Primary Program

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

October 23, 2025 by emilyhughes Leave a Comment

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

October 14, 2025 by jogoldfarb Leave a Comment

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

August 11, 2025 by michaelmertes

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

May 29, 2025 by chriszefferys Leave a Comment

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

May 6, 2025 by aloracooper Leave a Comment

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.

Sparking Innovation Early: Robotics and Engineering in the Primary School at BASIS Independent Manhattan

April 25, 2025 by christineklayman Leave a Comment

In today’s tech-driven world, preparing students for the future is essential. At BASIS Independent Manhattan, a leading private school in NYC, we are excited to have an enhanced engineering program that includes a Robotics curriculum for primary school students (Pre-K through grade 4). At the head of the classroom for this interactive, engaging, and hands-on learning is Engineering Subject Expert Teacher at the Lower School, Ms. Delaney. She introduced us to the three unique hardware systems—Ozobots, Finch Robots, and LEGO SPIKE kits— and how she uses them to build skills that grow with students through our spiraling curriculum.

Why Robotics?

Beyond just building robots, our program develops critical thinking, creativity, and problem-solving skills vital for future STEM success. Robotics is deeply rooted in computational thinking, the real-world processes behind computer science and engineering. That sounds challenging for early learners, but this hands-on approach seamlessly teaches students how to break down complex problems, identify patterns, develop step-by-step solutions (algorithms), and refine those solutions when needed. It transforms students from passive tech users into active creators!

Ozobots: A Joyful Introduction (PreK–1)

Meet the Robot: A playful, screen-free start to learn the basics of coding! These small, color-sensing robots follow lines and respond to sequences drawn with markers.

Benefits of Ozobots: Students intuitively grasp concepts like sequencing, logic, and cause-and-effect through creative play for beginners. Ozobot’s complexity keeps older students engaged by using more intricate coding knowledge to create multifaceted behaviors and challenges. Learning feels like play, which is exactly our goal.

Skills Gained: Sequencing, prediction, visual coding, debugging, and confidence.

Finch Bots: Creative Coding That Connects (PreK–1)

Meet the Robot: Bluetooth-enabled bots that add movement, lights, and sensors with block-based coding languages like Blockly and Scratch.

Benefits of the Finch: The versatile robot! Highly adaptable and scalable for all ages, Finch robots make abstract coding concepts tangible and provide interdisciplinary connections, reinforcing concepts from music, art, and math. They can be programmed to make music or hold markers, and be used as a drawing tool to sketch shapes, trace patterns, or illustrate coded paths, like a custom maze.

Skills Gained: Sequencing, cause and effect, conditional statements, spatial awareness, and perseverance.

LEGO SPIKE Kits: Engineering in Motion (Gr. 2–4)

Meet the Robot: A kit of over 400 construction pieces with a programmable Hub that uses a Scratch-style interface to move the motors, sensors, and gears.

Benefits of LEGO SPIKE: Hands-on engineering challenges allow students to design, build, and bring their robots to life. They start with basic machines and move to more advanced projects like in biomedical engineering.

A Favorite Project: Grade 4 designing prosthetic hands, which mirror real-world devices, prompting them to think critically about how engineering can improve lives.

Skills Gained: Preparing students for advanced engineering electives, developing collaborative iteration skills, and strengthening their understanding of integrated systems and mechanical design.

Coding the programmable hub to a mechanical claw.

We’re thrilled to announce that our engineering program will extend into grade 5 starting in 2025-2026. This expansion will allow students to build on their understanding of engineering and robotics through exciting cross-curricular connections with science.

Ready to see innovation in action?

Our robotics program is just one example of how BASIS Independent Manhattan provides an enriching curriculum led by expert educators. We balance rigorous academics with fun, hands-on, and experiential learning that prepares our students to be inquisitive, solution-oriented, and collaborative problem solvers.

Discover the difference of a BASIS Independent Manhattan education, where students are empowered to think critically, create fearlessly, and build the future.

We invite you to learn more about our Wildcat community at one of our upcoming admissions events. Interested in joining us for the 2025-2026 school year? Our rolling application cycle is now open — apply here!

