 AM with a free Early Bird Program before classes. Dismissal runs from 3:20–4:20 PM, and Late Bird after-school care is available until 6:00 PM.

2. What activities and clubs do you offer?

Learning at BASIS Independent Bothell doesn’t end when the school day does. Students can participate in a wide variety of extracurricular activities, including robotics, chess, speech & debate, art & music, coding, and athletics. Whether your child is passionate about STEM, performing arts, athletics, or discovering new interests, our programs provide meaningful opportunities to grow, explore, and connect.

3. Do you have a preschool program?

At this time, BASIS Independent Bothell serves Kindergarten through Grade 12. Students entering Kindergarten must be 5 years old by September 30 of the year they enroll.

4. What is the student-teacher ratio?

Kindergarten classes have about 20 students with an Early Learning Teacher and an Early Learning Teaching Fellow. Grades 1–4 average 25 students with a Learning Expert Teacher (LET) and Subject Expert Teachers (SETs) for each subject. Grades 5–12 also average 25 students per class with a Subject Expert Teacher. This structure allows students to build relationships with teachers while benefiting from experts in every subject area.

5. How do you support new student transitions?

Transitioning to a new school, especially one with a rigorous academic program, can feel overwhelming. We provide support every step of the way through daily guidance from Learning Expert Teachers, advisory programs for older grades, academic support during Student Hours, and family communication through Parent Hours. Our Dean, Student Affairs Director, and School Counselor provide emotional and social support to ensure every student feels confident and prepared.

See It All in Action at Our January Open House!

Reading about a school is helpful, but truly understanding our program, culture, and teachers happens best in person. Join us for our January Open House, where you’ll see why BASIS Independent Bothell is becoming one of the most sought-after private schools in the Seattle area.


Why Attend?

If you’re searching for a private school in Bothell, WA, or exploring Seattle-area private schools known for academic excellence, this event is your chance to see what makes BASIS Independent Bothell unique.

Sign up here

Join a community built on Curiosity, Ownership, Respect, Advocacy, and Loyalty!

Walking in Their Shoes: Leadership Steps Into the Classroom

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

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

Learning by Living It

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

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

Beyond Observation

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

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

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

Fresh Perspectives

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

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

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

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

More Than a STEM School: Highlighting Our Humanities Curriculum

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At BASIS Independent Manhattan, our reputation for excellence in math and science is well-established. Families often choose us because they know their children will master calculus, physics, and engineering years ahead of national averages.

However, a truly exceptional education requires more than STEM mastery. We are a Liberal Arts school with a distinct focus on STEM, and that distinction shapes every classroom. The same high standards that define our science labs are present in our English and history courses.

Our mission is to cultivate well-rounded students who are as confident analyzing a complex novel as they are solving a differential equation.

two elementary school students read a book together

Why a Content-Rich Curriculum Matters

Our unique approach and advanced academics are supported by research and cognitive science. Studies, such as those highlighted in “The Knowledge Gap” by Natalie Wexler, demonstrate that early exposure to a deep, content-rich curriculum is the key to long-term academic success.

Wexler’s research confirms what we see in our classrooms: when students build a broad base of knowledge in history, geography, and literature starting in the early years, they develop superior reading comprehension and critical thinking skills. This foundation empowers them to excel in high-level courses later on.

This is why we believe in and uphold our curriculum. From PreK through grade 12, every subject is an opportunity to challenge students and expand their understanding of the world.

Consistency Across the Board

To ensure our humanities program consistently meets these high standards, we have made a strategic investment in our curriculum. We have adopted the Savvas/Pearson program for our core English and history instruction. This resource provides the robust structure and depth necessary to support our advanced learning outcomes.

This alignment ensures that rigor is a constant across every grade level.

two male elementary school students read a picture book together
  • Building the Foundation: In the Lower School, we focus on critical reading and writing. Even our youngest students in PreK and kindergarten are engaging with texts that ask them to think, not just decode.
  • Advanced Placement Readiness: Our humanities courses are taught a grade level ahead. This intentional pacing challenges students to take on sophisticated ideas earlier, preparing them for the demands of AP coursework in high school.
  • Connecting Disciplines: By coordinating our curriculum, we create opportunities for students to see connections between subjects. A history lesson on the Industrial Revolution might overlap with a science unit on energy, deepening understanding in both areas.
high school students in English class doing an activity with notecards spread across the floor

Interdisciplinary Curriculum: Preparing for High-Level Coursework

Our grade 4 students recently explored New York State Native American history. Rather than simply memorizing facts, they built detailed dioramas and wrote analytical explanations of tribal societies.

