School Community

The Importance of Unstructured Play: Daily Recess Enriches Student Life at BASIS Independent Bellevue

December 5, 2025 by emilyhughes Leave a Comment

Why Recess Matters

Families often ask what recess looks like at BASIS Independent Bellevue. With our school’s reputation for academic rigor, it’s natural to wonder whether students still have time to move, play, and unwind. The answer is a definite yes. Recess is an intentional and consistent part of every school day. Across grade levels, students step away from academics to reset, recharge, and enjoy unstructured play. An article published by the American Psychological Association(2023) stated, “A wealth of research shows that unstructured play—play that isn’t organized or directed by adults or older peers and that generally doesn’t have a defined purpose or outcome—is a fundamental necessity for children to thrive physically, emotionally, mentally, and socially.” These breaks support their physical health, social development, and overall readiness to learn when they return to class.

Recess in Action

At BASIS Independent Bellevue, recess takes place in a safe and varied space. There are many different activities for students to choose from. There are four four-square courts and one gaga ball area. We have a full soccer field, a basketball area with hoops, and movable volleyball nets. There is also a large swing set with four swings. For younger students, there is a climbing set with monkey bars and another with a slide. We also see students using their creativity to create games of their own or explore in the nature around them. These spaces give every child a safe place to play and enjoy.

Grade 3 students experimenting with leaves.

During recess, three teachers walk across the whole field to keep students safe and help solve problems quickly. At the same time, other staff members, including the health coordinator, the school counselor, and the Dean of Students, are always available if extra support is needed. This system makes sure students get the right help, should they need it.

Our rules are clear but also flexible. When students have different ideas about the rules, teachers set a time to meet with them. We listen, discuss, and make changes together. For example, we recently observed students having some disagreements on the basketball court. Students sometimes could not agree on which exact rules to follow. Some wanted to play by NBA rules, while others preferred the youth league rules they knew from practice. Instead of stopping the play, we helped them organize a team meeting. Together, they chose leaders, drafted rules, and later discussed the details during their Academic Enrichment time. Soon, the new rules were printed and shared with everyone. Now the basketball games run more smoothly, and students know they built the system themselves. This gave them a sense of empowerment, because the solution came from their own voices!

The way recess is organized allows students of different ages to play together. Many families have siblings in our school, and it is also common to see older students connecting with their younger brothers or sisters. They let them take turns, show kindness, and include them in games. These small moments make our recess warm and welcoming, and helps students grow in friendship and care.

At BASIS Independent Bellevue, all grade levels have recess built into the school day, from Kindergarten through grade 12. In the Primary grades, students might be found exploring nature or playing on the playground structure. In the Middle and High School grades, students often engage in games of soccer, football, or basketball. No matter the grade level, the purpose of recess remains the same—providing unstructured time for students to connect with their peers and develop physically, emotionally, mentally, and socially.

Recess plays a meaningful role in daily school life. Over the years, it has shown itself to be more than playtime. In these valuable breaks, students practice perseverance as they keep trying in games, show active learning when they create and adjust rules, strengthen community through teamwork, and demonstrate empathy when they support classmates. The lessons learned at recess promote the well-being and success of all students, both in the classroom and beyond, by fostering resilience, building social connection, and renewing engagement in learning.

References:

The Many Wondrous Benefits of Unstructured Play. American Psychological Association (CLAY). (2023, September 26). https://www.apa.org/topics/children/kids-unstructured-play-benefits

Day of Service + Celebrating A Culture of Service

December 2, 2025 by jogoldfarb Leave a Comment

Service is a core value at BASIS Independent Brooklyn. We regularly ask our community to contribute positively, not just to our school but also to the broader community with acts of service. Faculty and administration encourage students to ask how they can help and to seek opportunities to provide needed support in age-appropriate ways. They also challenge our older students to lead with action and purpose, to advocate for and strengthen our community.