APRIL OPEN HOUSES

Upper School
(Grades 6–12)

Saturday, April 26

10:00 AM

Lower School
(PreK–5)

Sunday, April 27

10:00 AM

The New Works Arts Festival and Spring Showcase: A Celebration of our Fine Arts Department

April 3, 2025 by jessicagrear Leave a Comment

This week BASIS Independent Bellevue hosted the annual New Works Arts Festival and Spring Showcase! This event is meant to celebrate our Fine Arts Department and creativity of our students in grades 2 – 8 through dramatic works, musical performances, and the visual arts. The event was four evenings of planned artistic showcases, allowing students to explore their own creative voices and present their perspectives to our community.

Our Fine Arts Subject Expert Teacher, Ms. Carter, teaches grades 2 – 4 in Performance Arts, Music and Visual Art, giving her the unique ability to work with these students across several artistic disciplines. Since the beginning of the school year, Ms. Carter has been working with our primary students on body percussion and control. This skill has allowed students to develop more focus and mindfulness in the classroom, and has been especially helpful in preparing for their Spring Showcase performance. In January, students began using their body percussion skills to rehearsal the musical they would perform in March. Students in grades 2 and 3 were ensemble cast members, singing and dancing during the show, while students in grade 4 were assigned lines and learned blocking techniques on the stage. It came together beautifully!

“Giving the students the opportunity to blend theater, music, and the visual arts created a flow for me to be able to recognize their individual strengths, help direct their energies, and learn what each grade level was truly capable of. Working with these kids brings me such joy because I get to see them set aside their inhibition and come to life. They’re not afraid to be goofy, but and even the ones that are, learn quickly to break down those walls. I love the way they work together. We are a family in that classroom and I think the performance showed that.” – Ms. Carter

In grades 5 – 8, preparation for the New Works Festival began all the way back in August when students in drama classes learned that they would be asked to craft and perform their very own script, adapted from a piece of literature. This required students to look at themes of text, character and story development, and even write their own scripts. This cross-curricular method allows students to rely on skills learned from classes like Classics, English, and Literature and Composition.

Our Drama Subject Expert Teacher, Mr. Mullens, agrees that the integration of Humanities in our curriculum is crucial to the ongoing holistic growth of our students:

“Our students are highly academically motivated, which can mean that they are often very focused in their learning of academic content. In the drama room, I have the pleasure of seeing students truly enjoy the learning process in a non-traditional way. While we incorporate valuable skills, it is also a time for them to laugh, be silly, and bring levity into their day. It’s so important for our students to have these moments of ownership over their creativity, while having a lot of fun.” – Mr. Mullens

Each night kicked off with a visual arts showcase, highlighting art made by students in grades 2 – 8 throughout the course of this year in their classes with Subject Expert Teachers Ms. Carter and Ms. Dreskin. Families were able to enjoy refreshments and begin the evening by appreciating the work of our students.

The gallery of student artwork was on display for all four days of the festival!

Night One – The Spring Showcase

Students in grades 2 – 4 came together to present a musical performance. In grades 2 and 3, students were mice and princesses, while our grade 4 students each dressed up as a fairy tale character of their choice. The theme of the musical focused on building character and kindness.

Night Two – The New Works Festival

On Night Two, Grade 5 Oxygen students performed three adaptations from their chosen works with musical accompaniments, highlighting the flute, piano and vocals! Student performers stayed in their performance spaces, while the audience was rotated throughout the campus to see each of the shows in the theater room, amphitheater and music room.

Night Three – The New Works Festival

On Night Three, the Chamber Music Club hosted a pre-show while families enjoyed refreshments and viewed the gallery of art that surrounded them. Then, Grade 5 Nitrogen students performed their three adaptations while the audience rotated through each show in the theater room, amphitheater and music room.

Night Four – The New Works Festival

On the final night of the event, our grade 6 – 8 students enrolled in the drama elective courses performed their adaptations of literary works. These students collaborated with the grade 8 Creative Writing class for peer mentorship and support in their writing. The results were resounding. They even had a special guest appearance by our Social Studies SET and basketball coach, Mr. De Monnin! The middle school students performed their three adaptations while the audience rotated through the theater room, amphitheater and music room.

