School Community

A Culture of Service and Leadership – National Junior Honor Society and National Honor Society at BASIS Independent Bellevue

May 5, 2026 by emilyhughes Leave a Comment

At BASIS Independent Bellevue, leadership and service are embedded into the student experience. Through the National Honor Society (NHS) and National Junior Honor Society (NJHS), students take on meaningful roles that extend beyond the classroom, contributing to both their school community and the world around them.

A Selective Path to Membership

Membership in NHS and NJHS reflects more than strong academics; students must also demonstrate consistent commitment to the five core pillars of scholarship, leadership, service, character, and citizenship.

Applicants complete written reflections, provide evidence of their involvement, and submit character recommendations from faculty in addition to demonstrating scholarship through maintaining high grades. A committee of teachers and administrators carefully reviews each application before making final decisions. Because students reapply each year, membership represents an ongoing commitment, not a one-time achievement. 

Students formally join their chapters during an annual induction ceremony, where they reflect on the organization’s values, take their membership oath, receive their membership pin from our Head of School Dr. Thies, and are recognized for their accomplishments. Returning members are also celebrated for their continued contributions and growth. 

NJHS: Building Foundations for Service

This year, the NJHS chapter has 27 students from grades 7–9, each working diligently to stay committed to upholding NJHS’ principles and continually engaging in their own personal growth and community impact. In addition to maintaining strong academic standing, students attend the monthly planning meetings, contribute a minimum of 15 volunteer hours, organize and produce a student-led project, and volunteer for at least one school-sponsored event. 

So far in the 2025–2026 year, members have completed a variety of creative projects, ranging from assisting in their favorite classes, joining the stage crew for our school’s productions, leading a school-wide Kindness Week mural activity, and planting flowers to beautify our campus. Outside of school, students are judging debate tournaments, leading skiing lessons, and so much more.

Sophia T., Grade 9 with her Kindness Mural Project

NHS: Expanding Leadership and Impact

Beginning in grade 10, students can apply to NHS, where expectations and opportunities grow. In addition to continuing their service work, members can run for leadership roles such as President, Vice President, and Secretary.

The Executive Board leads monthly meetings using Parliamentary Procedure, manages chapter operations, and coordinates large-scale service initiatives. Recent projects include partnerships with the Bellevue Urban Garden and collaboration with Student Affairs to help plan Student Appreciation Week, which gives students real experience working with community organizations and campus leadership.

NHS members complete at least 30 service hours annually, with a balance of on-campus and community-based work. They also support school events each trimester and lead at least one initiative, managing a team and coordinating with staff.

Their contributions are visible across campus life: from organizing events like Homecoming, Spirit Week, and the Color Run, to leading middle school clubs. In the broader community, students volunteer in dance studios, tutor peers online, assist with local events like Bellevue’s Holidays on the Hill, and support public institutions like libraries, all while balancing a rigorous academic workload.

This year’s inaugural NHS cohort of 11 students has already made a strong impact, setting a high standard for future members!

A Culture of Excellence and Empathy

From middle school through high school, BLV students are developing not only as scholars, but as leaders and community members. NHS and NJHS provide a structured pathway for students to grow in responsibility, initiative, and service, which are skills that will extend far beyond their time on campus.

The result is a student culture that values both achievement and empathy, where leadership is defined not just by what students accomplish, but by how they contribute to others. We are so proud of our student leaders, and we are excited to see what future impact they will have!

Small Hands, Big Impact: BASIS Independent Manhattan Students Celebrate Earth Day Through Community Action

May 4, 2026 by anjalijoshi Leave a Comment

From Central Park to Riverside Park, our Wildcats set a new cleanup record while learning the power of community action.

This year, On Earth Day, students at BASIS Independent Manhattan traded their usual routines for a meaningful day of service, stepping outside the classroom to help care for some of New York City’s most treasured green spaces.

Now in its fourth year, our annual Earth Day Park Cleanup has become a cherished school tradition—made possible through the leadership and dedication of our Subject Expert Teacher in Math, Ms. LaPierre, who organized and coordinated this impactful event. The initiative brought together two groups of students for a shared mission. Our PreK through Kindergarten students visited Central Park, while students in grades 1–5 traveled to Riverside Park. Equipped with gloves, trash bags, and a strong sense of purpose, students worked together to collect litter and restore the beauty of these parks.

While the amount of trash they encountered was surprising, it only fueled their motivation. Students approached the cleanup with enthusiasm, teamwork, and a clear understanding of why their efforts mattered. From the youngest learners to our upper elementary students, everyone played a role in making a difference.

By the end of the day, their collective impact was undeniable. As a school community, BASIS Independent Manhattan students collected an incredible 96.3 lbs of trash—surpassing our previous record of 90 lbs, and setting a new standard for future service efforts.

After their hard work, students were rewarded with time to play and enjoy the very spaces they helped improve. It was a powerful moment of connection, reinforcing the idea that caring for our environment allows everyone to benefit from it.