This project required them to use their research and writing skills along with hands-on creativity to connect geography, culture, and economics—the exact kind of multidimensional thinking they will need for future AP History courses.

female student pointing to her diorama project in a shoe box with typed text on the top and then the native american society landscape inside the box.

Voices from the Classroom

The heart of our program is our faculty. Our teachers are subject matter experts who are passionate about their fields and their students.

Abigail Bandarenko (Director of Student Affairs, Lower School PreK—5)

Ms. Bandarenko brings a wealth of experience to her leadership role, holding a dual master’s degree in elementary education and literacy from Bank Street and a bachelor’s in English. Having served as a Subject Expert Teacher in humanities herself, she possesses a deep, practical understanding of how literacy develops in the classroom.

Ms. Bandarenko interacts smiling with two early learning program students

“In my role, I see firsthand how a strong foundation in literacy powers everything else. At its core, literacy is the ability to communicate clear understanding through language to express needs and ideas. By fostering these skills in the early years, we give students the tools to succeed in every subject, from science to history. It’s not just about reading and writing. It’s about equipping students to be confident communicators and curious, capable learners for life.”

Ms. Bond discussing topics with a student.

Emma Bond (English Subject Expert Teacher, Upper School grades 9—12)

Ms. Bond’s expertise is grounded in her academic background in English and theology, as well as her immersive study of Shakespeare and philosophy at the University of Oxford. With five years of teaching experience, she brings a rigorous, scholarly approach to her high school English classes.

“In our Upper School English courses, we go far beyond plot summaries. We dive into the ‘why’ and ‘how’ of great literature. Whether we are reading Shakespeare or modern dystopian fiction, students are learning to analyze arguments, understand nuance, and articulate their own unique perspectives. These are the skills that shape future leaders.”

The Full Picture of Academic Excellence

True academic success is about balance. The critical thinking skills developed in a rigorous humanities seminar make our students better scientists, just as the logic learned in math makes them sharper writers.

We invite you to see this dynamic education in action. Come explore how BASIS Independent Manhattan prepares students for future success in the real world.

Learn More

about our balanced curriculum, join our interest list, and meet with Admissions.

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Nurturing Hearts and Minds: How Social-Emotional Learning Shapes Students at BASIS Independent Bellevue

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At BASIS Independent Bellevue, we believe that academic excellence and emotional intelligence go hand in hand. While our students are challenged daily to think critically, solve complex problems, and explore advanced subjects, we also recognize that success is more than a grade report. That is why social-emotional learning (SEL) is an essential part of our educational philosophy.

Through school-wide initiatives, campus events, and counseling resources, we intentionally cultivate a school culture that helps students develop skills that prepare them to become effective and compassionate future leaders.

What Is Social-Emotional Learning (SEL)?

Social-emotional learning is the process through which people acquire and apply the knowledge, skills, and attitudes to:

  • Understand and manage emotions
  • Set and achieve positive goals
  • Feel and show empathy for others
  • Establish and maintain positive relationships
  • Make responsible decisions

These competencies—outlined by organizations like CASEL (Collaborative for Academic, Social, and Emotional Learning)—form the foundation for emotional well-being and effective learning. SEL is not an “extra” in education; it’s the connective tissue that helps students thrive holistically.

Why SEL Matters

Today’s students navigate a world that is fast-paced and constantly evolving. While preparing students to rise to these challenges with their academics is vital, it can only be possible with the skills acquired during social-emotional learning. In fact, research consistently shows that SEL leads to improved academic outcomes, stronger relationships, and better long-term well-being (CASEL, 2023).

At BASIS Independent Bellevue, we see SEL as a way to help students:

  • Build Confidence: By learning self-management and goal-setting, students gain the courage to take on challenges and learn from setbacks.
  • Foster Empathy: Understanding perspectives different from their own creates more inclusive and caring classrooms.
  • Strengthen Resilience: When students learn how to navigate emotions, they are better equipped to handle stress, transitions, and the natural ups and downs in childhood.

School-Wide Initiatives: PurposeFull People and CharacterStrong

To make SEL meaningful and scaffolded across grade levels, BASIS Independent Bellevue implements two research-based programs: PurposeFull People and CharacterStrong.

