STEM

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.

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.

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 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.

Real Questions, Real Investigations: How BASIS Independent Fremont Students Develop Scientific Thinking Skills

January 22, 2026 by sarahpeterson Leave a Comment

Real scientists don’t start with textbooks. They start with questions about the world around them. At BASIS Independent Fremont (BIF), our Lower School students learn the same way: by investigating real phenomena, testing their ideas, and using evidence to support their conclusions. From engineering solutions to ancient problems to exploring why oil and vinegar refuse to mix, BIF students practice thinking like the scientists and engineers they may one day become.

Learning Through Real-World Investigation

At BIF, science education is phenomena-based, meaning students begin with observable events and real-world questions rather than memorization. Our approach develops three essential skills: active investigation (students doing, not just watching), scientific communication (reading, writing, and discussing like scientists do), and evidence-based reasoning (supporting conclusions with data).

This matters because these skills extend far beyond the science classroom. Whatever our students choose to become in life, they need to ask thoughtful questions, analyze information, and solve complex problems. Science at BIF is preparation for thinking critically about the world.

What Scientific Thinking Looks Like at BASIS Independent Fremont

Students Observe and Question

In Dr. Luo’s grade 4 science class, students recently tackled a deceptively simple question: why do oil and vinegar sometimes mix instead of separating into layers? “We started at the observable scale by having students mix oil and vinegar and notice that they don’t mix and instead form layers,” Dr. Luo explains. From that initial observation, students generated their own questions about what was happening at a molecular level—questions that would drive their entire investigation.

Similarly, in Mr. Kasper’s engineering class, the students face a historical challenge: How did ancient Rome transport fresh water to support its growing population? “Students are guided to ask essential questions such as: Why is this a problem? Who is being affected? What are the possible causes of the water shortage?” Mr. Kasper notes. “Students are encouraged to ask additional questions of their own, deepening their understanding of the challenge.”

Students Investigate and Test

Scientific thinking requires more than curiosity—it demands action. Dr. Luo’s students moved from observation to experimentation, testing various substances to see what would help oil and vinegar combine. “Students experimented with adding lecithin, flour, and cornstarch to oil and vinegar. They discovered that lecithin helps oil and vinegar mix by acting as an emulsifier.”

In engineering, Mr. Kasper’s students design and build prototypes of aqueducts, working within budgets and material constraints just as real engineers do. “During construction, they test their structures for strength and for their ability to successfully transport water,” he explains. “Testing is an ongoing process, and students carefully record not only how their prototypes perform, but also the results of each test and the improvements they believe will fix any issues.”

Students Read, Write, and Communicate Like Scientists

Scientific literacy is just as important as hands-on experimentation. Dr. Luo’s students didn’t just conduct experiments—they read scientific texts to deepen their understanding. “Students built their own online models and read texts like Handbook of Food Science and Solving Dissolving to learn about molecular structure and how molecules attract themselves and other molecules,” she shares.

Throughout their investigations, students document their findings in science journals, write lab reports, and present their conclusions to classmates. This mirrors how real scientists communicate their discoveries to the broader scientific community.

Students Use Evidence to Support Their Ideas

Perhaps most importantly, BIF students learn that good ideas must be backed by evidence. When Dr. Luo’s students concluded that lecithin acts as an emulsifier, they could point to specific experimental results and molecular models that supported their claim. They learned about emulsifiers’ special structure—one that can attach to both oil and vinegar molecules—through both reading and hands-on observation.

Mr. Kasper’s engineering students practice the same evidence-based thinking. “Each idea is discussed and evaluated based on the identified constraints and goals, such as efficiency, cost, available materials, and the ability to successfully transport water,” he explains. “Through this process, students learn that engineering is not about choosing the first idea, but about carefully comparing options to determine the best possible solution.”

Building Skills That Last

The sophistication of scientific thinking grows as students do. By grades 4 and 5, students are working with complex concepts like molecular structure and engineering design processes, but the foundation begins much earlier—with kindergarteners observing how materials change and grade 1 students exploring the natural world.

These investigations teach students to approach problems with confidence. They learn that failure is part of the process, that questions are more valuable than quick answers, and that evidence matters more than opinions. As Mr. Kasper notes, “This reflection reinforces the idea that engineering is iterative and that failure is an important part of learning and improvement.”