This Earth Day event highlights the importance of fostering civic responsibility at a young age. Across New York City, kids are stepping up to take ownership of their communities, and our students are proudly part of that movement. At BASIS Independent Manhattan, we believe that experiences like these help shape compassionate, engaged individuals who understand the value of giving back.

With small hands and big hearts, our students showed that meaningful change can start at any age. It reminded our students that even a small action—like picking up one piece of trash—might not seem like much on its own, but when everyone does their part, it adds up to something big. And sometimes, even a single day of action can leave a lasting impact.

Join us to experience the Wildcat community

PreK – Grade 12 Virtual Information Session

Wednesday, May 6 at 12:00 PM

Spring Group Tours

PreK – Kindergarten | Thursday, May 7 at 8:30 AM

Grades 1 – 5 | Thursday, May 7 at 8:30 AM

Mandarin Mornings

Ages 2-5

Tuesday, May 19 at 9:00 AM and Friday, May 29 at 9:00 AM

Redefining Student Agency in the Financial World

May 1, 2026 by christineklayman Leave a Comment

Josh A. (Class of 2027) remembers watching the markets long before he had a portfolio of his own. Seeing the data move on a Bloomberg terminal at home sparked a curiosity about what it takes to “see the green” on a trade. During high school at BASIS Independent Manhattan, he found peers who shared that same drive. Along with fellow juniors Aidan B. and Finn B., they launched the Upper School Investment Club—a student-led initiative that has quickly become a standout example of high-level academic application and student initiative.

Recently, these student leaders met with Michael Collins, CEO of Spring Education Group (SEG), at the Upper School campus in Chelsea to discuss the future of financial literacy and their club’s unprecedented trajectory in the New York City education landscape.

The founding investors club students stand on the staircase inside the Upper School with CEO of Spring Education Group (SEG) Michael Collins and club advisor, Kirk Murphy. — From L to R: Mr. Murphy (Club Advisor), Josh A., Aidan B., Finn B., and Mr. Collins (CEO, SEG)

A Flight Simulator for Money Management

At BASIS Independent Manhattan, our students can begin taking economics in grade 8 and complete the AP level by the end of their junior year. What makes our students unique is how they engage with finance and the economy as active participants.

Like a pilot practicing in a “flight simulator,” our Investment Club leaders have created a space to implement practical skills in real-life situations without the immediate risk of real-world capital. They run mock trials, build separate portfolios, and rigorously analyze their performance every two weeks. This methodology has already yielded results: in the Trading Day Competition hosted by the Stevens Institute of Technology, Josh A. secured 1st place and Aidan B. took 3rd place among over 800 participants.

A classroom for economics class has a game set up with a Market Tally sheet on the board, worksheets on a desk, and buyer-trader cards laid out. — During their required economics course in high school, BASIS Independent Manhattan students get a taste of the real financial world when they act as buyers and sellers trying to make the highest profits by trading in an “In The Chips” activity.

The Path to a Real-World Endowment

However, for these students, simulations are only the beginning. The meeting with Mr. Collins represented a major milestone: presenting a “proof of concept” to secure SEG leadership’s support for an unprecedented high school model.

The club’s ultimate goal is to transition from mock portfolios to managing a real-money endowment that stays with the school’s Investment Club. By demonstrating their rigorous risk-management strategies and analytical mastery, the students are seeking the buy-in and investment necessary to trade with real capital—a level of responsibility not traditionally seen at the high school level.

**Mastery Through Winning and Losing**

To prepare for that responsibility, the students have developed a sophisticated understanding of risk. They have learned that true mastery often means learning what not to do through winning, and learning what to do through losing.

While their 1st and 3rd place finishes at Stevens brought returns of up to 400% in a month, the students reflected on the experience with a critical eye. “The Stevens competition actually taught us the wrong things,” the leaders shared during the roundtable. “You can go ‘all in’ every time and win in a simulation, but that is just not true in the real world.”

The club saw a different kind of value when they competed in the Wharton Global Youth Program Investment Competition. Though they didn’t take home the top prize, the experience was a catalyst for growth. “Here’s what we did wrong: we didn’t meet the client’s expectations. What we need to do is change our philosophy,” they noted. This ability to identify failure and pivot is exactly why their Investment Club has a strong future.

The 11 students in the 2025-26 Young Investors Club stand in a classroom taking a photo for the yearbook.

Redefining Student Agency in NYC

The conversation with Michael Collins highlighted a core belief at our school: that student agency has no age limit.

“You guys are a concrete example that any high schooler can do this,” shared Mr. Collins. “There’s no requirement to be an adult or a college graduate. At any point in your life, you can start managing money.”

Mr. Collins was particularly impressed by how the founders translated their personal success into a structured peer-to-peer mentorship program, demystifying complex financial systems for the rest of the student body.

The Wildcat Edge

For colleges and universities, Aidan, Finn, and Josh represent the gold standard of grit. They go beyond the BASIS Curriculum, applying the logic learned from their Subject Expert Teachers to identify market trends and manage real-world risk.
For NYC families, this club represents our mission in practice. Students take the techniques acquired in the classroom and apply them to their own inquiries, developing the resilience required for the world’s most competitive environments.