Right before Thanksgiving Break, our entire High School participated in the 5th Annual Day of Service, working with five local non-profits the morning of Tuesday, November 25th. Students were given options of service projects to participate in, and this Giving Tuesday, we wanted to feature the organizations that partnered with us on that day, as well as in recent programs and drives. Each organization’s website is linked below to make it easy to find out more about their great work and donate directly to them.

DAY OF SERVICE PARTNERS

JASA

High School students traveled to our Lower School campus, held discussions with our youngest Cubs about the importance of service, and assembled 70 toiletry kits for recently unhoused seniors now in one of JASA’s assisted living centers.

PortSide New York

Our students painted three signs, refilled the bases of educational signs, and set up holiday decorations aboard the Mary A. Whelan ship, a model for NYC’s waterfront future via advocacy and direct service.

Partnerships for Parks

Our students collected 100 bags of leaves and litter at Coffey Park in Red Hook.

Sean Casey Animal Rescue

Our students walked dogs housed at the Sean Casey Animal Rescue. They spent the morning learning about the Sean Casey Animal Rescue, which is an animal-welfare group that finds homes for dogs, cats, birds, and rabbits based nearby in Brooklyn.

Letters Against Isolation

Students assisted teachers and administrators with tasks to organize and beautify our school, and students wrote more than 75 cards for Letters Against Isolation to send to seniors for encouragement and support.

ONGOING SERVICE PROGRAM + DRIVES

Red Hook Art Project (RHAP)

Currently, two High School students volunteer to teach weekly guitar and chess with the inspiring students at Red Hook Art Project. We have had an amazing partnership through the years that has involved specific drives as well as homework help.
Our National Honor Society recently collected hundreds of donations for RHAP’s Thanksgiving Food Drive and direct donations to their catered meal fund.

LifeStory Club

High School Students in our National Honor Society recently held a session to write birthday cards in several languages for homebound seniors brought together through this fantastic organization, focused on building community among seniors across New York City.

Heights and Hills

Before Thanksgiving Break, students in Gr. 3-5 made more than 300 cards for Heights and Hills to include in the Thanksgiving meals they delivered to homebound seniors across Brooklyn.

Camp Friendship Food Pantry

Our High School students regularly volunteer at the weekend Food Pantry, which serves 350 people weekly from Gowanus/Park Slope/Sunset Park. The number of families has grown substantially this year.
BASIS Independent Brooklyn families raised $450 for the Camp Friendship School Supply Drive this summer.

The Alex House Project

Our Toy Drive is now underway for The Alex House Project, which empowers young parents in Brooklyn with resources, support, and housing solutions. Deadline for donations is December 10^th. Please consider supporting this effort. Toys can be dropped off at the Front Office of either campus.

Heart of Dinner

One of our Gr. 11 students worked with Mandarin teachers across Gr. 1-11 to decorate more than 400 bags for Heart of Dinner’s meal delivery to Asian seniors in NYC during the Thanksgiving season.

On top of these programs, our National Honor Society and National Junior Honor Society members volunteer hundreds of hours at various organizations each semester. We are proud of the students we educate at our school, and they give us hope for the future. Cultivating a core value of service is an important part of education, and we are proud to play our part in giving back to underserved communities right around our school as well as in the broader New York City area.

# # #

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.

Join BASIS Independent Bothell’s Virtual Student & Alumni Panel on Dec 6!

December 1, 2025 by abisoyetaylor Leave a Comment

Hear Real Stories and Explore Our College-Prep Program.

Looking for insight into what makes BASIS Independent Bothell on of the best private schools in Bothell, WA? Join us for an exclusive Virtual Student & Alumni Panel on Saturday, December 6, from 9:00 – 10:00 AM PST.

This event is your chance to hear firsthand experiences from both current students and graduates who have gone on to thrive in college and beyond. Learn how our advanced academic program and supportive community prepare students for success.

Why Attend?

Current Student Perspectives: Discover what daily life is like at BASIS Independent Bothell.
Alumni Insights: Hear how our graduates transitioned to top universities and careers.
Understand Our Edge: Discover why families choose BASIS Independent Schools for college preparation and global readiness.