PurposeFull People, designed for younger learners, introduces foundational social and emotional skills in age-appropriate, engaging ways. Lessons and classroom activities help students explore monthly themes like responsibility, respect, cooperation, and gratitude. Students learn to name their emotions, communicate effectively, and practice empathy—all skills that create a strong foundation for holistic success. This program is delivered daily during a dedicated social-emotional learning time by our Learning Expert Teachers.

For our middle and high school students, CharacterStrong focuses on developing character and leadership through intentional practice. Weekly lessons are delivered by our Academic Enrichment teachers during a dedicated time called Mountaineer Monday. These lessons emphasize skills vital to being a Mountaineer at BASIS Independent Bellevue, such as kindness, patience, honesty, and perseverance. While our campus is united each month on the focused theme across all grade-spans, our older students take this learning to a deeper level. Rather than treating character as a one-time topic, CharacterStrong integrates these values into the rhythm of life as a young person. Setting goals for the future, discovering passions, and building resilience are central to the learning process.

Together, these programs ensure that every student, from our youngest learners to our middle schoolers, is guided through a consistent SEL framework that grows with them.

SEL in Action at BASIS Independent Bellevue

While we value setting aside intentional time to learn these skills, we recognize that SEL is not confined to a single class period—it is integrated into the daily life of our school. Our educators intentionally model the skills that we want students to develop. You will also see SEL at work when students collaborate on group projects, lead class discussions, or persevere through challenging assignments.

Beyond that, community-building events further help students connect their learning to a larger purpose—understanding how their actions affect others and how they can contribute positively to their community. The Food Drive benefitting our local Renewal Food Bank is an example of how students can put our theme of Gratitude into action during the month of November. Throughout the school year, the Student Affairs team promotes social-emotional learning through exciting and engaging campus events, such as Unity Week and Kindness Week. They also positively reinforce our school’s core values of Perseverance, Active, Community, and Empathy (P.A.C.E.) through weekly announcements and student recognition.

School Counseling Resources

Many students gain the necessary and lifelong social-emotional skills through our campus-wide learning opportunities. However, not every student is the same, which is why we recognize the importance of meeting each student where they are at. Through school counseling services, students who would benefit from additional support can feel empowered to overcome obstacles in their educational journey.

An engaging and collaborative support resource we offer for students is small group counseling. During weekly meetings, students build important skills together while increasing feelings of belonging and community. For more individualized support, students can participate in school counseling meetings aimed at helping them have more effective education and relationships within the school community. Possible counseling topics are coping with changes, transition, self-esteem, friendship and relationship issues, study skills, stress management, fears or worries, conflict resolution, social skills, adjustment to school, and more. It is common for young people to face a number of these challenges, and we are committed to helping them through difficult times.

Family Partnership

When students learn how to manage their emotions, show empathy, and act with integrity, they become not only better learners but also better friends, teammates, and leaders. These are the attributes that will serve them well both in and out of school settings. This is why partnerships with parents and caregivers is vital to the work we do at BASIS Independent Bellevue.

We prioritize sending home newsletters and conversation topics for families based upon the focused theme of the month. By following along, parents can have well-informed discussions with their student as we work together to nurture these essential skills. Parents can also tune into quarterly webinars to learn more about relevant topics related to social, emotional, and mental health.

A Foundation for Lifelong Success

At BASIS Independent Bellevue, our mission extends beyond preparing students for academic achievement—it is about nurturing thoughtful, compassionate individuals who are ready to make a positive impact in the world.

By empowering students to understand themselves and others, we give them the tools to build meaningful lives rooted in purpose and connection.

References:

Making the case for SEL. Collaborative for Academic, Social, and Emotional Learning (CASEL). (2023, June 1). https://casel.org/fundamentals-of-sel/how-can-you-make-the-case-for-sel/

A Day in the Life of a Grade 4 LET – Ms. Strider!

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My name is Ms. Strider and I am the Grade 4 LET (Learning Expert Teacher) at BASIS Independent Bellevue. I stay with my class of students throughout the day, supporting both their academic development and personal growth. While Grade 4 students follow a full schedule similar to upper grades, my role is to help them build responsibility and independence as they prepare for Grade 5. I work closely with our Subject Expert Teachers (SETs) to collaboratively teach each subject, ensuring lessons are engaging and connected across disciplines. Because I see my students in every class, I gain a deep understanding of their learning needs and strengths. This allows me to form meaningful relationships with families and provide thoughtful, and accurate updates on student progress throughout the year.