Join Our Wildcat Community

Are you curious about how the BASIS Independent Manhattan experience prepares each child for success? We invite prospective families to visit our campuses and speak with our leadership and students.

Middle School Program Tour (Grades 5-8): May 13
High School Program Tour (Grades 9-12): May 21

Register to Visit Our School Today

Related Links:

Spring Visual Art Exhibit: Grades 1–5 Showcase Creativity and Process

April 30, 2026 by ezekielbracamonte Leave a Comment

The Spring Visual Art Exhibit was a vibrant celebration of creativity, imagination, and artistic growth across Grades 1–5. Bobcat Families were invited to explore a wide range of student artwork, with each piece reflecting not only developing artistic skills, but also personal voice, inspiration, and thoughtful exploration of ideas.

A key feature of this year’s exhibit was its interactive design, allowing families to move beyond viewing finished pieces and step into the creative process through student videos, reflections, and connections to music and artistic movements.

In Grade 1, students explored Splatter Art, focusing on movement, energy, and expressive mark-making. Their process emphasized creativity and experimentation as students created dynamic works through paint splattering techniques. Families could also watch a video of students creating their splatter art, offering a glimpse into how each piece came to life. Watch the Grade 1 Splatter Art video here.

Grade 2 students explored Optical Art, focusing on patterns, repetition, and visual effects that play with perception. Their work invited viewers to look closely and experience how simple shapes and lines can create dynamic illusions, showcasing both precision and creativity.

Grade 3 students brought energy and bold expression to their exploration of Pop Art. Their work featured bright colors, repeated imagery, and everyday objects transformed into striking compositions. In a video, students shared their ideas and explained their artwork, giving families a closer look at their thinking and inspiration. Watch Grade 3 students talk about their Pop Art here.

In Grade 4, students explored the relationship between music and visual art through Wassily Kandinsky, who was inspired by composer Arnold Schoenberg. Kandinsky was known for painting while listening to music, translating sound into color and form. Families were able to listen to a piece of Schoenberg’s music alongside the artwork, deepening their understanding of how rhythm, emotion, and abstraction influenced student work.

Grade 5 students studied the intricate process of stained glass creation. Their artwork reflected both structure and creativity, inspired by the craftsmanship behind this historic art form. Through a video, families were able to learn how stained glass is made—from design to assembly—gaining appreciation for the patience and precision involved in the process.

Across all grade levels, the exhibit showed that art is more than the final product—it is a process of exploration, expression, and discovery. We’re proud of our students for sharing their creativity and inviting the community into their artistic journey.

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

Grade 3 at BASIS Independent Bellevue Takes Center Stage!

April 2, 2026 by emilyhughes Leave a Comment

Last week, our grade 3 students took to the stage to bring the city of Megaville to life in our super-charged production of The Amazing Adventures of Super Stan—a wacky musical comedy that is one-half Marvel Comics and one-half Looney Tunes. The show was directed by our wonderful Drama Subject Expert Teacher, Mr. Brad.

The play stars, Stanley Marvel who has the most boring job in Megaville, but he’s happy to read his comics and dream his life away. That is, until it’s turned upside-down when he discovers that local hero, The Candy Queen, is actually a super villain determined to conquer the world! Thanks to a secret hero-making formula his grandma invented years ago, Stanley becomes Super Stan, a caped crusader fighting for truth, freedom, and justice with the strength to save the day (and open a really tricky jar of pickles!).

Behind The Scenes

In grade 3, the students spent the first month and a half of the school year working on fundamental skills like voice projection, stage directions, and the three tools of an actor: voice, body, and imagination, during their drama class. After the foundations were established the students were ready to audition for the musical in mid-October. When asked what the audition process was like, Mr. Brad shared, “As a director, selecting which actor will play which role can be a challenge. You want to make decisions that play to both the strengths the actors already possess, but also ones that will allow them opportunities to grow and learn new skills and step outside their comfort zones. I was very pleasantly surprised how many strong singers I had to choose from too!”

Each grade 3 class got to have their own cast and their own show for the musical. This also allowed for flexibility if a student was sick on the night of their show, their double in the other cast could step in, allowing a system for understudies who knew the show intimately. Thankfully, no one ended up being sick the week of the show.

Show Time!

Finally, March had arrived, the month of the show, and all of their preparation paid off with a show full of energy, laughter, and joy! While adding costumes, props, and set are all exciting stages of the rehearsal process, it is the final addition of the audience that brings it all together; there is no show without an audience to receive it. The casts were both a mix of excitement and nerves, which Mr. Brad reassured his students, was totally normal. Putting aside their fears, these actors bravely stepped onto the stage and gave the show their all.

When asked what his favorite part of the musical was, Mr. Brad shared, “One of the most special parts of this musical was how every single actor had an important role to play. Each student had a character name, lines to remember, and featured moments throughout the show—whether that meant delivering a goofy punchline, small group dances, taking part in comical fight sequences, or singing their own solos.”