Event Details:

Date: Saturday, December 6

Time: 9:00 – 10:00 AM PST

Location: Virtual (link provided upon registration)

Reserve your spot today!

Extending Love of the Arts at Home: Creating A Home Art & Makerspace for Your Children

November 21, 2025 by jogoldfarb Leave a Comment

At our Lower School Coffee with School Leadership meeting in November, Visual Arts and Engineering teacher Ms. Nicole Porter delved into ways families can set up an art and makerspace at home. Her advice can help inspire our Lower School families to think of ways of setting up creative spaces that can engage students well into winter break and beyond.

“The number one question I am consistently asked in my meetings with families is how to nurture a love of art and creativity at home without letting art supplies and artwork take over,” shared Ms. Porter, who has led Visual Arts and Engineering as a Subject Expert Teacher at our Lower School campus for more than three years. Previously, Ms. Porter was an Early Education Teacher leading one of our PreK elements.

“Parents want to know how they can encourage the creativity and imagination we see in the classroom at home,” shared Ms. Porter. “In the Lower School Art Studio, students have access to multiple art materials and recycled items to utilize as they create from their imagination. Identifying a space for artmaking at home where children have materials at arm’s reach will inspire children to freely create at home. This can be as simple as a mat to set out at the dining room table and a caddy of supplies, or even a rolling cart, that your child can help to organize and maintain.”

Living in New York City presents unique challenges for families wanting to create creative spaces for their children. Establishing a dedicated area for artistic expression and creativity is invaluable for your child’s development, and it is well worth the effort. Here’s how to create an effective art and makerspace at home for your Pre-K to Grade 2 child based on Ms. Porter’s expert guidance.

Finding Your Space

Even in compact NYC living spaces, carving out a creative corner is possible. Consider some of the following ideas:

Repurposing part of a dining table with a washable tablecloth that kids can use for drawing and painting
Setting up a small table in a corner of your child’s bedroom dedicated to art and crafts
Setting up a rolling cart full of supplies that can be moved as needed
Creating a “maker bin”
- This is a box containing some materials to upcycle: toilet paper and paper towel tubes, interesting paper, scissors, tape, glue, and some crafty notions: googly eyes, rhinestones, and stickers. Also, add in some tempera Kwik Sticks or a few markers that can be carried to whatever space is available. This is very similar to what is used at school and quite manageable in any apartment or home.

Consistency of location helps establish the routine of creative work, even if the space isn’t permanent.

Setting Up with Organization

In smaller living spaces, organization becomes crucial:

Consider using vertical storage with wall-mounted organizers or pegboards
Label containers clearly with words and pictures for young learners
Separate “self-serve” materials from “ask first” supplies that are messier
- For example, tempera paint sticks may be a good “self-serve” option for your child, while liquid tempera paints are an “ask-first” item that requires more guidance to set up and to clean up.
Consider transparent containers so children can see what’s available
Pens and pencils sorted into cool and warm color cups will help children to explore color choices
Review and model expectations for using individual art materials at home
Start with just a few materials and gradually add more to the art space
Establish a rotation system to keep the space fresh without overwhelming

“Self-serve” ideas – with set guidelines, children can use independently:

Tempera Paint sticks like Kwik Sticks
Washable markers and colored pencils *(separated by warm and cool colors)
Black markers for outlining
Pencils
Scissors
Glue stick
Copy, Mixed Media Drawing 60# plus, and construction paper
Found materials from family adventures for collage, etc.
Sticky rhinestones and other treasures
Colorful craft and washi tape rolls
Stickers: dot stickers in assorted colors are fun and versatile

More possible “self-serve” items:

Watercolor paint set with a spill-free water cup and 3-4 quality brushes of different sizes
Tissues to blot paint
Model magic or clay
Rubber stamps

“Ask-first” ideas:

Paints
Strong craft glues
Clay
The list is endless…

City-Specific Material Collection Ideas

New York City offers unique opportunities for gathering creative materials:

Collect fallen leaves and found materials from family adventures
Gather interesting papers from packaging the neighborhood and stores
Visit your local art supply shop for some amazing supply options
- Pro Tip: Stagger giving supplies to your child, so children have time to explore and learn to use different art materials. This will also keep your child interested, creating and minimizing the potential for a mess. Less is more when you are creating a materials setup that your child will be using “self-serve.” The goal is for your child to freely take, use, clean up, and return materials.