By the time BIF students reach Upper School, they’ve spent years practicing how to think, not just what to think. They carry forward skills they’ll use for life: asking thoughtful questions, designing investigations, using evidence to support ideas, and communicating findings clearly.

Science as a Way of Thinking

At BASIS Independent Fremont, science isn’t a subject students study. It’s a way of thinking to practice every day. From our youngest Bumblebees to our grade 5 students preparing for middle school, students learn to approach problems like scientists and engineers: with curiosity, creativity, and evidence.

Want to see scientific thinking in action? Schedule a campus tour to visit our Lower School classrooms and discover how BIF students are learning to investigate, question, and solve the problems that matter.

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

Build the Future at Our Senior Robotics Camp

December 31, 2025 by jogoldfarb Leave a Comment

This summer, we’re opening the doors to innovation at BASIS Independent Brooklyn with our Senior Robotics Camp—an intensive, hands-on experience designed for students in grades 6–12 who are eager to explore the cutting edge of technology.

From June 29 to July 3, aspiring engineers and problem-solvers will spend their afternoons (12:00–4:00 p.m.) immersed in the fundamentals of robotics at our Upper School campus in Red Hook. Students will master mechanical design, dive into coding, explore circuitry, and learn sensor integration—all while building and programming their own robots from the ground up.

What Makes This Camp Special?

This program isn’t just about following instructions. Campers will tackle real-world challenges, from navigating complex obstacle courses to programming robots to complete automated tasks. Working both independently and collaboratively, students will develop critical STEM skills, including:

Critical thinking and analytical reasoning
Teamwork and communication
Creative problem-solving under pressure
Technical proficiency in coding and engineering

Whether your student is taking their first steps into robotics or looking to level up their existing skills, our supportive environment encourages experimentation, iteration, and bold thinking.

BASIS Independent Brooklyn’s Robotics Coach Nicholas will oversee the camp, and he shared: “I’m really excited about the Robotics Summer Camp, where students get hands-on experience building and programming robots using Arduino and other electronics.”

Coach Nicholas continued: “Whether students are new to robotics or have prior experience, this camp is a great opportunity to explore, problem-solve, and build something awesome together.”

Details at a Glance

Grades: 6–12
Dates: June 29 – July 3
Time: 12:00–4:00 p.m.
Investment: $850

Allow your teen to turn curiosity into capability. Space is limited—registration opens on January 6, 2026. Watch them build the future, one robot at a time. See our Summer 2026 website for more information.

Coach Nicholas and his high school robotics team prepare for their FIRST Competition demonstration.

Student Spotlight: Hera L-Y—Researching Forever Chemicals in Our Water

December 6, 2025 by aixuanwang Leave a Comment

Hera L-Y, a senior at BIM, conducted a series of water-quality analyses on samples collected from several local areas during her free time. After testing samples from Falls Church, Loudoun County, Washington, D.C., Montgomery County (MD), and Alexandria, VA, she discovered a significant discrepancy between Alexandria’s results and those of the other regions. Dr. Hight recently interviewed her about her process and findings.

Hera, I know you’ve been doing your own research on Polyfluoroalkyl substances (PFAS) in our water, and it was recently written about in the Alexandria Times. How did you get started looking into forever chemicals?

In the summer after my sophomore year, I did an internship in a chemistry lab in China, and the professor who was mentoring me introduced me to PFAS and gave me a project to work on with the help of some graduate students. I learned a bunch of different simulation software and then simulated the interactions between PFAS and proteins. We used Perfluorooctanoic acid (PFOA), which is really common. We studied its interaction with bovine serum albumin, which is a protein in cows very similar to human serum albumin but a bit less complicated.

We found that the binding energy was really strong, which told us that PFOA was really likely to bind to the protein. And then we calculated how much the protein changed after interaction with PFOA and found it hadn’t changed much at all. We realized that because the interaction was so stable, the body wasn’t recognizing it as a foreign particle. But binding to the protein could still knock it out of service.

Hera presenting on PFAS during her internship.

It harms protein function without triggering any sort of immune response? That doesn’t sound good.

Not good.

So your lab work got you interested in PFAS. How did you get from there to testing local water?