During the show the two actors who played the lead of Stanley Marvel, Bryan and Shannon, particularly melted the hearts of the audiences with Stan’s eleven o’clock solo ballad Behind the Mask, where the character psyches himself up for the impending final battle, even though he has lost his powers. When asked what it was like to perform in front of an audience, Shannon shared, “At the start of the show I was feeling shy, but then I got so into the musical I forgot there were people watching me!”

Beyond the Stage

Watching these students support one another on stage and rise to each challenge showed just how much they had learned, not only about performing arts, but also other life skills like teamwork, focus, and perseverance. When mistakes happened, the actors had each other’s back; a line was dropped here and there, and the actors kept the show going. When one actor forgot a major prop, the actor playing the evil Candy Queen that night didn’t miss a beat, and she improvised a line ordering her minion to go and find it—brilliant! Some students who were so shy at the start of the year where confidently shouting their lines out with courage. While an entertaining show is certainly the goal, watching these young actors grow and learn is the most satisfying part of the process by far.

This production also showcased some wonderful collaboration across grade levels. Some highly creative grade 6 students helped design and build props for the show, adding extra imagination and personality to the world of Super Stan.

Congratulations to the cast and crew of The Amazing Adventures of Super Stan on a job well-done! Additionally we are so grateful for Mr. Brad and his hard work to make this show and blog possible. Bravo to all!

Sparking Imagination Across Campus: Creativity Challenges with Ms. Bhatnagar

March 21, 2026 by ezekielbracamonte Leave a Comment

Fostering innovative thinkers is at the heart of our mission, and Ms. Bhatnagar’s Creativity Challenges give everyone on campus—students of all grades and even staff—the opportunity to explore, imagine, and solve problems in bold new ways. These challenges encourage participants to take intellectual risks, think creatively, and approach problems with curiosity and confidence.

Creativity and problem-solving are essential skills for future STEM careers, and regularly participating in these challenges helps students and staff exercise their “creative muscles.” As Ms. Bhatnagar explains, “By implementing these challenges on a regular basis, students are able to build these skills for all academic subjects.”

What Are Creativity Challenges?

These short, high-impact exercises encourage divergent thinking, helping participants generate multiple unique ideas rather than searching for a single “right” answer. Typically lasting 5–20 minutes, they serve as warm-ups for larger STEM projects and foster creativity through the four key components: fluency, flexibility, originality, and elaboration.

Challenges are adapted for all ages. Younger students benefit from collaborative brainstorming and extra time, while older students are encouraged to develop multiple alternative ideas before finalizing their solutions. Read-aloud stories like Beautiful Oops by Barney Saltzberg help participants see mistakes as opportunities for growth—a lesson many have applied to their projects throughout the year.

The Monthly Creativity Challenge Contest

The Monthly Creativity Challenge Contest allows students and staff to showcase their creative problem-solving. Winning ideas are displayed to inspire future entries. One example of a creativity challenge was the “It’s Not a Heart!” activity, where participants were given what looked like the outline of half a heart and invited to transform it into something entirely different. Students and staff used their imagination to build creative drawings around the shape—anything but a heart. The results were impressive, with many truly inventive and thoughtful entries! Ms. Bhatnagar shares, “Last week, a couple of my Grade 4 students came to me during lunch break asking for more challenge sheets since they had a brand-new idea they hadn’t thought about before.”

Creating a Culture of Risk-Taking

Ms. Bhatnagar fosters a safe and supportive environment where mistakes are seen as part of learning. Through the Engineering Design Process, open-ended challenges, and student choice in materials, participants are encouraged to experiment and iterate. Collaborative learning and class norms emphasizing respectful curiosity create a judgment-free space where everyone feels comfortable sharing ideas. By valuing the thinking process as much as the final product, Ms. Bhatnagar empowers participants to take risks, try bold ideas, and grow as confident, creative problem-solvers.

Growth, Confidence, and Collaboration

Over the years, participants grow from shy, hesitant creators to confident innovators, developing critical thinking, collaboration skills, and the courage to embrace challenges. Creativity has spread beyond the classroom, sparking spontaneous conversations across campus and turning displays of student work into catalysts for curiosity and inspiration. This reflects Ms. Bhatnagar’s mission: to make creativity a normalized, daily conversation.

Long-Term Takeaways

Academically, creativity challenges strengthen problem-solving skills for all subjects and prepare our students for STEM careers. Personally, they cultivate creative confidence and adaptable thinking, helping participants approach challenges beyond the classroom with curiosity and courage. Success is measured not just by the final product but by exploration, experimentation, and the willingness to take intellectual risks.

Through Creativity Challenges, Ms. Bhatnagar is helping everyone on campus see that imagination grows with practice—and that every “oops” can become an opportunity to create something extraordinary.