Creating Cleanup Systems That Work in Small Spaces

The goal here is to facilitate independent painting at home by establishing a routine for cleaning brushes and mixing paints that will maintain your child’s pallet of color while they paint. With a clean brush the dark colors will not cover the brighter colors that you child may desire to paint a sun or the sky. Children can create the colorful work they intend to and still enjoy the excitement of mixing new colors! In school, our motto for painting is: Swish, Wipe, Blot. This reminds artist to clean their brush between paint colors.

In homes where space is at a premium:

Use washable art smocks to protect clothing
Create visual set-up cleanup charts with photos for painting
Designate an area to mix paint colors so your child maintains their color palette in the paint box
Designate a drying area for wet artwork
- It is best to dry paint and wet work flat, if possible, so it does not run and drip. A small wooden drying rack is versatile for materials and paper storage as well.
Establish simple routines and verbal reminders to help keep materials fresh and organized
- These are a few verbal reminders we use in Art class:
  - Artists of all ages often work on multiple projects at onceIn class,
  we say: “I put things back where I found them, as I found them.”When painting,
  - remember to ‘Swish-Wipe and Blot’ the brush between colors
  - “Snap that cap” (for markers)
Consider using washable materials when possible

Displaying Art in NYC Apartments

The artwork created by students should be displayed for students to take pride in what they create and inspire creative displays at home. Here are some ways to do this without student art from taking over your house:

Create monthly or seasonal art notebooks of like sized papers with a construction paper cover. Hold it together with 3 binder clips as used at school. This is a great way to keep project together, and it also makes them easy to store
Use magnetic strips on the refrigerator or a metal board
Install a clothesline with clips along a wall
Dedicate a small wall space as a rotating gallery
Take photos of three-dimensional creations before disassembling

Ms. Porter loves to talk about any and all ideas—even brainstorming with parents. She is the proud parent of two children who grew up in Brooklyn, so she knows the benefit of creating a vibrant art and makerspace that works within your home.

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

November 21, 2025 by emilyhughes Leave a Comment

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/

BASIS Curriculum Schools Exchange Program Brings Bangkok to the Bay Area: Part 1

November 19, 2025 by mirandamartinez Leave a Comment

This fall, BASIS Independent Fremont embarked on an extraordinary journey—one that brought five students from BASIS International School Bangkok to the Fremont campus and community for nearly three weeks. From October 12 to 30, Prann, Tiantian, Jiban, Panpan, and Titi became part of the BASIS Independent Fremont community, bringing with them the vibrant spirit of Thailand and a shared commitment to academic excellence that defines the BASIS Curriculum worldwide.

As we reflect on our inaugural BASIS Curriculum Schools Exchange Program, we want to share the story of how this transformative experience unfolded—the vision that inspired it, the students who made it possible, and the rich tapestry of experiences that filled nearly three unforgettable weeks.

A Vision Beyond Borders

The BASIS Curriculum Schools Exchange Program represents more than just an educational partnership—it’s a commitment to preparing our students for an interconnected world. The program aims to empower students to think beyond borders by combining a rigorous, internationally benchmarked curriculum with meaningful cultural engagement and dynamic, joyful classrooms. Through immersive experiences, students explore the world and return with broader perspectives, all rooted in our culture of excellence and respect.

“This exchange program represents our commitment to developing global citizens who can navigate and contribute to an increasingly interconnected world. By bringing together students from BASIS Curriculum Schools across continents, we’re creating opportunities for authentic cultural exchange and lasting friendships that extend far beyond the classroom,” shared Mariam Abodouma, Head of School at BASIS Independent Fremont.