From start to finish, this event was almost completely student-led, from the writing of the productions, to acting and performing their words. Even our stage crew each night were student volunteers from the National Junior Honor Society!

“I love that the adults are standing back and letting this be as student-led as possible. It’s a pleasure to watch them taking agency over their work and see the months of effort finally coming to fruition. “– Mr. Mullens

We would like to extend a huge thank you to all of those involved in making this even a success, specifically our Operations Team, Ms. Dreskin, Mr. Mullens, and Ms. Carter. The work that was required to pull off this event was immense and it is greatly appreciated by our students and community!

Spring Visual Art Exhibit: Interdisciplinary Collaboration in Art, Robotics, and Music

March 31, 2025 by ezekielbracamonte Leave a Comment

At BASIS Independent Silicon Valley, innovation and exploration are at the heart of student learning, encouraging creativity across disciplines. This year, the Spring Visual Art Exhibit highlights an exciting collaboration between the Visual Arts, Music, and Robotics programs, showcasing how technology and artistic expression can intersect in meaningful ways.

The theme for this year’s exhibit, Carnival of the Animals, is inspired by the compositions of Saint-Saëns. Subject Expert Art Teachers Ms. Nichols and Ms. Shi selected the music first before assigning each grade level two pieces as inspiration for their artwork. This theme provided students with an opportunity to explore both the musical and visual aspects of the animals, blending their creativity with themes of nature and sound.

The new Robotics program, introduced this year by Subject Expert Engineering Teacher Ms. Bhatnagar, played a key role in this interdisciplinary effort. It is the first robotics program at any BASIS Independent campus in the Bay Area to be integrated into the curriculum rather than offered solely as an after-school program. Through this program, students in Grades 1-4 have been introduced to the fundamentals of robotics and computer science. Using the Finch Robot by BirdBrain Technologies, students developed computational thinking skills and applied coding concepts in tangible ways. With features such as a micro:bit, sensors, LEDs, motors, and a pen holder, the Finch Robot became an invaluable tool for incorporating robotics into various subjects, including art.

Once the exhibit theme was established, Grade 4 Engineering students collaborated with the Art department, using robots to create animal-themed artwork for the show. They first learned how the robots functioned, explored new coding environments, and applied mathematical concepts such as angles, shapes, and coordinates to program them. As a final challenge, they coded the robots to create circular patterns—an advanced function that required precise speed adjustments. Through this process, students reinforced their understanding of geometry and coding and discovered how technology can enhance creative expression.

Music was also an integral part of the learning experience. Students listened to the musical movements corresponding to the animals in their artwork. For example, students who worked on lions studied “The Royal March of the Lion” from Carnival of the Animals. They followed a listening map to identify which instruments were featured, answered questions about the composition, and learned about Saint-Saëns. These activities were woven into lesson plans across grade levels, allowing students to make deeper connections between music and visual storytelling. Subject Expert Music Teachers, Ms. Gao, Ms. Zhang, and Mr. Robbins, guided students through these exercises, enriching their artistic interpretations through sound.

Across all grades, students explored a diverse range of mediums and techniques to bring their artwork to life. These included making playdoh molds for plaster, wax resist techniques with watercolor, oil pastel drawings, negative space painting, metal tooling, and paper quilling. By experimenting with different materials, students were able to capture texture, movement, and emotion in their representations of the animals from Carnival of the Animals.

Throughout the exhibit, Carnival of the Animals will play on a continuous loop, enhancing the immersive experience and bringing the artwork to life. It is hoped that the musical backdrop enhances the experience, allowing viewers to engage more deeply with the pieces and develop a greater appreciation for the interdisciplinary connections between sound, art, and technology.

Reflecting on the experience leading up to the show, Ms. Nichols shared, “One of my favorite parts of being an art teacher is watching my students experience awe. Awe in not just great works of art, but also in the potential they see in their own creativity as their knowledge expands. The wonderful thing about the art showcase is that parents get to be part of that experience.”

We look forward to welcoming parents to the Spring Visual Art Exhibit on Friday, April 11, as we celebrate the creativity and dedication of our students. We encourage families to listen to Carnival of the Animals beforehand to extend the learning experience at home and gain a deeper appreciation for the inspiration behind the exhibit.