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

February 11, 2026 by abisoyetaylor Leave a Comment

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

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

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

Curiosity at BASIS Independent Bothell: The Spark That Drives Learning

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

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

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

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

Ownership: Building Responsibility and Confidence

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

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

Respect: Creating a Positive and Inclusive School Culture

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

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

Advocacy: Empowering Students to Use Their Voice

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

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

Loyalty: Strengthening Our School Community

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

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

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

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

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

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

Ready to Learn More About BASIS Independent Bothell?

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

Schedule a campus tour

Attend an admissions event

Contact our team

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

Summer Buzz: What to Expect for BASIS Independent Bellevue Summer 2026!

February 6, 2026 by emilyhughes Leave a Comment

As sunshine stretches a little longer into each day, excitement starts to bubble up across our Mountaineer community—summer is almost here! Once the school year comes to a close in June, students may say goodbye to regular classes until August, but the fun and learning doesn’t have to stop on campus. All summer long, BASIS Independent Bellevue will be buzzing with energy as we host a variety of engaging summer programs.

Designed by our Auxiliary Department, Summer 2026 is packed with opportunities for students to explore passions, try something new, and make memories with friends along the way. Summer is the perfect season for creativity, curiosity, and discovery, and our programs are built to embrace all three. Whether students are creating, coding, collaborating, or staying active, our summer offerings reflect the vibrant interests of our community and promise something exciting for every camper.

Day Camp

Day camps offer students an exciting blend of learning and play through flexible, theme-based programming. To reflect the wide range of interests within our community, the Auxiliary Department has designed a rotating schedule of weekly themes that bring each camp experience to life.

Campers will explore different eras in Time Travel Trek, blast off to different planets in Space Explorers, connect with nature in Wild World Adventures, or tap into their superpowers in Superhero Academy. Each day features activities aligned with the weekly theme, balanced with both indoor and outdoor fun. Every session wraps up with a celebratory Fun Friday, often highlighted by special guest experiences tied to the theme. Families are welcome to enroll campers in multiple weeks, giving students the chance to enjoy every adventure our campus has in store.

Specialty Camps

Our specialty summer programs offer students a dynamic space to build friendships, explore new interests, and challenge themselves. From creative, hands-on activities to athletic options like Archery and Sports Menagerie, these camps reflect the diverse passions of the Mountaineer Community. Beyond summer fun, families can expect programs that support learning, social growth, and essential life skills, all while encouraging curiosity, confidence, and exploration at BASIS Independent Bellevue.

Specialty Camp Focus

While our summer day camp is highlighted by fun explorative learning, we’d be remiss if we did not mention some of the other areas BASIS Independent Bellevue Summer Camps shine! We know while the school year may contain multitudes of differing subjects, BLV Summer strives to offer campers a wide range of intellectually stimulating courses. For example, our Latin Immersion Course and Latin Boot camp offer not only an introduction to the language, but also opportunities to further build upon information already learned.

Children can also explore their creative side with one of our art focused specialty courses. Such as; DJ Camp that introduces campers to professional remixing software, helping them craft their own mixes while learning about audio editing and beat production. Jazz Camp offers instrumentalists the chance to refine their technique, explore improvisation, and collaborate in ensemble settings. Creative Writing Camp gives campers the opportunity to expand their writing skills and creative story telling. Or perhaps your child is interested in theatre then, Play Creation Theater Adventure could be the right camp for them, here campers get to explore the process of scription, designing, and preforming their own play!

Sign Up Today!

Spanning a wide range of interests, our summer programs keep the campus energized and engaged long after the school year ends. These experiences encourage students to explore new interests while developing valuable skills. To learn more, view our complete Summer 2026 Camp Brochure here and register below! For additional questions you can contact the organizing team at blv.summercamp@basisindependent.com.

Summer Camp Sign Ups

Leadership Spotlight: Director Cameron, Middle School Program

January 26, 2026 by jogoldfarb Leave a Comment

The Middle School Program at BASIS Independent Brooklyn is carefully designed both to challenge and support students during a very impressionable time. We believe middle school is a time for building strong foundational knowledge in a wide variety of subjects while growing a student’s autonomy and self-discipline needed for critical inquiry.

Pairing challenge with the right support is core to our Middle School Program. Leading the charge is Director Shantell Cameron. For the past three years, she has worked tirelessly to complement the internationally benchmarked academics with joy in learning and excitement in community. With roots in the classroom, Ms. Cameron first joined our school as a Gr. 2 Learning Expert Teacher nearly eight years ago before moving into school leadership, first as a Dean of Students, then as a Director at our Upper School campus.

Ms. Cameron has been educating young minds for nearly two decades. She obtained her master’s degree in education in 2014, and previously taught and worked in administration at another private school before joining our community. We sat down with her to ask some questions that might help convey all that Ms. Cameron manages at our school and her vision for the Middle School Program.

What is a typical day for you as Director of the Middle School?

As the Middle School Director, I work closely with teachers to ensure they have the support they need to thrive in the classroom. I collaborate with my team daily to continue building a positive Middle School culture—one that is not only academically strong but also fun and engaging for students. My days include observing classes, providing meaningful feedback to teachers, and managing escalated situations with students or staff as they arise. I also partner with families to make sure we are supporting their children both in school and at home, reinforcing our commitment to developing well-rounded students.