My day with Grade 4 begins at 7:55 AM when I pick my students up from the multi-purpose room and we head to our lockers to get ready for our day. Students get to say hello to their friends each morning, catch each other up on their fencing practice or dance rehearsal, and get the last of their wiggles out before it is time for class.

Period 1: Science with Ms. Delp!

The first five minutes of each class look fairly similar throughout the day. Students are filling out their CJs (communication journals) and following any directions on the board as a warm up. In Science, students’ daily warm up is to copy down the notes from the board into their science folders so they have all the necessary information ready to go when it is time for a discussion or to start collecting data. Ms. Delp and I work together to provide Grade 4 students with materials, guidelines, and data points for a variety of different scientific activities. In the first month of school, we have measured our wingspans and compared our lengths to that of birds, tested if double stuffed Oreos are actually doubled stuffed, and explored surface tension by adding singular water droplets to pennies. Once we have our notes, completed our experiments, and graphed our data, it is time to clean up, pack up, and line up for our next class.

Period 2: Specials—Music, Art, Drama or Engineering!

Primary students have a variety of specials throughout the week. This morning’s special is Engineering with Ms. DiBattista! Our Specials classes look different than the classic LET/SET model. During these classes, I sometimes work with small groups of students in various levels of reading groups conduct interventions or enrichment. Today, I pulled a few of my students to conduct a reading intervention activity, while the rest of my class did an engineering lesson with Ms. DiBattista. Students’ reading levels are decided by our process of reading assessments that happen once per trimester. With that data, students are placed into small groups, of 3–5 students, and work directly with me on various reading strategies such as identifying the main idea, providing text evidence, or determining character motivation. Building these skills will help students in English class, advance their literacy skills, and most importantly, allow them to be able to read and understand texts independently.

Period 3: English with Ms. Tseng!

Just like in Science class, students begin class by filling out their CJ’s, noting any homework or upcoming assessments, and working independently on their warm ups. Ms. Tseng and I usually collect this work and begin getting students ready for their Novel Study. Currently, we are reading The Phantom Tollbooth! We take turns reading pages in the book between Ms. Tseng, myself, and the students. Learning to annotate texts is a skill we are building and growing in Grade 4. The Phantom Tollbooth is great practice for these skills, as it has several settings and characters. Ms. Tseng may pause the reading to point out a vocabulary word that we need to write down. I may also pause when we meet a new character to take notes about their description and add a sticky note annotation. English class flies by when everyone is so invested in the story! Time to clean up, pack up, and line up for lunch and recess.

Period 5: Math with Ms. Tessler!

These consistent classroom routines make a huge difference in the lives of the students and the teachers. No matter what subject, students know exactly how each class is going to start and exactly what each teacher is expecting their behaviors should be. Grade 4 enters math class, fills out their CJs, and begins their math warm up. Math warm ups are usually a set of problems covering material that we learned the day before. I will go over the warm up with the class, model the work on the board, and answer any questions. Ms. Tessler will get the class set up and ready for notes in their math notebooks. As students are taking notes or working on their independent math assignment, this is a great time for me to look for students who are exhibiting qualities of P.A.C.E (perseverance, active, community, and empathy). Students who show one or more of these qualities at any time during the day receive a PACE Pass. Students turn in their earned passes to the front office to enter the grade level weekly raffle for a chance to win a small prize every Friday. Once all of our daily math tasks have been completed, it is time to clean up, pack up, and line up!

Period 6: Specials or Mandarin!

Three days of the week, Grade 4 has Mandarin class. There are two different Mandarin classes that students are sorted into from the beginning of the year based on ability-level. I do not attend Mandarin class, so I spend this time meeting with SETs, planning reading groups, or having an extra cup of coffee and a snack.

However, this afternoon is Drama with Mr. Mullens! Once all of the students have entered the drama space, filled out their CJs, and listened to Mr. Mullens’ daily expectations, I begin pulling another round of small reading groups. Groups can meet once, twice, or three times a week depending on students’ needs for reading and decoding texts. In Drama class, students are working in three different casts to write their own scripts for the upcoming spring performance. Even though some students are pulled away during the script writing, the entire cast works collaboratively and is able to quickly and effectively fill in any students upon their return to the classroom.

