School Community

Beyond the Classroom: BASIS Independent Manhattan’s Project Week in NYC

July 21, 2025 by christineklayman Leave a Comment

At BASIS Independent Manhattan, we believe that education extends beyond advanced academics. Our commitment to fostering well-rounded, engaged, and globally-minded individuals is exemplified through unique and impactful initiatives like Project Week, which range from domestic and international trips to immersive experiences at school and around NYC.

What is Project Week?

A BASIS Curriculum Schools tradition, this fun week of learning takes place the last week of school. Students have the opportunity to engage in an exciting and new activity, working together with faculty members from various grade levels. Teachers also have the opportunity to show off their skills and interests outside of their normal classroom expertise. The goal of the projects is to challenge students to be cooperative learners and function as a team to work towards an end product.

This year’s Upper School Project Week for students in grades 6–11, led by our Dean of Students, Ms. Friederike Williams, focused on the vital theme of community service, where their collective work would make a tangible difference across four of New York City’s iconic islands.

“Project Week is a cornerstone of our curriculum,” says Ms. Williams. “It’s where our students actively apply their learning in real-world contexts and have an opportunity to collaborate across grade levels toward a mutual goal.”

After a successful week of hands-on activities, we are pleased to share the details of how these students connected with their city, transformed some of nature’s spaces, and had fun while exploring the beauty and significance of our local environment.

Making a Difference, One Island at a Time

Roosevelt Island: Cultivating Green Spaces & Community

Our Wildcats kicked off the week by partnering with the non-profit organization iDig2Learn at Coler Hospital. They painted benches, prepared arboretum plaques, and revitalized gardens by removing invasive species and planting new flowers. Beyond the physical transformation, students gained a powerful understanding of how local organizations like iDig2Learn empower communities and the lasting impact of nurturing urban green spaces.

Manhattan: Local Stewardship in Chelsea

Back in our own neighborhood, students felt as a sense of ownership and pride by cleaning up litter in the local area of Chelsea. Their dedication quickly caught the attention of local residents, who offered words of encouragement and appreciation, underscoring the students’ emerging role as active and responsible citizens within their own community. This hands-on service was balanced with opportunities for connection and recreation in nearby parks, reinforcing the vital link between community service and enjoying one’s community.

Governors Island: Unearthing History & Protecting Nature

Even under typical New York skies, our students enthusiastically explored Governors Island, unlocking layers of the city’s rich past. With energy and curiosity, they began with an insightful historical tour of significant landmarks like Fort Jay and Castle Williams. In the afternoon, students engaged in environmental stewardship by collecting litter and then enjoyed some well-deserved free time, showcasing their camaraderie and teamwork through spontaneous games and exploration. A visit to the Urban Farm, guided by Earth Matter experts, provided practical insights into composting and its crucial role in fostering sustainable environmental practices.

Coney Island: Ocean Conservation & Coastal Cleanup

Our students enjoyed more than just a day at the beach! A highlight was the unique opportunity to meet with a curator from the New York Aquarium, learning about the importance of ocean conservation and the impact of pollution on our local beaches. This engaging presentation reinforced their understanding of critical environmental issues.

Following the talk, they participated in a brief beach cleanup and then enjoyed classic Coney Island activities, from volleyball to simply enjoying the ocean breeze. This final day perfectly blended environmental awareness, community engagement, and the joy of shared experiences.

The Transformative Impact of Project Week

Project Week at BASIS Independent Manhattan is more than just a series of activities; it’s an embodiment of our commitment to providing a transformative educational experience. It’s about fostering critical thinking, promoting collaboration, and nurturing a deep sense of civic responsibility in our students from PreK through grade 12. By actively engaging with their community, our students learn valuable lessons about empathy, leadership, and the power of making a positive impact.

Does an education that extends beyond traditional academics, fostering real-world impact and deep community connection, resonate with your family’s vision? We invite you to explore how BASIS Independent Manhattan‘s unique curriculum empowers students to become thoughtful, knowledgeable, and engaged citizens, ready to make a positive difference in the world.

Fall 2026: Top 10 Questions Asked Every Admissions Season

July 17, 2025 by biancaocampo Leave a Comment

Every admissions season, we field hundreds of questions about the admissions process, our program, the transition, student life, electives, extracurriculars, and so much more!