Our Middle School Program is known for challenging students to the highest international levels. How do you support the whole student in these critical years?

Middle School is one of the most challenging stages in a student’s life. It’s a pivotal time for both cognitive and emotional growth. At our school, the curriculum is intentionally rigorous, which can sometimes feel overwhelming for students and families. Because of this, I believe it’s essential to balance high academic expectations with meaningful social and emotional support.

To support students academically, we provide multiple layers of help. In addition to weekly student hours, students can work with peer tutors from our High School Program when they need extra reinforcement in specific subjects. We also offer a student support program where students collaborate with their advisor, the Dean, and their teachers to create an individualized plan that helps them navigate our demanding curriculum. We know that academic rigor and accountability can be challenging for middle schoolers as they learn to manage their grades and keep up with the pace of coursework.

Equally important is supporting our students’ social-emotional development. I am a strong believer in building and maintaining a positive school culture where students feel a genuine sense of belonging and have things to look forward to beyond academics. When a student has a passion, whether it’s a club, sport, or committee, I strongly encourage them to participate. Those are the opportunities that help them grow socially and build confidence.

What do you think stands apart about our Middle School program?

Our Middle School Program is truly unique; saying it stands out among other middle schools across the city and state is an understatement. We are a community that strives to support every student and partner closely with every family. When I think about what sets us apart, a few key pillars come to mind:

• Belonging: Our students and families consistently feel a strong sense of belonging because we operate not only as a school community but as a family. As Director, I value maintaining an open-door policy where students can stop by to share feedback, ask questions, or simply say hello. I avoid a strict “by appointment only” approach because it’s important that students and teachers feel heard and know their voice matters

• Support System: Our support system is exceptional and truly caters to teachers, students, and families. We approach every situation with flexibility, an open mind, and a commitment to keeping students at the center. This not only strengthens the sense of belonging but also creates a warm, family-oriented environment. The level of support provided by our administrative team is unlike that of many middle schools. Here, no teacher or student is “just a number.” We work tirelessly to make sure everyone feels valued, heard, and fully supported.

• Curriculum: Our curriculum is “first class” and speaks for itself. Our Middle School students are preparing for high school in ways many schools don’t even consider. By the time they complete our program, students are ready for college-level coursework, perform extremely well on standardized tests in high school (PSAT, SAT, and Advanced Placement exams), and show strong results on our midterms and final exams (Pre-Comps and Comps). Our elective offerings give students opportunities to explore passions and potential career interests early on. In short, our curriculum prepares students not just for our high school but for future success beyond the classroom.

• Teachers: Most importantly, our teachers are a defining strength of our program. We don’t just have educators; we have experts who truly love what they do. I witness daily how our teachers bring rigor to life through games, hands-on labs, debates that spark critical thinking, and culminating projects that connect learning to the real world. They give students the opportunity to take ownership of their learning, and that is not something found everywhere. Our teachers plan with every student in mind, rather than simply following a standard state-provided curriculum, allowing them to reach multiple learning styles in meaningful ways. I am honored to lead a program that demonstrates consistent growth, care, and respect.

You have been a big proponent of building a strong school culture during your years at the school. What programs have you started to build a great culture supporting students and teachers in Middle School?

Due to my firm belief in creating well-rounded students, I am constantly seeking ways to strengthen our school’s culture. Middle school students thrive when they have opportunities to collaborate and engage outside the classroom. Over my five years on the Administration team, both in Primary and Middle School, I have started and supported numerous programs to foster community, connection, and tradition:

Grade 8 Overnight/Lock-In: In my first year as Middle School Director, I established the Grade 8 Overnight, where students spend the night at school, enjoying games and fun activities. This December will mark our third Overnight.

Our Gr. 8 Lock In chaperones bonded in their matching PJs and bear slippers, which Director Cameron ordered.

Grade 8 Washington, D.C./Charlottesville Trip: Alongside Mr. Piel (U.S. History SET), I led the creation of this trip, which provides students with hands-on historical and civic learning experiences. It has become an annual tradition in March.
Grade 8 Celebration: I created a celebration to honor our eighth graders for completing the Middle School program. While not a formal graduation, this event recognizes students’ achievements and brings families together to celebrate their successes. This year will be the third celebration.
Grade 6 Ice-Skating Trip: To reward students after completing Pre-Comps, I started a fun Ice-Skating trip for Grade 6 students. This social tradition helps students celebrate academic milestones and connect with peers.
Parent University-Style Forums: I collaborated with administration and external partners to create forums supporting families, including the “Inside Scoop to Pre-Comps and Comps” for Grade 6 families and an Executive Functioning Workshop for parents in Grades 5–8. These forums help families support their students academically and socially at home.
Recess for Middle School Students: Working with the Dean, we introduced AE Recess, giving students the option for downtime and socialization three times a week. This initiative was based on student and parent feedback and strengthens our supportive community.
Increased Teacher Collaboration: I encouraged a schedule (weekly team meetings) that allows teachers to collaborate more effectively, share best practices, and strengthen professional partnerships across departments.