Dr. W, Head of School at BASIS International School Bangkok, echoed this sentiment: “We’re thrilled to partner with BASIS Independent Fremont on this inaugural exchange. Our students eagerly anticipated this opportunity to experience American education firsthand while sharing their own perspectives and culture.”

Before we share the details of this remarkable journey, hear directly from our Bangkok visitors about their experience at BASIS Independent Fremont:

Meeting Our Visitors

Our five visiting students arrived on Sunday, October 12, ready for an adventure that would span nearly three weeks. Each was thoughtfully matched with a BASIS Independent Fremont host student to create meaningful connections and ensure our Bangkok visitors would have guides who could help them navigate both the academic rigors of BASIS Independent Schools and the cultural nuances of life in the Bay Area.

A Comprehensive Experience

The exchange program was designed to offer immersive experiences across multiple dimensions. Over the course of their stay, our Bangkok students would shadow classes across grade levels and subjects, participate in hands-on science labs, and join in campus traditions such as Diwali celebrations and Homecoming festivities. Beyond the classroom, they would explore premier academic institutions, including UC Berkeley and Stanford University, and experience iconic Bay Area destinations from San Francisco to Santa Cruz. But most importantly, they would build genuine friendships with their host families and classmates—connections that would prove to be the heart of the entire experience.

Week One: Building Connections

The first days of the exchange set the tone for what would become an unforgettable experience. After arriving on Sunday, our visitors and their host families gathered for breakfast—a warm welcome to California. The day continued with a visit to Meta headquarters, offering a glimpse into the innovation that defines Silicon Valley.

Monday brought an excursion to Berkeley, where students toured the prestigious UC Berkeley campus, sat in on a college class, and explored Telegraph Avenue’s eclectic shops and bookstores. For many of our visitors, this was their first glimpse of American university life—an experience that opened conversations about international educational pathways and future possibilities.

The week continued with a Tuesday evening potluck that brought all the host families together, Wednesday’s cooking class at Cucina Bambini where students learned to make macarons alongside new friends from BASIS Independent Silicon Valley, and quintessential California experiences such as rock climbing and apple picking.

Thursday, October 16, marked the first day our Bangkok visitors joined classes on the BASIS Independent Fremont campus. The timing couldn’t have been better—Friday brought the school’s Diwali celebration, a perfect opportunity for cultural exchange as our visitors participated in the festival of lights alongside the Fremont community. The joy and energy created an immediate sense of belonging.

“It was really lucky that I got to be here on the Diwali celebration… I think I got to learn a lot about Indian American culture and how light is their symbol of hope.” – Tiantian

That first weekend showed how host families had fully embraced their roles. Saturday’s San Francisco adventure included a bike tour, ferry ride, exploration of the Presidio, and treats at Ghirardelli Square. Sunday brought the thrills of the Santa Cruz Beach Boardwalk, followed by an evening of making rangoli and continuing Diwali celebrations with host families.

These experiences reinforced what was already becoming clear: this exchange was about more than scheduled activities. It was about the moments in between—the car ride conversations, the shared laughter, the growing comfort that comes from spending time together.

By the end of that first week, our Bangkok visitors were no longer guests—they were part of the BASIS Independent Schools community. They knew their way around the Fremont campus, had inside jokes with their host siblings, and were forming friendships that extended beyond their matched pairs.

“My host family was very nice. They welcomed me very warmly and tried some Thai traditions to make me feel welcome. And they also tried making Thai food for me, which was very nice.” – Panpan

“I loved my host family so much. If there was a lottery, I won the lottery…I feel like it’s a very tight family. Everyone shares everything together. My host mother is always asking me how my day has been and every single detail about my day, which is normally what I do with my mom back at home…I felt very included. They all tried to make me feel included.” – Tiantian

Week Two: Deepening Engagement

As the second week began, our Bangkok students were fully integrated into campus life. Monday, October 20, brought a guided inquiry lab with Subject Expert Physics Teacher Dr. Dixit, where students discovered Hooke’s law through hands-on experimentation. The universal language of science created a natural space for collaboration and learning across cultures.