While we are happy to speak to every one of our families, we notice the same questions being asked consistently.

Keep reading below to learn more about the top ten questions asked every admissions season.

#1 – How many students will be admitted in each grade?

Our most commonly asked question! Seat capacity changes from year to year depending on the reenrollment of our current families and our graduating class. We also have the ability to shift how many sections of classes we offer based on the total enrollment of the school. As this is an ever-changing number, we aren’t able to determine seat capacity until around February, after the reenrollment deadline of our current families, which is why we make the majority of our admissions offers Regular Admissions in March. So, though we cannot provide you specifics of exactly how many seats are available “this year” and in “this grade,” we encourage you to apply as we will have available seats in all grades every year.

If you are interested in a BASIS Independent Silicon Valley education, apply!

#2 – What is the difference between Early Admissions and Regular Admissions?

We offer two application cycles during our core season. Early Admissions will require families to complete their application, receive an admissions decision, and accept their seat earlier. Regular Admissions will have all the same requirements but at a later date.

For current families with siblings or families whose first choice is BISV, we encourage them to apply in Early Admissions. For families who are looking at other schools or are unable to commit early, we encourage them to apply in Regular Admissions.

#3 – How do you help students transition into the program?

From their very first day, all new students are placed on an academic support plan. At the start of the new school year, your student meets with his or her dean once a week to ensure a smooth transition. Sometimes this is an individual meeting, and sometimes it is all new students together. Teachers provide office hours throughout the school week for students and parents and are available to talk through concerns or questions. Depending on the grade, we offer a Peer Tutoring program run by our Student Affairs Department, which operates after school and is there to help expand their networks and become comfortable asking for help. We also offer Summer School along with JumpStart Packets before the start of the school year.

We enroll new students every year. For students to achieve the results that they do in our program, they must have the necessary support along their academic journey, from both the school and at home. While we encourage families to join our program sooner rather than later, students can still join in later grades and be incredibly successful.

#4 – Can a student successfully transition from a public school to your program?

Every year, we have students join us from multiple public schools. Any motivated student can excel in our program. We have a strong support network to ensure a student has the toolkit to succeed. In the beginning, there is always some adjustment for students from both public and private schools. Workloads may be higher than the average in the beginning, as students adjust to the structure and practices of our day-to-day program and classroom experience. However, we see time and again that students adjust and learn how to utilize their resources to thrive in their school life.

School administration, faculty, and staff are always present to participate in supporting and guiding students, as well as helping develop good work and study habits and time management skills.

#5 – How much homework should students expect in middle school and high school?

This depends on the student, their core classes, electives, after-school activities, and even what time of year it is, especially in high school. Grade 5 students will typically see 45 minutes to an hour of homework every night, but that will depend on the day and the student. Grade 6 students will have one to one and a half hours of homework. Grade 7 students will have one to two hours of homework. Grade 8 students, as they prepare for our high school program, could have two to three hours of homework each night, but that once again depends on the student and their schedule. Our Student Affairs Team assists in monitoring homework, but since each student, their work ethic, and their schedules can vary, it is hard to say an exact time for each grade.

#6 – With such high academics, do students even have time for clubs and sports?

Absolutely! Over 80% of our student body participates in at least one extracurricular activity at our school every year. But our answer to this is, “it always depends on the student.” We have Upper School students taking two to three AP courses and participating in one to two clubs or more, but we also have Lower School students that take their required coursework and only have time to participate in one club.

Students are given the tools to learn and practice organization, time management, and work and study habits, but no two students are alike. It is more important to us that our students learn to take on only what they can handle, challenge themselves when appropriate, and learn when and if they need to turn their focus elsewhere. Many students may play a sport or participate in a club on campus but also engage in an activity outside of school, such as ballet or martial arts. Our students learn to manage their time while exploring and enjoying their extracurricular interests and passions.

#7 – What is your teacher hiring process?

We believe academic degrees or experience in the disciplines taught and passion for that subject are the most important tools for inspiring deep content understanding in students. Our selective hiring process screens for candidates who are committed to sharing their expertise and helping students become the best versions of themselves. All final candidates are invited to conduct a Teacher Demo, where Heads of School assemble classes of our students. Candidates are given the opportunity to teach a lesson, challenge students, show their subject expertise, as well as show their ability to communicate high-level subject matter to young students. Our students take these sessions seriously; they know their feedback weighs heavily in our hiring decisions. Some new faculty members have been teaching for years in college preparatory or university settings. Others are leaving a research lab or corporate job to leap into a new career and share their experience and applied knowledge with BASIS Independent students.