AE (Academic Enrichment) Time!

All students Grade 4 and above have a 20-minute AE period each afternoon. There are a variety of ways to spend a Grade 4 AE period: study hall, brain breaks, or most often, SEL (Social Emotional Learning), lessons and activities. For our SEL lessons we utilize a program called CharacterStrong at BASIS Independent Bellevue. Each month is centered around a character trait theme—October’s is Responsibility. Throughout the month, our class engages in mini-lessons, discussions, videos, and games designed to help students learn about and practice being responsible in their daily lives. Because academic expectations are high on this campus–even in the primary grades–it’s important to remind students that they are more than their grades, and that being a kid is about learning and growing in all areas of life.

Period 7: History with Ms. Rieger!

Our last core class of the day, but procedures and expectations remain the same. Students enter the classroom quietly, fill out their CJs with today’s topic, homework, and upcoming tests. Warm ups in History require students to have their binders and answer the questions on the board neatly on a piece of notebook paper. When the five–minute timer goes off, I read each question with the students and go over the answers. Often in this course there is some background information to read before students can dive deep into the new content, analyze cause and effects, and collect evidence. At the beginning of class I will read the passages with the students and have some student helpers annotate for vocabulary and important details. Then Ms. Rieger will share her slides, photographs, or stories about the time period we are focusing on and begin to ask critical thinking questions to the class. After notes, worksheets, or discussions, it is time to clean up, pack up, and line up once again.

Period 8: PE with Coach Shelp!

“Welcome to your favorite class!” is the way Coach Shelp begins PE. This class is different from Art, Music, and Drama because I always attend PE with my class. PE is a great way to get moving and learn about sportsmanship. Students begin each PE class by jogging some laps around the gym. Once we are warmed up, it is time to play—dodgeball, soccer, pickleball and more! We congratulate our teammates and exchange kind words with our opponents. Time flies in PE and then it is time to grab all of our belongings from our lockers and go home!

After all of my students have been picked up from dismissal, I meet with my co-teaching SETs to collaborate on lessons for the following week. After school you will find me at home in the coziest pajamas crocheting or snuggling with my cat. Another great day in Grade 4!

Leadership Spotlight: Director of Primary Program (Gr. 3-5) Alexa Bono 

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Director Alexa Bono serves as the Director of Student Affairs for the Primary Program at BASIS Independent Brooklyn Upper School. She started in the classroom at BASIS Independent Brooklyn nearly nine years ago, where she quickly distinguished herself as an exceptional, inspiring teacher. Ms. Bono is now the driving force behind many of the wonderful traditions and rites of passage for our Bears in Gr. 3-5, from the Red Gate Farm trip in Gr. 5 to the Fall Harvest Festival for all of Primary School, among many others. 

Before transitioning to administration first as the Dean then Director of Primary School nearly five years ago, Ms. Bono taught for nine years across grades, ranging from Kindergarten to grade 5. For four years, Ms. Bono taught Gr. 1 Humanities at our school, and she also served as the Subject Advisor for Gr. 1 and 2 Humanities for all of our network of BASIS Independent Schools across the country.  

Ms. Bono attended the University of South Florida, where she received her bachelor’s degree, and she continued her studies at the University of South Florida, where she was a member of Kappa Delta Pi, the International Honor Society in Education. She earned her master’s degree in Exceptional Student Education. Now she resides in Red Hook with her husband. 

You have been at BASIS Independent Brooklyn for many years and in several different roles. What drew you to our school initially, and can you share what has kept you here?

After earning my master’s degree, I moved from my beautiful beach town in Florida to the big city. I spent several years working at a wonderful International Baccalaureate school, where the focus was on nurturing lifelong learners, teaching foundational skills, and helping students strive for excellence while also becoming kind, responsible people. When it was time to move on, I knew this type of educational philosophy was what I wanted to continue pursuing. After researching and interviewing at many schools in the city, I found BASIS Independent Brooklyn, and it immediately felt like home. The culture, community, and level of rigor were exactly what I had been seeking in my career. What has truly kept me here for the past nine years, however, is the incredible community of teachers, educators, and outstanding students. Nothing compares. 

How do you balance academic excellence with nurturing the whole child in the Primary Program? 