Tuesday found students on the soccer field, where the competitive spirit and teamwork transcended any language barriers. Wednesday offered another opportunity to participate in Diwali rituals, deepening their understanding of this meaningful celebration.

Thursday’s field trip to Stanford University opened new horizons, allowing students to explore another prestigious Bay Area institution and envision their own educational futures. That same day, students enthusiastically joined the Mole Day celebrations on campus, competing to create the best artistic representation of this chemistry holiday.

The highlight of Week Two was undoubtedly Homecoming. Friday’s pep rally brought all the energy and school spirit that defines this American tradition. That evening, our Bangkok visitors experienced their first Homecoming dance—a milestone moment that perfectly captured the cultural exchange at the heart of this program. After the dance, students gathered at a host home to enjoy s’mores and pizza together, the kind of simple, joyful moment that creates lasting memories.

The weekend continued with Saturday’s visit to the stunning BAPS Shri Swaminarayan Mandir in San Jose, where students marveled at the intricate architecture and learned about Hindu traditions. Sunday brought a tour of Apple Park and local shopping, followed by a farewell potluck with host families—a bittersweet acknowledgment that the exchange was entering its final days.

The Final Week: Cherishing Every Moment

The last few days together took on special significance. Students participated in an eyeball dissection lab, and classes held their own farewell celebrations, complete with impromptu dance parties that captured the joy and connection these students had built together. Wednesday evening brought goodbye family dinners, where host families and visitors reflected on the journey they’d shared.

Thursday morning arrived too quickly. At the airport, farewells mixed with promises to stay connected. These weren’t just polite goodbyes—they were the genuine emotion of people who had become family.

More Than an Exchange

Throughout it all, students were discovering that despite coming from opposite sides of the world, they shared far more than divided them—the challenge of their coursework, the excitement of Homecoming season, dreams for the future, and the universal language of teenage humor.

This exchange proved what we believed from the start: that bringing students together across borders creates transformative experiences that extend far beyond academics. The relationships that formed, the lessons learned, and the impact on both our visiting and host students will resonate for years to come.

In our next post, we’ll share deeper reflections on what this exchange meant for everyone involved—the personal growth, cultural insights, and vision for the future of the BASIS Curriculum Schools Exchange Program.

This is the first in a two-part series about our inaugural BASIS Curriculum Schools Exchange Program. Click here to view Part 2.

Ribbon Cutting Celebration at BASIS Independent Bothell

November 13, 2025 by chriszefferys Leave a Comment

Making waves since 2025—home of the Orcas!

We recently celebrated the grand opening of the BASIS Independent Bothell with an official ribbon-cutting ceremony!

Joining this celebration were members of the Spring Education Group leadership team, BASIS Independent Schools leadership, BASIS Independent Bothell administrative team, leaders from our Spring Education Group sister school, representatives from the Bothell-Kenmore Chamber of Commerce, and members of our BASIS Independent Bothell parent community.

BASIS Independent Bothell, a kindergarten-grade 12 private school, opened its doors to over 200 students, and more than 50 faculty and staff in September of 2025. The ribbon-cutting ceremony began outside and in front of the school entrance with celebratory speeches from Mr. Toby Walker, Vice President of BASIS Independent Schools, and Mr. Robert Runyon, Head of School of BASIS Independent Bothell. Their speeches outlined the incredible journey of opening BASIS Independent Bothell and gave praise to everyone who helped make the school opening successful.

“I truly enjoyed speaking with everyone about what the ribbon cutting meant for us as a culmination of so many different people’s work and belief,” Mr. Runyon expressed. “It was not just the end of something; it signaled the beginning of something new and special.”

The ribbon-cutting ceremony marked a proud milestone for BASIS Independent Bothell—a celebration of collaboration, dedication, and shared vision. As the newest addition to and eleventh school of the BASIS Independent Schools network, the campus now stands as a place where curiosity, innovation, and excellence both inside and outside of the classroom will flourish. With the doors officially open, the school community looks forward to building a strong, inspiring foundation for lifelong learning, and bringing to life a program designed for 21st-century learning.

Enjoy a few photos from this special event.