#8 – What is your student-to-teacher ratio in the classroom?

TK and Kindergarten will have around 20 students to two teachers per classroom. Grades 1 – 4 will have around 25 students per class with a Learning Expert Teacher (LET) that stays with them throughout the day and an individual Subject Expert Teacher (SET) that joins their class for each subject. Grade 5 and above will also have around 25 students but will have an individual Subject Expert Teacher for each subject.

#9 – How do you teach soft skills, such as confidence, self-control, and self-awareness?

At BASIS Independent Silicon Valley, we believe in a strong partnership with our parent community to help our students develop their soft skills. To that end, our Student Affairs Department hosts a variety of student-centered and parent-centered workshops aimed at providing families with the necessary tools for success. From cyber-awareness seminars to the student-centered Wellness Week to organizational lessons, our Student Affairs Department is consistently finding new ways to support the development of our students.

Additionally, students will take Health starting in Grade 7, where they will explore themes of self-advocacy, peer dynamics, as well as other Social/Emotional Learning topics. Students are a part of a learning community, one that gives the opportunity for young adults to better themselves, take risks, have achievements, have failures, learn lessons, etc. Through the natural course of a school day, students are partaking in that community and are not only learning these life skills and respecting themselves but also others.

Whether it be their behavior in the hallways, participating in class discussions, or connecting with friends during lunchtime or after school, students are learning these lessons through their relationships with their teachers and fellow students. It’s a daily journey and one that sometimes requires students to be reminded of the community they are a part of, the respect they require, and the respect we require them to show other people. This is where their relationships with their teachers, fellow students, and Student Affairs Department really come into play.

#10 – How does the school work with families in helping push their students to achieve more?

It’s all about striking the right balance, which is different for every student, even students in the same household. At home, we encourage parents and students to have an open and honest dialogue about how they are doing, handling stress, what new passions and interests they want to pursue, how they want to challenge themselves, and even what they need to cut back on.

We love to highlight our students’ skills of self-advocacy. This is why we believe that having “too much on your plate” is just as valuable a lesson as having a fully optimized schedule. At BASIS Independent Silicon Valley, we believe that a thorough and well-rounded education is one that embraces failure as part of the process. Through failure, students are able to engage in critical skills, such as self-analyzation and flexible thinking. Finding the balance in your personal life, social life, responsibilities, school, work, etc. is a journey that our students will take for their entire life. We believe it is critical to encourage their enthusiastic exploration of these areas through their education.

We don’t see failure as a negative but rather as an opportunity to learn a different lesson than the one you intended. At school, we help students feel supported and encouraged to pursue something, whether it be starting a club, taking two electives, or planning a Senior Project. If they succeed, we are celebrating with them. However, far more is learned in those times when a student realizes they pushed themselves too hard, stretched themselves too thin, and did not accomplish what they initially intended to. Especially in those times, in partnership with their home, we are there to help them learn those important lessons and come back better than before.

Class of 2025: Graduation Reflections

July 10, 2025 by jogoldfarb Leave a Comment

On June 18th, family, faculty, and students of BASIS Independent Brooklyn gathered together at the Palm House in the Brooklyn Botanic Garden to celebrate the accomplishments of our Class of 2025. Our twenty-four graduates are now poised to continue their academic careers in top colleges and universities across the country.

During the ceremony, Valedictorian Maxim S. expertly captured their time together as a class and inspired his fellow graduates to look ahead to all that is in store for them. We wanted to share his speech with our community since his words reflected the joy and honor at the heart of the celebration.

Address by Class of 2025 Valedictorian Maxim S.

Hello everyone, and thank you all for coming to celebrate this long-awaited achievement. It is an honor to stand on this stage as valedictorian—an honor I couldn’t have achieved without the unwavering support of my teachers, administrators, and, of course, my family.

Mom, Dad, Grandma, Grandpa, Aunt—thank you for not only giving me the opportunities to succeed, but for being there through all my highs and lows. And a special thank you to my brother as well—although he’s not here today, I truly cannot imagine how dull life would have been without your company, snarky humor, and competitiveness.