Academic excellence is always a priority, but achieving it requires nurturing the whole child. Primary students are constantly growing and changing as they learn to navigate the world, and it is our role as educators to guide and support them along the way. My goal is to create a balance between academic achievement, social-emotional learning, and overall development while also making learning fun, engaging, and fostering independence. 

We build this balance by integrating these elements into students’ daily experiences. Our social-emotional curriculum takes place weekly during Connections and Academic Enrichment classes, and these themes are also woven throughout all subject areas to support students’ growth. During our House Assemblies, we reinforce these topics by celebrating one another’s successes and practicing the traits we value as a community. Through games, shout-outs, and shared reflection, we strengthen both individual and collective development, allowing us to meet our goals while nurturing the whole child. 

Speaking of academic excellence, what part of the school’s Primary Program stands apart to you? 

There are two true standouts in our program. The first is our teachers. Each day I come to work with a smile, knowing I am surrounded by one of the most dedicated and talented teams of educators. The second is our Primary Program and its curriculum, which offers a level of accelerated learning that nurtures independence and develops strong, critical thinkers. Together, these two strengths create a learning experience that is truly unmatched. 

Director Bono with some of her Primary Program students at a student showcase.

How do you maintain a positive school culture that supports students and teachers? 

I believe school culture is rooted in community. In the Primary Program, we have an established culture that we nurture and strengthen every day, through school events, House Assemblies, and daily interactions. Simple actions, like saying good morning in the halls or taking time to chat with students, create a sense of connection and positivity that is truly powerful. 

What is the biggest challenge facing school leaders in primary school education today, and how are you addressing it here at BASIS Independent Brooklyn? 

School leaders in education today face a wide range of challenges, and it is our commitment to students that drives us to meet them each day. One of the most significant challenges we have observed in recent years is the learning gap that has emerged in the wake of the pandemic. Our team has worked intentionally to meet students where they are by leveraging our support systems, such as Student Hours, differentiated instruction, small-group instruction, and our fifth-grade student support program. These efforts have ensured that students receive the resources they need to strengthen their foundational skills. 

What is something our families might not know about you that you want to share? 

Many of our families may not realize how long I have been an educator in our community, serving as both a teacher and an administrator. I spent multiple years teaching first-grade Humanities, served as the Subject Advisor for grades 1–2, and later transitioned into the Primary Dean role for grades 2–5. It’s exciting to see that many of my former students are now in our high school! There is something very special about teaching students in Primary School and then watching them grow up over the years. 

Thank you, Director Bono! We are excited to see the Primary Program at the Upper School flourish under your leadership! 

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.

Director Bono is a regular presence on our school’s social media, cheering our students on!

Fall 2026: What to Expect at Your Virtual Family Meeting

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

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

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

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

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

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

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

When does the meeting have to take place?
Those applying in Early Admissions must complete their Family Meeting by their Completion Deadline, Friday, November 21, 2025. Those applying to Regular Admissions must complete their Family Meeting by their Completion Deadline, Friday, February 13, 2026.

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.

Wildcat Voices: Grade 4 Student Shares Life at Top NYC Private School

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Meet Naiya, a Grade 4 Wildcat who joined BASIS Independent Manhattan this school year. Naiya is a fantastic example of our vibrant Lower School community and had so many wonderful things to share. Our Wildcats are eager to talk about their experiences at BASIS Independent Manhattan—from our inspiring teachers and engaging academic curriculum to the dynamic student life that makes our school so special.

Thank you for your time today, Naiya! Let’s start with some basics—what grade are you in and how long have been a BASIS Independent Manhattan Wildcat?

I am in grade 4 and this is my first year!

What was the transition like from your previous school to BASIS Independent Manhattan?

It was good. I did not feel that behind. I had a shadow day and that helped me get used to what was going to happen in my grade level. I transitioned well from a public to a private school. I kept my grades steady and I think I did a good job.

When I started, I had some trouble with math. Sometimes on Wednesdays, I would go to Student Hours where I worked on math problems with my math teacher so I can get better at math.

Now, I am getting better at math. I am not the top person in my math class, but I think I’m doing pretty good. I still go to student hours sometimes but not as much as I needed to.

Tell me about your favorite subject this school year?

Drama! We are doing a Playwright’s Festival where we are writing a scene in a play, and in class we reviewed and voted on which plays we want to produce. Then we were assigned to groups and had assignments from costume development to theater technology. Ms. Boscolo, the Drama teacher, is very nice and very funny.