After that summer, I knew that this was something that I wanted to continue looking into. I built my own website about PFAS, trying to, like, educate people as much as possible about products that contain them. And then in March or April of 2024, I started this project. What sparked the whole thing was that I found these filters online that let you test your own tap water’s PFAS level. So I bought two and tested my tap water, and then also tested boiled water, because my family drinks a lot of tea.

Then I wondered if the concentration in my home would be different from my friends’ homes. So I tested in a bunch of different towns: Arlington, Alexandria, Loudoun, and Falls Church. The average was around 9-10 PPT, but there were two outliers. Loudoun was really low, around 3.5 PPT. And I actually expected that to happen because they advertised that they are implementing things to filter out PFAS. So I knew Loudoun was going to be lower than the rest, but then I found that my first result for Alexandria was 22 PPT, more than twice the average. At first, I thought it might have been an experimental error, so I tested again at a different location in Alexandria. That one came back 17 PPT, so less, but still way more than average.

Hera collecting water samples with young campers during the Environmental Science summer camp she led.

So what was going on with Alexandria’s water?

What I did was look into the water sources for all the counties. So I tested the Potomac River and the Occoquan Reservoir, because those are the two main sources of water in Northern Virginia. Both were in double digits. The Potomac was around 15 PPT, and the Occoquan was 21 PPT, both of which are lower than the first Alexandria reading, which was a little confusing. But concentrations do vary with rainfall.

I reached out to a few newspapers because I’ve never seen this covered before, and I got connected with the journalist who wrote the article. We did some research and found an article from 2023 that talked about how Alexandria had an actionable level of PFAS. The mayor at the time was talking about how they were going to do something to stop it, but their levels are actually higher now. So clearly, they didn’t really do anything.

What’s next with this project?

It’s kind of on pause right now for college applications, but I definitely want to continue it in college. Because we know PFAS are bad for us, but we don’t know the extent of how bad. There’s a strong correlation between the concentration of PFAS in someone’s body and liver cancer. I do know that the liver is the main thing that detoxes your body. Because PFAS are so non-degradable, they kind of build up in your liver over time. I’m curious about the biochemistry there.

Sounds fascinating. I look forward to hearing more about it in the future. Thanks, Hera!

You can also read about Hera’s findings in the Alexandria Times.

BASIS Independent McLean is an Age 2–Grade 12 private school, providing students with an internationally benchmarked liberal arts and sciences curriculum, with advanced STEM offerings. Considering joining the Red-Tailed Hawks community? To join our interest list for the next school year and receive admissions updates and more, please click here.

More Than a STEM School: Highlighting Our Humanities Curriculum

November 21, 2025 by christineklayman Leave a Comment

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

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

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

two elementary school students read a book together

Why a Content-Rich Curriculum Matters

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

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

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

Consistency Across the Board

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

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

two male elementary school students read a picture book together

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

high school students in English class doing an activity with notecards spread across the floor

Interdisciplinary Curriculum: Preparing for High-Level Coursework

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

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

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

Voices from the Classroom

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

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

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

Ms. Bandarenko interacts smiling with two early learning program students

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

Ms. Bond discussing topics with a student.

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

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

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

The Full Picture of Academic Excellence

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

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

Parent Perspectives Shared at Our Fall Open House

November 3, 2025 by jogoldfarb Leave a Comment

At BASIS Independent Brooklyn’s recent Open House, several parents spoke on a panel about what drew them to our school and what stands out most based on their years in our community. We wanted to capture the conversation to help others understand what makes our school stand apart. Many thanks to all our parents for sharing their experiences!

Paul C. (Dad to Jasper in Gr. 10)

We were talking to one of my wife’s aunts, who lives in Arizona, and she told us that they’re building a BASIS [Independent] School in Brooklyn, and she told us that we needed to do whatever we could to get our kid into it. She’s an educator in Arizona, so she was very familiar with the BASIS Curriculum. That’s why we came to the school and took the tour, and it was so inspirational. Literally, my wife was crying because it just felt like this is what we’re looking for.

This school has a reputation for being a really challenging school. However, the truth is, in our experience – and it’s been about 10 years now – that BASIS [Independent Brooklyn] is going to make your kid a better student, no matter what their capabilities are. That’s what’s most important.