For most of us, today marks the long-awaited moment of liberation. The words AP, College Board, and Advisory are finally behind us. No more watching AP Classroom videos at 2x speed, hiding from Advisory teachers in the Senior Lounge, or complaining to our teachers about unnecessary post-AP assignments. I’ll admit, I certainly felt that sense of freedom at Senior Send-Off—more excited about what’s to come than nostalgic for what had passed.

But over the course of this last trimester—with more free time and fewer deadlines—I’ve had space to reflect and genuinely appreciate what BASIS [Independent Brooklyn] as given us.

Like many of you, I joined this school in its early days. When my family moved to the United States in the middle of my 2nd-grade year, I was nervous. I didn’t know how I’d fit in, or whether my differences would set me apart. But BASIS [Independent Brooklyn] did something remarkable—it welcomed me with open arms. It embraced the things that made me unique and gave me the space to grow into who I am today.

This small community—quirky, intense, tight-knit—has encouraged us to be ourselves. Class presentations and projects gave us the creative liberty to explore our topics of interest deeper. And because our class was so small, we had no choice but to listen to each other—to hear perspectives we might have tuned out in a more traditional high school. That closeness made us not just classmates, but collaborators, confidants, and, in many cases, lifelong friends.

We felt this school was small enough to create the changes we wanted—and so we did. We argued our case for better grades after tests we thought were unfair, started clubs where we saw gaps in the extracurricular catalog, and pitched in to support both the BASIS [Independent] and Red Hook communities. Sure, some of our efforts didn’t succeed—like the infamous Puerto Rico trip—but every attempt taught us how to advocate for ourselves, speak up, and shape the environment around us.

Through these four years, there were obviously moments when I wasn’t always the most prideful about our school. I sometimes compared our experience to the more “traditional” high schools we see in movies, and wondered what we were missing. But now, I see just how special our journey has been. We weren’t just students here. We were contributors to something still being built, persevering through academic rigor to help leave a mark on the expanding BASIS [Independent Brooklyn] community. And because of that, we didn’t just grow—we helped shape the school that shaped us.

So to the Class of 2025: As we turn the page and begin the next chapter, let’s not forget the laughter, the lessons, and the late nights that brought us to this stage. Let’s carry forward the values BASIS [Independent Brooklyn] has instilled in us—the courage to be ourselves, the willingness to listen, and the strength to grow. So let’s not wait for the world to change—let us be the ones who change it.

Congratulations, Class of 2025. And in the words of Fabrizio Romano: Here we go!

Thank you to Maxim and our entire Class of 2025 for leaving their mark on our school community! We will be cheering you on these next few months during the transition to college.

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.

Leading with Purpose: Meet the Director of Student Affairs at BASIS Independent Bothell

June 25, 2025 by chriszefferys Leave a Comment

Ms. Andrea Sheffield joins the founding staff of BASIS Independent Bothell as the Director of Student Affairs after more than a decade with BASIS Curriculum Schools in Arizona. She graduated from Arizona State University with a Bachelor’s in Family and Human Development and a Master’s in Psychology in Education. At BASIS Curriculum Schools, she taught public speaking, led clubs, advised the National Honor Society chapter, and served as a Dean, Director of Student Affairs, Director of Academic Programs, and Assistant Head of School.

Ms. Sheffield the Director of Student Affairs (DSA) for BASIS Independent Bothell

“I have served a BASIS Curriculum School in almost every leadership capacity,” shared Ms. Sheffield. “I founded our Firebird Library; taught the American Sign Language club; advised our National Honor Society; ran a Raqs Sharqi Term Project; and designed a curriculum for a grade 7 public speaking class and taught that for a year.”

Working directly with students is what Ms. Sheffield loves best. She is excited to return to the Director of Student Affairs role and join the Orca community.

We had an opportunity to connect with Ms. Sheffield and introduce her to our BASIS Independent Bothell community.

Ms. Sheffield, it is terrific to have you on the founding administrative team. Tell us about yourself!

I am a military brat and the second oldest of four children. My sister and I are administrators, and my brothers are both artists. In my spare time I love to read, craft, scrapbook, and dance. I have been dancing for almost 20 years, and I was in a professional dance troupe in Phoenix, AZ. I am also learning to cook! I now have four dinners I can reliably make (and, surprise to me, they are good!) and I am building a recipe book so that I can continue adding to my skills.