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.

Finding an Elementary School in NYC: The Checklist for Parents

March 6, 2025 by christineklayman Leave a Comment

Finding the right NYC private school is challenging, especially on the Upper West Side. With a myriad of options, it is no wonder parents seek guidance. To help you find the perfect Manhattan elementary school for your child, we have created a comprehensive checklist.

As a top independent school in Manhattan, we offer a challenging and enriching curriculum led by expert educators.
Our approach to lower school education equally emphasizes social-emotional learning, including critical thinking and problem-solving skills.
Our convenient UWS location provides a unique and supportive learning environment for families.

Review this checklist to see how BASIS Independent Manhattan checks all the boxes!

Teachers: Passion and Expertise

We believe in the power of expert-led instruction. Our students in grades 1-4 benefit from 50-minute classes in core subjects like math, science, English, and Social Studies/History, taught by passionate Subject Expert Teachers (SETs). These experts bring their deep knowledge to the classroom, igniting a love of learning. Complementing the SETs is our Learning Expert Teacher (LET), a dedicated educator who is the guiding force for students, providing personalized support and ensuring each child thrives. This unique model allows for both expert instruction and individualized attention, a hallmark of our world-acclaimed primary program.

An Advanced Curriculum with Essential Enrichment

Beyond the core subjects, our curriculum includes essential classes: engineering, Mandarin, visual arts, drama, and music, fostering well-rounded development. Our commitment to comprehensive liberal arts-focused education with STEM offerings ensures that students are challenged and engaged.

Social-Emotional Learning: Nurturing the Whole Child

We believe academic excellence goes hand-in-hand with social-emotional growth. Our PurposeFull People curriculum, powered by Character Strong, develops essential soft skills, executive functioning, and emotional regulation for students in PreK-Grade 5. Our dedicated Student Affairs team delivers these lessons, supports students, and guides parents throughout their child’s academic journey.

Active Learning and Play

We cater to the age and stage of children while providing them with what they need — physical activity and outdoor play. They have periods of study and focus, which are broken up by three 20-minute recesses during the school day. Our daily schedule also includes P.E., ensuring students have ample opportunities for play and movement. After-school clubs, ranging from soccer and tennis to arts and STEM, further promote active engagement.

Transparency and Community: A Different Approach

At BASIS Independent Manhattan, transparency and community are at our core. Unlike many NYC private schools, we do not engage in traditional fundraising. We believe in providing an exceptional education without the added pressure of constant requests. This empowers families to invest in our vibrant community in ways that are meaningful and aligned with their commitments, fostering a collaborative and supportive environment.

Get Parent Reviews

Nowadays, more and more families scour the internet for school recommendations to find the perfect fit. Sites like Niche.com use anonymous reviews and rankings to provide “the good, the bad, and the honest.”

Here are a few excerpts from recent BASIS Independent Manhattan reviews written by our current families:

“A great school which balances out an academic focus with play and creative time for the kids.”
“A hidden gem in NYC, that’s for sure.”
“A great choice for families seeking a rigorous academic program with amazing support.”
“Academics are second-to-none, teachers are caring and helpful, kids are challenged and happy.”
“I would recommend attending an info session. If it doesn’t seem right for your kid, you will know it. If it does, apply, you won’t regret it!”

Visit Our School

Experience BASIS Independent Manhattan firsthand. Meet our passionate teachers, interact with current students and parents, and learn more about our unique approach. Discover why we are among the best schools in Manhattan for grades PreK-5 and a leading choice for UWS families seeking exceptional education.

BASIS Independent Manhattan, a private school offering PreK through Grade 12, is based in Manhattan, New York. Students thrive alongside Subject Expert Teachers as they engage in a liberal arts program with STEM offerings.

New Teacher Feature: Introducing Ms. Garza!

October 23, 2024 by jessicagrear Leave a Comment

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

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

Professional Background and Experience

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

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

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

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

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

How do you continue to grow as an educator?

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

Impact

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

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

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

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

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

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

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

Teaching Philosophy

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

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

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

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

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

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

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

Personal Life

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

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

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

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

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

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

A Warm Welcome!

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