BASIS Independent Bothell Head of School Robert Runyon, joined by members of BASIS Independent Schools’ leadership team and other distinguished guests, prepares to cut the ceremonial red ribbon.

Toby Walker, Vice President of BASIS Independent Schools, commemorates the opening of BASIS Independent Bothell, the 11th school in the BASIS Independent Schools network.

Robert Runyon, BASIS Independent Bothell Head of School, shares his vision for our K-grade 12 private school during the ceremony.

BASIS Independent Bothell, a K-grade 12 private school, opened in fall of 2025.

Discover BASIS Independent Bothell by attending a Campus Tour or upcoming admissions event. Learn more.

Mountaineer Athletics Fall 2025 Recap: A Season of Growth and Grit

November 7, 2025 by emilyhughes Leave a Comment

This fall was one to remember for the BASIS Independent Bellevue Mountaineers. From the volleyball court to the soccer field to our very first swim season, our student-athletes brought energy, teamwork, and heart to every practice and competition. Under the leadership of our passionate coaches, the Mountaineers continue to climb higher, building a foundation of excellence that will carry into our expanding high school program.

Girls Volleyball

The Mountaineer volleyball program, led by Coach Fischer, embodied the heart of what it means to be a developing athletic program. A program built on growth, teamwork, and skill development over wins and losses. The team finished the season 3–8, but the record was never the measure of success. Coach Fischer emphasized progress, communication, and confidence, and her players responded with remarkable unity and improvement across every level of play.

Both the D1 and D2 teams grew steadily throughout the season, building chemistry and trust with every match. Their commitment to learning and supporting one another defined the fall and set a foundation that will strengthen the program for years to come.

One of the most memorable moments came during the Blackout Game, which brought the entire BASIS community together for a night of excitement and pride. Monty the Mountaineer made a special appearance as students, families, and staff filled the gym to cheer on their team. A halftime serving challenge and school raffle added to the fun, creating a celebration that perfectly captured how athletics unites our campus.

At the October 27 Jamboree, the D1 team showcased their development, earning two hard-fought wins over Eastside Christian. The team’s serving game was anchored by Vivian L., whose accuracy and consistency made her a standout all season, while Yvonne Q. provided steady leadership and inspired her teammates through her composure and hustle.

The D2 team finished their season with an impressive 4–0 record at the October 28 Jamboree, claiming the championship title. Their teamwork, communication, and consistent serving, led by Carry and Melody, were key to their success and a reflection of the program’s overall progress.

Coach Fischer shared that her focus this season was on sportsmanship, team bonding, and foundational skill-building, emphasizing that improvement, not the scoreboard, was the true goal. The Mountaineer volleyball teams have set the standard for a culture of growth, effort, and excellence that will continue to elevate the program for years to come.

Co-Ed Soccer

The Mountaineer soccer season was a story of endurance, growth, and heart from start to finish. It began with the very first team meeting, when Coach Thies and Coach Abele set the tone for the year. They told the players that they may or may not be the most talented team, but they would be the most conditioned. That message became the team’s identity, a commitment to effort, perseverance, and pride in representing their school.

Together, Coach Abele and Coach Thies led the Mountaineers through a season defined by determination and growth. Every match tested their endurance, as the team often only had 11 players, yet the players grew stronger with each challenge. Through long minutes and relentless competition, they learned to communicate under pressure, support one another, and play with courage.

Arosh S. and Aiden S. powered the offense with standout performances that became defining moments of the season. Their chemistry and creativity fueled the attack, highlighted by a thrilling game where Arosh scored five goals. Meanwhile, Mingming G. stepped into a brand-new role as goalkeeper, showing remarkable adaptability and composure. His courage and consistency anchored the defense and reflected the leadership and selflessness that define Mountaineer athletics.

As the season progressed, the team’s transformation was undeniable. Reflecting on the journey, Coach Abele shared, “It was really cool to see them come together as one. It was night and day from the beginning of the season.” She added, “They were really a team out there. The growth has been incredible to see.”