You have worked in schools before, what has been your favorite day in your school career?

It is hard to pick one favorite day out of 15 years. I think I love graduations the most. Going from grade 5 to grade 6, going from grade 8 into high school, and going from high school to college, each step feels so big. The students work hard every single day, and they can’t always imagine a future where they make it, so when it happens, it is magical. They realize that even when it is hard, they are so capable of getting where they want to be.

From your lens in Student Affairs, how are students able to thrive in a challenging academic program?

The biggest piece to understand is that learning should be approached like any other discipline—whether it be a sport or fine art. Learning is a skill and you have to practice at it. The BASIS Curriculum can only be successfully navigated if you embrace the belief that you can always learn more and improve—by adopting a growth mindset. Student support is about a toolset, through student-teacher office hours, parent support, and more. To succeed, students need to be ready for the full cumulative knowledge aspect of the curriculum; being smart is something you build and if you put in the work, and use the tools available, students get better at navigating their learning experience. In our program, students will learn how to take notes, build organizational skills and work habits, key tools that support their success and help them discover their potential. Our students are capable, and with the right support and effort, they can thrive. Learning is a fun thing that anyone can do, and you just need to put your mind to it!

What are the three things that are important to you with student support?

Primarily, it is working with students and parents to build trust and community. The core themes are fairness, consistency, and an open partnership. First, when students know that you will treat them fairly, they are more likely to engage positively and persevere through challenges. Second, having consistency creates reliable boundaries and builds relationships. Third, having an open and collaborative partnership to ensure students and teachers are comfortable to meet with me, ask questions, have conversations, and just take a break as needed.

Tell us, what is the primary focus of a Director of Student Affairs (DSA)?

I like to say the DSA is the calmest person in the room. They have the big umbrella and big picture of the social, emotional and academic well-being of all students. As DSA I work with my team and school leadership on how we define the toolset and strategies for students and teachers to support students, with the goal of helping students build strong connections and relationships. Additionally, my role is to help teachers work with our spiraling curriculum and partner with parents to help them get through the big picture. Through these activities, this is how we build culture. It is also important to maintain a healthy balanced approach to academics and social life, and my team I work with students to help them manage both effectively.

How are students supported throughout the school year?

Putting routines into place is essential to creating a culture of support. What has worked is Academic Enrichment or ‘AE’ as we call it. This is intended to be quiet study time. Student hours are another way we support students. Each teacher offers two hours a week for student-teacher office hours. Through the school year, my team and I will begin to identify students who may need more support either through organization or behavior, that may impact their success academically. It is important to me to get them through the process, which includes developing academic support plans as needed. The Student Affairs team will identify methods for students to be successful and have a partnership with parents, too.

What excites you about this new school and role?

I am looking forward to working alongside a passionate team of faculty, administrators, and families who are committed to bringing our program to life for students who are eager to participate in this new campus community. The team is energetic and looking forward to building a wonderful school. What also excites me is that our program offers a great curriculum. It teaches students something about themselves and prepares them to take on challenges as they get older. In their academic experience, they will learn failure and how to get past that failure, and how to represent themselves and stand out, and lead. I am excited to know the new students, learn names, and their parents. It is a new beginning with many opportunities!

What are you most excited about, moving to the Seattle metropolitan area?

Listening to the rain, growing plants in the Pacific Northwest climate instead of the desert from which I traveled, and exploring all the unique coffee shops.

BASIS Independent Bothell is a K-12 private school in Bothell, Washington. Join our interest list for updates on upcoming admissions events, application details, program information, and more.

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

April 3, 2025 by jessicagrear Leave a Comment

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

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

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

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

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

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

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

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

Night One – The Spring Showcase

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

Night Two – The New Works Festival

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

Night Three – The New Works Festival

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

Night Four – The New Works Festival

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

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

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

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

Beyond the Classroom: Exciting New Outdoor Space Rendering Revealed

April 1, 2025 by mirandamartinez Leave a Comment

In addition to providing students with a rich academic experience, we recognize that academics and school enrichment activities are integrally connected to one another and are mutually beneficial. Enrichment opportunities not only help meet students’ academic, social, emotional, and physical needs but they also offer a balanced learning experience that provides numerous opportunities for students to develop into whole, responsible, and enthusiastic learners.