The other thing that I loved in this whole process and journey, are the relationships that my son has developed with the teachers along the way. They talk about classes; they talk about movies and more. He’s leaned into a lot of different and varying interests here. I think that is possible when you are at a school that has a smaller student body. The school and the teachers You’re able to have a more meaningful relationship with the students and nurture their interests.

Seema S. (Mom to Sonia in Gr. 6):

My daughter, Sonia, started here in third grade, so this is her fourth year at Basis. Our family is very happy with Basis. When we started looking at schools, we were looking at different public and private schools. My husband was very keen on BASIS Independent Brooklyn. He’s an engineer by background. So, he was looking for a rigorous STEM education. I was a little bit skeptical because I wanted a more well-rounded, and I thought BASIS [Independent Brooklyn] might be too STEM-heavy.

We’ve been really impressed with the breadth of the curriculum. For example, Basis offers classes in creative writing, philosophy, drama, music, and choir. The administration has been building out its sports program as well. In fourth grade, the kids put on a school play – Alice in Wonderland, and it was amazing. It was so impressive. The students even designed the props, and the acting was great. My daughter loves her creative writing class. So, I think it’s a very well-rounded education.

Ralf S. (Dad to Frankie in Gr. 5 and Alba in Gr. 7):

I’m the very lucky father of two daughters here at BASIS Independent Brooklyn. Frankie is a fifth grader, and it’s her eighth year at the school. Alba is a seventh grader, and it’s her tenth year at BASIS Independent Brooklyn. We came to the school for many of the same reasons as the other parents mentioned. In 2014, there was a newspaper article about a new school in Brooklyn with a world-class learning culture and high-level education that combines that with the joy of learning. It sounded great on paper because that’s a virtuous circle: The more they learn, the more they enjoy learning, the more they learn. It’s just this positive upwards spiral, and that’s definitely been proven to be so over the past 10 years.

Let me just pick a couple of specific reasons why we love the school.

One, my daughters learn a lot overall, but they also learn how to learn. And that’s almost more important to me than any specific subject matter. For example, they learn about time management and organizational skills. It is so important that they learn how to organize themselves, how to communicate, and how to deal with “struggle”. These kids have the skills to learn.

Second, we love that the school normalizes failure. I actually think BASIS [Independent Brooklyn] is a super nurturing school. If you look up the word nurturing in the dictionary, it says that it means “to help somebody develop and succeed.” And that’s exactly what the school and the teachers do.

As mentioned, one example is to normalize failure. For example, in science, let’s say you have a project to build a bridge, you build your project while working with your team. Then let’s say the bridge doesn’t hold the weight that you wanted it to hold. Okay, that’s fine. You deal with it. You talk to your classmates. You talk to teachers, you go to student hours, and you just try again. It’s okay to fail. And then you pick yourself up and try again.

In my opinion, one of the most important things to succeed in life is developing resilience and grit and never giving up. And BASIS [Independent Brooklyn] kids have an abundance of that because they’ve just learned this throughout their classes. I think it’s much better to have these experiences and to learn skills dealing with failure now rather than when you’re going into college.

Rajashree C. (Mom to Leandra in Gr. 5):

My daughter has been at BASIS [Independent Brooklyn] from Kindergarten. Now she is in fifth grade, so we are entering middle school. We have a lot of respect for how they manage the transition from primary to middle school. This year, we’re really navigating what it means to not have what they call a Learning Expert Teacher. Students navigate classes of their own, move from one class to another. A couple of weeks ago I came in for the Meet the Teacher Night, and sometimes I’m surprised by all my daughter learning. I went home, and I asked her, “Do you feel like this is okay?” And she responds very confidently, “Yeah, it’s fine.” And this is how it’s been. It’s been an evolution.

Whatever level your students are at, based on my experience, BASIS [Independent Brooklyn] will help your students grow and be more responsible for their own journey and their own sort of pathways. That’s what’s been most interesting to me – how Leandra has grown.

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Thank you to our parents for sharing their experiences with prospective families, and thank you for the honor and privilege of educating your children!

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.

Subject Expert Spotlight: How Dr. C Redefines Biology at Our NYC Private School

October 7, 2025 by christineklayman Leave a Comment

At BASIS Independent Manhattan, our passionate Subject Expert Teachers (SET) are the secret ingredient to delivering our advanced curriculum in an engaging way, helping students take intellectual risks and make real-world connections outside of the classroom.