The Mountaineers closed their season on November 4 against KSDA, finishing 3–5 overall, a record that only hints at how far they came. From that first meeting to the final whistle, this team’s story was one of perseverance, unity, and belief in one another, a season as inspiring as it was competitive.

Swim Team

This fall marked the beginning of a new chapter for Mountaineer Athletics with the launch of the first-ever BASIS Independent Bellevue Swim Team, led by Coach EE. What started as an early morning experiment has quickly become one of the most exciting and promising programs on campus.

The swimmers trained with discipline and focus, meeting for early morning practices on Tuesdays and Thursdays from 6:45–7:45 a.m. and dry-land workouts on Wednesdays after school. The commitment required to show up and train before sunrise showed their dedication and desire to improve every day.

While this inaugural season was focused on training rather than competition, the team made great strides in technique, endurance, and overall confidence in the water. Each practice built momentum, as swimmers refined their strokes, learned race fundamentals, and supported one another through challenging sets. The sense of teamwork and encouragement within the group set the tone for the future of the program.

Coach EE has been intentional about building a strong foundation for the seasons ahead, focusing on consistency, technical growth, and team culture. The swimmers have embraced that vision, laying the groundwork for a program that will continue to grow and thrive as BASIS Independent Bellevue expands into high school competition.

The Mountaineer Swim Team is off to an incredible start, and the waves they have made this fall are only the beginning.

Looking Ahead

This fall was a season defined by growth, grit, community, and pride. Our athletes and coaches have built something special, an athletic culture rooted in sportsmanship, camaraderie, and excellence. From thrilling rallies to record-setting goals to 6:00 a.m. workouts, every moment reflected the heart of what it means to be a Mountaineer.

As our program continues its journey of growth in the winter season, the Mountaineers are ready, stronger, prouder, and united in spirit.

Go Mountaineers! Onward and upward!
“We never lose, We either win or we grow.”

Introducing the BASIS Independent Dublin Mascot

November 3, 2025 by nathanielyinger Leave a Comment

We are thrilled to announce that our school mascot will be the BASIS Independent Dublin Timberwolves!

A school mascot is much more than a symbol. It represents the heart and spirit of the entire community. It unites students, teachers, and families under a shared identity, creating a sense of belonging and pride that extends far beyond the classroom. The mascot helps build tradition and school spirit, inspiring students to support one another, celebrate achievements, and face challenges together. Whether it’s cheered for at games, displayed in hallways, or worn on school swag, the mascot reminds everyone that they are part of something bigger – a community that values teamwork, perseverance, and pride in who they are.

Why did we choose the Timberwolf?

In many ways, the Timberwolf perfectly encapsulates the spirit of our community — strong, loyal, and united. Timberwolves are known for their teamwork and intelligence. They rely on one another, move together as a pack, and face every challenge with courage and determination.

Just like a Timberwolf pack, our students, staff, and families will support one another, celebrate each other’s successes, and grow stronger together. The Timberwolf reminds us that we are bold, resilient, and unstoppable — especially when we move forward as one community, one pack!

Selecting our mascot has been a community effort, with ideas and inspiration coming from future students, families, and faculty alike. This process gave everyone a chance to share what they felt best represented the heart of BASIS Independent Dublin — a brand new school that values curiosity, collaboration, and perseverance. By choosing the Timberwolf together, we’ve taken an important first step in shaping the traditions and shared identity that will define our school for years to come.

In these early years, the Timberwolf will serve as a symbol of pride and unity, inspiring our students to lead with integrity, work as a team, and strive for excellence both inside and outside the classroom. As our community grows, this shared symbol will continue to remind us of where we began — as a small but mighty pack, coming together to build something extraordinary.

What’s next?

As we begin our inaugural school year, students will have the opportunity to name the Timberwolf mascot! This will be an exciting step that will further strengthen our connection to the symbol that represents who we are and who we aspire to become.

BASIS Independent Dublin is a Grades 6 – 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the BASIS Independent Dublin community? To join our interest list for the next school year and receive admissions updates and more, please click here.

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!