Our approach to sports promotes healthy competition and empowers students with the discipline, grit, and persistence to become leaders on and off the court. It is mastery of these skills that has led many of our student athletes to victory in a variety of competitions, large and small.

Students will have access to not only the gymnasium, but also a multi-use outdoor space between the academic building and the gym.

Sports and Clubs at BASIS Independent Bothell

March 11, 2025 by mallorykilbreath Leave a Comment

While leadership opportunities for students are evident in every aspect of the BASIS Independent student experience, students are able to gain valuable skills through participation in club and sports opportunities. As we open our doors to a brand-new student body in the 2025-2026 school year, we look forward to developing clubs and sports that match the desires of the students in our community or introduce them to something new.

Sports

With our WIAA regulation-size field, outdoor sport courts, and gymnasium, we have the ability to host schools from all around to foster our student-athletes in a variety of sports.

Examples* of athletic offerings for both club and interscholastic competition include:

Badminton
Baseball
Basketball
Dance
Flag Football
Pickleball
Soccer
Softball
Track and Field/Cross Country
Ultimate Frisbee
Volleyball
Yoga

*We will be finalizing first year and future offerings soon.

Students posing for the camera in basketball jerseys.

*Images from BASIS Independent McLean and BASIS Independent Brooklyn

Clubs

The BASIS Independent Bothell club program will allow students to try something new, dive deeper into an interest, compete on regional, national and international levels, and gain valuable leadership and collaboration skills. The BASIS Independent network encourages students to take the initiative to establish new clubs that cater to their interests, which has resulted in the creation of some of our most popular clubs across the network, making our network school students leaders in many popular programs.

Examples* of club offerings include:

Art
Band/Choir/Ensemble
Board Games Club
Book Club
Chess Club
Coding
Debate
DECA
Dungeons & Dragons
Garden Club
Key Club
Lego Club
Math Wizards
Minecraft
Model UN
Robotics
Theater Arts/Drama
Yearbook
World Travel Club

Students setting the ball while playing volleyball.

Teacher and students looking at chess boards while playing chess.

*Images from BASIS Independent Brooklyn and BASIS Independent Silicon Valley.

Join Us

To learn more about our clubs and sport offerings, join us for a virtual information session! Sign up here.

Finding an Elementary School in NYC: The Checklist for Parents

March 6, 2025 by christineklayman Leave a Comment

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

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

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

Teachers: Passion and Expertise

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

An Advanced Curriculum with Essential Enrichment

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

Social-Emotional Learning: Nurturing the Whole Child

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

Active Learning and Play

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

Transparency and Community: A Different Approach

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

Get Parent Reviews

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

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

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

Visit Our School

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

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

Diversity, Equity, Inclusion, and Belonging at BASIS Independent Bellevue

February 14, 2025 by mirandamartinez Leave a Comment

Diversity, Equity, Inclusion, and Belonging (DEIB) is an essential framework to utilize when building a modern learning community. At BASIS Independent Bellevue, our approach to DEIB ensures every individual feels valued, empowered, and inspired. Our team uses DEIB principles to support academic growth and personal development in an interconnected world.

DIVERSITY

BASIS Independent Bellevue affirms our network’s stance that schools should respect and honor people’s backgrounds and lived experiences. On BASIS Independent School campuses, embracing diversity bolsters social and emotional growth while fueling academic inquiry. We strive to cultivate and celebrate diversity within our population and at school through our curriculum, modern take on history, global perspectives, and embracing of the diversity of thought.

Head of Operations, Ms. Cardenas states, “Our campus community prides itself on appreciating different cultures, nationalities, background, values and practices. Engaging in DEIB work within our classroom and school activities allows students to create different perspectives beyond what their personal experiences may be. When we expose students to different viewpoints about the world, it allows them to form their own beliefs and appreciation for the world around us.”

“When we expose students to different viewpoints about the world, it allows them to form their own beliefs and appreciation for the world around us.”
Ms. Cardenas, Head of Operations

EQUITY

At our school, equity means striving to provide every student with the support and opportunities they need to succeed. Furthermore, this means recognizing and addressing the unique challenges that certain individuals face. Our commitment to equity ensures that members of our learning community—students, parents, and educators alike—have what they require to thrive.