Head of School Josh Harmon and Director Cameron marveling at how many pizzas were consumed at our Pre-Comp Student Session and Pizza Party.

All of these initiatives are designed to build and improve culture in the Middle School, providing students, teachers, and families with a fuller, more meaningful school experience. I am committed to continuing to create traditions and opportunities that positively impact both academics and student life.

Our school integrated a “no cell phone” policy last school year. From your perspective as the Director, how has that changed the school day or experience for students in the Middle School Program?

Our no cell phone policy has drastically changed the dynamics of Middle School. I have observed students becoming more focused in the classroom, more socially engaged with their peers, and building stronger self-advocacy skills. Over the past few years, cell phones and other personal devices played a significant role in students’ daily lives. While these technologies have positive attributes, they often disrupted the traditional school experience, a structure that, in my view, is essential for holding students accountable for their learning.

Since implementing this policy, I have seen students conversing more with peers in classrooms, cafeterias, and hallways, participating more actively in lessons, and choosing to be fully involved in the school community. Additionally, we have seen a significant decrease in suspensions related to cyberbullying or inappropriate phone use during school hours. Overall, this policy has strengthened both the academic and social-emotional environment of our Middle School.

You have been at our school for many years, first as a Learning Expert Teacher (LET), then as a Dean, and now as Director. What drew you to BASIS Independent Brooklyn (and keeps you coming back)?

This is my eighth school year here at BASIS Independent Brooklyn, and each year truly gets better. I was initially drawn to this school because of its commitment to genuine skill mastery rather than simply teaching to a test. I also value the strong support system in place for teachers, students, and families, as it consistently leads to positive experiences and outcomes.

Before joining our school, I taught at a small private school on Long Island that held similar beliefs and standards, which made the transition here feel natural. One of the things I appreciate most is that teaching is not the end of the road; there are always meaningful opportunities for professional growth, supported by people who genuinely want to see you thrive. I’m proud to be an example of that, having grown from a classroom teacher (Learning Expert Teacher) to Primary School Dean of Students, Primary School Director, and now Middle School Director.

Each role has reinforced what makes BASIS Independent Brooklyn truly special: a community that strives for excellence, a culture of care, and a curriculum that stands apart from other schools. Our teachers and students are deeply passionate about their work, and together they create the warm, supportive environment that defines who we are.

To me, BASIS Independent Brooklyn feels like family more than just a school, and that is what brings me back year after year. It keeps getting better, and we continue to grow stronger together.

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

I travel quite a distance each day to get to work, coming from Freeport, Long Island. I do it wholeheartedly because I truly love my job and the people I get to collaborate with. My colleagues make each day meaningful and fun.

I also have a musical background. I play the clarinet, saxophone, and flute, and I originally attended SUNY Potsdam for music education and performance before shifting my focus to teaching. Once my youngest son is a bit older, I hope to join a band or orchestra again as a personal passion project.

Education runs in my family. My relatives owned early learning schools on Long Island, where I worked as a teenager. I also tutored many of their students. That early exposure is where my love for education really began.

Before coming to BASIS Independent Brooklyn, I had the opportunity to serve as the interim Head of School at my previous school while the Head of School was on long-term medical leave. That experience gave me my first hands-on introduction to school leadership.

And last but certainly not least, I am a single mom to three wonderful children, a daughter who is 19, and two sons who are 14 and 5. Because of them, I get to experience all levels of childhood and adolescence at home, which adds a meaningful perspective to my work in school.

# # #

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.

Leadership Spotlight: Director of Auxiliary Programs, Ms. Murphy

January 23, 2026 by emilyhughes Leave a Comment

Ms. Murphy is our wonderful Director of Auxiliary Programs. Families often wonder what extracurricular opportunities are available at BASIS Independent Bellevue, so we met with Ms. Murphy to learn more about the valuable work she does to provide robust opportunities for our students outside the classroom.

Background & Career Path

Can you share a bit about your professional background and what led you to your current role as Director of Auxiliary Programs?

My background is in Theatre Education! My entire career has been in alternate education thus far. I worked as a freelance teaching artist for several years doing after school programs and summer camp. I have always loved having the opportunity to help students express their creativity and provide a safe place for students to explore new things. I knew that I wanted a career in extracurriculars, and the opening for Summer Programs Coordinator at BASIS Independent Bellevue popped up at the perfect time! I am so grateful for the experience that BLV has given me to progress from coordinator, to manager, and now the Director of Auxiliary Programs.

What originally drew you to working in education and student enrichment programs?

I have always loved working with kids and when I graduated college, I was exploring what I could do with my Theatre degree. I started working with kids in theatre which is where I caught the education bug. It was in this role that I found a place for myself in alternate education and the work with the kids continues to bring me back.

Roles and Responsibilities

How would you describe the role of Auxiliary Programs within our school community?