Share with us the biggest differences between this school and your prior school?

What they are actually teaching us. In my old school I kept getting straight As, and I felt I wasn’t learning anything new. In this school, I am actually learning things that are new and things that I have not done before. I am learning a lot in many new subjects. I am getting to do science and history classes that I didn’t have often in my prior school.

The teachers at this school they help me with things like organization and responsibility, and they make the subject fun. Today in math class, we had a scavenger hunt. We did the hunt with other classmates together and it was fun way to help us understand the math topic. I really think this school has pushed me to reach my full potential. At my old school, I didn’t learn much or get challenged. At BASIS Independent Manhattan, I can try more challenging things that I didn’t think I could do, and I am doing it! I can be the best person in all subjects.

Families regularly ask about the school community. How would you describe the school community at the Lower School?

Amazing in academics and learning! The teachers are amazing because they are all very kind and helpful and they make classes fun. It’s a friendly community. We work with each other all the time. The entire class is actually a community and the entire school is an actual community. Pep rallies are fun and the events we have I like a lot. It is active here!

On a typical school night, how much time are you spending on homework?

Normally about 30 minutes. On Friday’s I do not have homework. Every single day we have a math homework except for a quiz or test day. English, if reading a book, we will get some homework. Science from time to time we get homework. For history, sometimes we have homework.

After school, what clubs do you participate in at BASIS Independent Manhattan?

Fashion and Photography Club. I love it!

We invite you to learn more about the BASIS Independent Manhattan Wildcat community at one of our upcoming admissions events or on a campus tour. Our Rolling Admissions application cycle is now open for the 2025-2026 school year.

We’re Growing: Introducing Kindergarten & Primary Grades in Fall 2026

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We are pleased to share an exciting new chapter in the growth of BASIS Independent Bellevue. Beginning in the 2026–2027 school year, we will expand our academic offerings to include Kindergarten through Grade 2 — making our school a comprehensive Kindergarten through Grade 12 community!

This expansion is in response to continued demand for our Kindergarten and Primary Program, inspiring us to open enrollment and welcome even more young learners into our vibrant, growing school community.

Why Expand Now?
Two key factors make this possible: space and demand.

Originally, our long-term plan was to transition our primary grades (K–4) out of the current building, ultimately making this a grades 5–12 campus once our second campus opened. However, instead of gradually removing the Primary Program, we are excited to announce that we will now reintroduce Kindergarten through Grade 2 to our current campus beginning in 2026–2027.

In two years, BASIS Independent Bellevue will have full use of our existing campus, giving us the space needed to accommodate additional grades. Rather than wait for the construction of our new second campus next door, this strategy allows us to meet the strong interest in our program sooner — without compromising the quality or experience for our current students.

This decision supports our school’s overall growth plan and does not delay the timeline for the new campus. In fact, by building the Kindergarten and Primary Programs now, we ensure a smoother transition when the time arrives to move our younger students.

“This expansion is not just about growing in size; it’s about strengthening our community, building important connections between students of all ages, and ensuring that when we move into our new campus, we do so with an experienced, cohesive team ready to support every learner.” — Dr. Elizabeth Thies, Head of School

Building a Stronger Community
One of the most exciting parts of this expansion is the opportunity to further enrich our Mountaineer community. Our new Kindergarten and Primary students will bring fresh energy to our outdoor halls, while our experienced Middle and High School students will have new leadership opportunities. Programs such as Reading Buddies, Mentorships, and Classroom Assistants have had a remarkable impact at other BASIS Independent Schools campuses, and we are eager to bring these traditions to BASIS Independent Bellevue.

Our incoming Kindergarten and Primary teachers will collaborate closely with our existing faculty, gaining valuable experience and building strong professional relationships before our younger students transition to the new campus. This continuity ensures that when we open the doors to our new, second campus, we will do so as a unified, Mountaineer community — ready to grow together.

Looking Ahead
We are energized by the incredible momentum at BASIS Independent Bellevue and grateful for the trust and support of our families. Applications for Kindergarten along with our Primary, Middle, and High School Grades for the 2026–2027 school year will be available on August 1, 2025.

With more young learners joining our school, and with plans for our future lower school campus moving forward, the future continues to look bright for our Mountaineers.

We are excited about what’s ahead and look forward to continuing this journey together. Explore our Kindergarten and Primary Programs on our website to learn more.