Our faculty at BASIS Independent Bellevue also work hard to uplift equity in our curriculum by fostering critical thinking and encouraging students to explore multiple perspectives. By examining historical events, scientific discoveries, as well as social, cultural, and emotional experiences through an equitable lens, we help students develop nuanced perspectives.

INCLUSION

Inclusivity ensures individuals feel welcome, valued, and respected. In action, this involves creating conditions in which everyone is treated equitably, having equal opportunities for involvement, input, and progress. Our team is committed to modeling inclusive practices, ensuring that the people who contribute to our learning community feel heard, understood, and empowered. By embracing inclusivity, we create an environment amenable to learning success.

An inclusive mindset is great to have when approaching the usefulness of other DEIB concepts. Much like how our students will not get accurate answers to scientific questions or math problems without using the correct formulas and processes, our students need to know that the other components of DEIB will risk not producing meaningful results without the framework of inclusion. An inclusive approach thus leads to learning communities like ours being able to make meaningful changes, advancements, and provide innovative solutions to problems.

BELONGING

Belonging is an increasingly discussed part of DEIB models and is key to growing and maintaining community. At BASIS Independent Bellevue, the notion of belonging is established by facilitating connections, offering support, and encouraging growth. When students feel they belong, the academic experience, as well as the social and emotional learning that happens in school, gains a greater sense of purpose. This sense of belonging strengthens confidence, resilience, and perspective, helping students engage deeply in their education and approach their journey with enthusiasm and pride.

“Feeling like you belong is so important because meaningful relationships help us to feel valued and seen. This increased sense of connection to others allows students to take meaningful risks in their learning and find comfort through challenges.” -Ms. Olivia, School Counselor

Through mentorship programs, student-led clubs, and collaborative projects, we strive to cultivate a sense of belonging for every member of our school community. When students feel they belong, they are more likely to take risks, share ideas, and engage deeply with their learning. Belonging means students and faculty become excited to come to school, take part in events, and embrace new experiences.

DEIB in Action

Our school has monthly DEIB events and initiatives. Many of our DEIB initiatives advance learning and raise cultural awareness therein, enhancing the educational experience. Some of the programing we work on includes taking the time to recognize Indigenous Peoples Heritage Month, Latinx/Hispanic Heritage Month, Black History Month, and others. The Dean of Students, Ms. Hinton, leads the charge on planning DEIB events and has seen the impact it has on our students. She states, “It is my goal to implement DEIB activities that both honor minority communities and educate our students. In doing so, they have become more knowledgeable, empathetic, and kind.”

DEIB concepts are also used as educational tools within classroom settings. Each year our community attempts to make connections to DEIB but also to explicitly teach valuable lessons centered around these principles in a way that is useful for our unique learning community. For example, teachers at BASIS Independent Bellevue include a DEIB-focused lesson in their teaching each trimester which highlights a person from a different cultural background than their own who has made a positive impact on their field of study. For example, Math SAD Mr. Norcross taught a lesson last year that focused on the unique life and experience of Al Khwarizmi (c. 780 – c. 850) which also help introduced students to the historical roots of algebra, engaging them in hands-on learning by physically completing a square to connect geometric and algebraic methods, which deepened their understanding and curiosity about mathematical history. Mr. Norcross states, “When we integrate the themes of DEIB into our lessons it is important for it to be genuine. I always look for a connection that is directly relevant to the students learning or has some other timely contextual relevance. This gives the lessons real purchase with the students; broadening their horizons and deepening there understanding.” Class experiences like these not only exposes our students to a wider array of class materials to engage with but leads to students learning to have new insights into the nuances of the disciplines they study and have valuable conversations about the hardships, resilience, and advancements made by people within their fields.

Dean of Students Working with Students on a DEIB Activity

BASIS Independent Bellevue also integrates DEIB into our events calendar. One recent highlight was our 2024 Winter Carnival, held the Friday before Winter Break. During this event, our Mountaineers celebrated various winter holidays: crafting ornaments for Christmas trees, setting goals for Yule, creating hand wreaths for Kwanzaa, and completing a Hanukkah-themed scavenger hunt. Students also honored Diwali by making lanterns and embraced Ramadan’s spirit of gratitude through reflection activities. The day concluded with a cherished Mountaineer tradition—fresh hot cocoa. Through DEIB programming, we aim to provide a fun, educational way to celebrate the rich diversity of our broader communities.