I like to describe my role of Auxiliary Programs as the person who gets to bring the fun to school. I plan all extracurriculars, field trips, and various events for the students. These programs help kids explore opportunities they wouldn’t normally have access to, from advanced coding and science competitions to art classes and speech and debate.

What does a typical day look like for you in this role?

In a typical day I am doing extensive behind the scenes work with registration, budget and logistics. In addition to this I am also meeting with teachers and organizations to ensure they have an understanding of our policies and procedures. This role involves a lot of collaboration with other people, as the programs I am planning involve teachers and other staff to make them run. In the afternoons I am typically interacting with students and getting to see the programs I plan in action.

Program Planning and Innovation

How do you identify and develop clubs and programs that truly excite and engage students?

I love hearing suggestions from parents, students, and teachers for clubs! I’d say that about 80% of our programs came about because someone reached out to me and said they’d like to see that program at our school. For example, a current club we have is Physics Forum, which has been led by a current grade 10 student for the past two years. This student completely leads the lessons, and plans and executes the activities. The club culminates with F=MA, a physics exam for grade 7–10 students. Beyond recommendations from our school community, my career has helped me build connections with a wide range of organizations and individuals across the greater Seattle area, whom I work with to bring engaging extracurricular opportunities to our school.

Physics Forum Club ran by Gordon B. in grade 10

Can you walk us through your process for planning a new club or summer program from idea to launch?

In general, a new club or summer program starts with a proposal from a teacher, student or parent. Once the proposal is submitted; it is reviewed to ensure it fits with our schedule and aligns with our overall program needs. I then meet with the individual to confirm the schedule and logistics for the program. From there I collaborate with the club leader for supply needs, and registration. Once a club is up and running, it typically runs for 8–10 weeks.

What has been one of your most rewarding programs, and why?

The first summer I did a performance intensive summer camp, that has easily been one of my most rewarding programs to witness. This week-long program had campers attending daily and working toward a culminating performance of The Jungle Book at the end of the week. Throughout the week the campers put together costumes, created the set, and worked on lines. The culminating performance was a wonderful way for all campers and families to see all of the campers’ hard work. This program was especially fun for me because I love the creative outlet of theatre. Seeing the joy and pride in the students performing at the end of week has stuck with me over the years.

Impact on Students and Community

How do clubs and summer programs enhance the overall student experience?

Clubs and summer programs can not only help students advance in a subject they are already passionate about, but can also give an opportunity to experience new things and discover new passions. The safe environment we create for students to try something new, often ignites new passions. Seeing students discover new passions through clubs and extracurriculars is a special part about my job.

Clubs and Summer Programs can also grow students’ leadership opportunities. For example, our National Science Bowl Team were two-time national champs in the middle school division. The students who were on this team are now in high school and are helping to lead the middle school team. Beyond this, students can also build friendships outside of their class and grade level through various clubs.

How do you ensure programs are inclusive and accessible to a wide range of interests and abilities?

Our Head of School, Dr. Thies, is intentional about creating a holistic learning environment, where we are not just focused on STEM, but also providing equal space and opportunity in the fine arts. While STEM programs are important, fine arts opportunities are equally valuable. When I am planning the programs each year I work to establish balanced offerings for interests. In terms of ensuring our programs are accessible for a wide range of abilities, almost all of our programs are open to all students and only a few programs require try outs. For example, currently our sports teams don’t require a try out, as we want all students to have the opportunity to play. Over the course of this year, we will have around ninety different clubs and extracurricular opportunities, spanning from History Sketching, to Archery, to Intro to Robotics.

Looking Ahead

What exciting summer programs are you most looking forward to?

I am eager to be welcoming kindergarten programs as we welcome younger learners onto our campus for the 2026-2027 school year. One program we will have this summer for our early learners is called, Mini Lemonade Stand. In this summer program students will learn business tactics and create their own lemonade stand, complete with flyers and a mock sale day. We will also have a summer program called DJ Mixing, led by our current music teacher, Mr. Escobar. This program provides a unique opportunity for students to develop a skill they likely wouldn’t have the chance to explore otherwise.

What goals or dreams do you have for expanding student opportunities?

One of my goals is to continue encouraging students to take ownership of programs and develop their leadership skills by running programs for their peers or younger students. I would also love to see us expand our involvement in national organizations like DECA and speech and debate competitions.

Beyond the Job

What do you enjoy most about working with students outside the traditional classroom setting?

I absolutely love witnessing an “ah-hah” moment with a student. Often, I see a student working on something, look up with a spark in their eye, and say, “This is really fun.” Those moments are my favorite thing in the world. I also love walking into a club and seeing everyone actively engaged and connecting with their peers. The classroom may look slightly chaotic, but to me, it’s controlled chaos—a reflection of the passion and excitement students are bringing to the club.

What inspires your creativity and passion outside of work?

Outside of work I love to create in many different avenues. I enjoy theater and the arts and perform in local productions. I also love to bake, crochet, dance and explore the outdoors.