This month, we spotlight Dr. Chubaryov (Dr. C), our Biology SET at the Upper School in Chelsea, who teaches AP and Honors Biology in addition to AP Environmental Science to our high school students. After reading about her approach in the classroom and what makes her one of the best teachers in Manhattan, come and see for yourself at one of our Fall Open Houses.

The Spark: From Opera to Observation

In August, Dr. C balanced a full life that brought huge changes at the start of this school year: she graduated from her PhD program at NYU and got married. Yet, her focus remains on the students. Dr. C’s own passion for biology was ignited in high school by an amazing teacher who made the subject exciting—even “cool.” A fond memory that sticks with her is how her biology teacher would play opera music while instructing the class on how to do dissections. This mix of creativity and deep study informs her teaching today.

Two female students performing a dissection in biology class

Thinking Like a Scientist: Beyond Memorization

Once in high school at BASIS Independent Manhattan, students have already completed three years of physics, biology, and chemistry. With this preparation and budding passion for biology, Dr. C can immediately help grow her students’ intellectual curiosity. She also challenges them to take risks that go beyond just learning biology, helping them feel confident to “do biology.”

Dr. C is one of the best subject expert teachers in manhattan, demonstrating a hands-on learning lab for her students

From NYU PhD to Chelsea Classroom

To enable her students to be active participants, Dr. C emphasizes that they are scientists in training. She often brings her doctoral research into the classroom, sharing personal anecdotes about her work in the NYU lab studying Hirschsprung Disease. These stories help her students connect abstract concepts – like cellular signaling or genetics – and their real-world applications. Dr. C notes that this is when she really sees her students thinking like scientists: reasoning through how biological systems interact and discovering both the beauty and relevance of biology in everyday life.

three female students present a biology poster on cell organelles

A Nurturing Academic Environment

When asked about their teacher, students immediately get wide-eyed and say she is great because of her duality. Dr. C’s teaching style is direct, but it is constantly peppered with personal anecdotes about her PhD studies that bring the subject to life. Students also appreciate how she holds them accountable, but does so by consistently performing “checks for understanding” to ensure every student feels supported. This exemplifies the nurturing academic environment at BASIS Independent Manhattan, where students feel inspired to safely take intellectual risks and achieve their highest potential.

student presenting to her peers in the classroom

The Takeaway

BASIS Independent Manhattan’s unique model, featuring passionate Subject Expert Teachers who deliver an advanced curriculum in a nurturing environment, is why we are recognized among the best NYC private schools. It’s designed to empower students to think critically and achieve great success.

Alumna Spotlight: Shreya Shekhar’s Journey from BASIS Independent Silicon Valley to Berkeley Haas and Greylock

August 27, 2025 by ezekielbracamonte Leave a Comment

BISV Alumna, Shreya Shekhar. Photo: Greylock Partners

At BASIS Independent Silicon Valley, we take great pride in seeing our alumni go on to thrive at top universities and in their chosen careers. One shining example is Shreya Shekhar, a BISV alumna who has already made her mark as a partner at Greylock Partners, one of the world’s leading venture capital firms.

Recently, Shreya was featured in Berkeley Haas News, where she shared her journey from an AI-obsessed high school student to a leader investing in the next generation of artificial intelligence startups. In the article, Shreya reflects on how her curiosity about AI began right here at BISV, where she read Superintelligence by Nick Bostrom in her AP Lang class and explored the bigger questions about technology, humanity, and the future.

Her story highlights what makes the BISV experience unique: our students are challenged to think critically, explore bold ideas, and pursue passions that will shape their future long before they step foot on a college campus. Shreya’s path—earning dual degrees in electrical engineering & computer science and business at UC Berkeley, founding startups, and now guiding entrepreneurs as a VC partner—demonstrates the confidence, intellectual curiosity, and drive that BISV strives to nurture in every student.

We are proud to see Shreya carrying forward the spirit of BISV into her work at Berkeley and beyond. Her journey is a testament to the foundation our school provides in preparing students not just for college, but for leadership and innovation in the real world.

Read the full Berkeley Haas News feature on Shreya’s story here: Berkeley Haas News – Shreya Shekhar

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