A number of clubs and opportunities also demonstrate the importance of diverse experiences from an inclusive framework. Ms. Cardenas states, “I am proud of the array of diverse offerings our Auxiliary Team offers to support learning outside of the classroom. We have the World Travel Club, advised by SETs Mr. Tyler and Mr. Hui-Peterson, where students can travel around the world and learn from guides and scholars in that area. They might sit on the same steps as William Shakespeare did in England or walk through the same temple as Alexander the Great did in Greece! Another popular club we offer is our Chinese Cooking Club, hosted by our SET Ms. Pan. Students learn about Chinese food tradition and the special properties of Chinese ingredients and spices, as well as their connection to health. They also get a crash course learning basic cooking hygiene and safety. If you consider yourself a huge BTS fan, we also have a K-Pop Cover band, hosted by our SET Ms. Ziolkowski. Students learn K-Pop choreography and are immersed in some of the most popular musicians in Korean culture.” Our campus community is proud that our students are exposed to a world-class, international education and take part in experiences that support a global mindset.

DEIB—Diversity, Equity, Inclusion, and Belonging—shapes and is shaped by the educational experience at BASIS Independent Bellevue. These values bring us closer to a culture where every member of our community feels supported and empowered to succeed. As we grow, our commitment to DEIB will continue to guide us, fostering an inclusive and dynamic environment where diverse perspectives are celebrated, and every Mountaineer can thrive.

National Junior Honor Society at BASIS Independent Bellevue

January 21, 2025 by mirandamartinez Leave a Comment

The National Junior Honor Society (NJHS) plays an integral role in building up the students in our Middle School Program as young leaders. As one of the premier student organizations in the nation, NJHS empowers members to contribute meaningfully to their communities while excelling academically. This year, our NJHS chapter has been busier than ever as our school continues to grow.

Character, Citizenship, Leadership, Scholarship, and Service.

The National Junior Honor Society (NJHS) pillars—character, citizenship, leadership, scholarship, and service—align with BLV’s mission to foster well-rounded students. NJHS encourages students to pursue academic projects and take the lead on initiatives that benefit their community. In grade 10, students transition to the National Honor Society (NHS), which introduces additional requirements to further their growth. This progression reflects BLV’s commitment to teaching foundational skills and guiding students toward confidently reaching higher levels of achievement.

The number of members fluctuates yearly depending on the number of applicants. The admittance process is rigorous, and students must re-apply annually. Students need to have earned high marks in school, complete the application questions which show examples of how they work to achieve the pillar characteristics, and write an essay based on the chosen topic. Once they have submitted their application, it is looked over by the Chapter Head and by the faculty committee which is made up of teachers from our school.

Currently, our chapter has 30 students, each doing their best to stay committed to upholding NJHS’s principles. Becoming a member of NJHS at BASIS Independent Bellevue is an honor and a responsibility. Membership requires ongoing dedication. Students must maintain strong academic standing, contribute 15 volunteer hours, and participate in NJHS activities. Students have done many creative projects such as cleaning up parks and leading informational lessons at libraries. These expectations and activities of NJHS ensure that members remain engaged and committed to their personal growth and community impact.

NJHS at BASIS Independent Bellevue: This Year so Far

At the beginning of the school year, students who had been accepted into the BASIS Independent Bellevue NJHS chapter joined the organization during our Induction Ceremony. During this event, select students read passages relating to the five pillars. Students then took their NJHS oath and received their certificate from Head of School, Dr. Thies.

In the months of November and December, BASIS Independent Bellevue hosted a food drive in partnership with Renewal Food Bank. During this time, NJHS students had the opportunity to volunteer with counting, storing, and organizing the food and hygiene products that were donated. At the end of the food drive, NJHS students went to deliver the food to the bank and received a tour to learn more about the food bank process and the communities impacted by the donations.

Lending support to our on campus community is also a passion for many of our NJHS students. For example, four grade 8 students from NJHS are currently working on a student-led project. To help support their peers in grades 6 through 8 who are taking their Pre-Comprehensive exams at the end of January, they have partnered with the primary students to create encouraging notes. The primary students wrote personal messages of support which the grade 8 students then attached to folded origami cranes that they had hand-crafted.

As our learning community grows further, NJHS is becoming a force that strengthens our student body. Through their dedication to service, leadership, and character, NJHS members set an example for their peers.