Student Life

A Day in Kindergarten at BASIS Independent Bothell

April 24, 2026 by abisoyetaylor Leave a Comment

At BASIS Independent Bothell, our earliest learners set the foundation for a lifelong love of learning. Recently, our Head of School spent a full day immersed in a Kindergarten classroom. His experience offers a window into how curiosity, confidence, and community take root from the very beginning.

A reflection shared by our Head of School, Mr. Robert Runyon

On a typical Monday, I’m usually haunting our hallways, popping into classrooms, and catching up with our school’s administrators and teachers. This week, I got to take on an even more important mantle: I got to be a Kindergartener for a day. Ms. Lark, Ms. Pfeiffer, and all of the students in KH welcomed me into their room to be one of them. I, along with the students, had so much fun and learned so much.

Morning Meeting and Big Ideas

Morning Meeting at BASIS Independent Bothell Kindergarten Classroom

The day started with Morning Meeting, and we all got to sing our welcome song to each other in our circle, celebrating each and every member of the class. Ms. Lark had a big question for the group: what would you do if you were Head of School for the day? They really gave me a lot of food for thought – banning all cars from the parking lot to create an even bigger playground, having students be teachers and teachers be students, and the perennial favorite of no homework ever. I was so proud of their confidence and advocacy as they shared their ideas.

Learning Through Literacy, Movement, and Mindfulness

After that, we moved into our literacy practice in pairs, where we got to use dice to help us practice using different vowel sounds in whole sentences. Nova was so nice in showing me how to roll the dice and ensuring it stayed on the table.

After that academic focus, we were able to go out to recess and climb on the giant web in the middle playground before transitioning to a Mindful Monday in Movement class. Ms. Tello had us doing paired yoga, a perfect opportunity to break out my Tree and Dancer poses. My partners weren’t impressed with my inability to do the full splits, though. I’ll keep working on it.

Kindergarten Movement Class at BASIS Indendent Bothell

Language, Culture, and Community

Then, we got to work up an appetite in our Mandarin class, where Ms. Wang introduced us to fast food vocabulary. We were thinking about hamburgers, hot dogs, fries, soda, and juice through dancing, singing, drawing, and writing. At lunch, we were able to talk about what we were eating and some of our favorite activities inside and outside of school.

Math, Engineering, and Collaboration

When we came back to class for the second half of the day, Ms. Lark had all of us practice place value through using Skittles as manipulatives. The discipline that my classmates had with dozens of Skittles in front of them throughout the room was monklike. The candy all remained uneaten throughout the activity. Patience isn’t just the name of one of their teachers, it’s something inherent to our kids.

In our Engineering class, we got to expand on our aerodynamics knowledge by not just making paper airplanes, but also making circular gliders. I was grateful to Mihir for showing me how to be a good collaborator at my table and how to make sure we kept supplies organized for our friends to use them later on.

Science, Creativity, and Wonder

Back in the KH classroom, Ms. Pfeiffer led us through a lesson about the characteristics and biomes of dinosaurs. As we were talking, one of my classmates explained how the colors of dinosaurs can contribute to them being able to survive longer in different environments and not go extinct. It took me a second to get my jaw off the ground before I started drawing my own green stegosaurus. After a few pointers from Miya, I think I made something special.

After that, we closed out the day with Enrichment, where I got to work in our play kitchen. I was surprised when the kids told me spaghetti and meatballs isn’t a good sandwich topping.

Why Kindergarten Matters

Being part of Kindergarten for the day reminded me of another reason why I love being a Head of School: I get to contribute to the incredible journey these students are on. I remember their first day and how uncertain they were and how tentative they were both with their new friendships and with their academics. Now I see them praising and supporting each other as they read out sentences and paragraphs.

I strongly believe that while graduation rates and college placements are the evidence of success of school, the key to the long-term health of a school starts right in Kindergarten. If you are supporting and enabling the curiosity of these students and giving them the skills to flourish as people early on, there’s no limit to what they can accomplish. As I write this days later, I feel like my day as a Kindergartener helped me grow, too.

Experience Kindergarten at BASIS Independent Bothell

Curious to see what Kindergarten looks like in action? We invite prospective families to join us for Kindergarten Preview Week, a series of opportunities designed to help you explore our program, meet our educators, and experience our campus community.

Kindergarten Preview Week Events:

Virtual Information Session | Tuesday, April 28 at 12:00 PM PT
A convenient way to learn about our program from home.

Head of School Kindergarten Campus Tour | Wednesday, April 29 at 12:15 PM PT
Get an inside look at our classrooms and meet school leadership.

After‑School Clubs Campus Tour | Thursday, April 30 at 4:00 PM PT
Explore the enrichment opportunities that extend beyond the school day.

Free Play & Meet the Teachers | Saturday, May 2 at 10:00 AM PT
A family‑friendly favorite! Your child can explore, play, and connect with our Kindergarten team.

We look forward to welcoming you to campus and sharing more about how learning begins in Kindergarten at BASIS Independent Bothell.

A Classroom Without Walls: BASIS Independent Fremont Seniors in the Galápagos

April 16, 2026 by sarahpeterson Leave a Comment

Some lessons can’t be taught in a classroom. In February, BASIS Independent Fremont’s Class of 2026 traveled to Ecuador and the Galápagos Islands to find out what they look like in the real world. Over nine days, our seniors explored Quito’s colonial history, hiked the rim of an active volcano, snorkeled alongside sea turtles and mantarays, and planted trees in a conservation reserve. They bargained at a 500-year-old market, danced salsa, and stood on the equator. We sat down with four of them to hear about it in their own words.

Before we dive in, see this once-in-a-lifetime journey through the eyes of the students and teachers who experienced it firsthand.

Showing Up for Something Bigger Than Themselves

Most school trips ask students to observe. This one asked them to participate.

On their first full day in the Galápagos, the group traveled to Rancho Primicias on Santa Cruz Island — a private reserve home to giant tortoises and a hub for regional conservation. Before they had time to settle in, they were handed tools and put to work on a reforestation project, planting native species to help restore the islands’ fragile ecosystem. A visit to the Charles Darwin Research Station later in the week brought the stakes into sharper focus — and for many students, it reframed what it means to travel somewhere as carefully protected as the Galápagos. The islands, it turns out, require a kind of vigilance most visitors never think about. Diya D. described a moment that stopped her mid-flight:

“When we got on the plane to the Galápagos, they released some kind of spray to make sure none of the bacteria you carry from Quito reaches the islands. That’s something I never would have considered — that people themselves, and everything they bring, can be a threat. They mentioned reef-safe sunscreens, restrictions on what you could bring — things I never would have thought of. And you can see the result: how clean everything is, how nice the beaches are, how free the animals are.” — Diya D.

It’s a perspective shift that’s easy to carry home. As Shayona P. put it, the Galápagos reframes what it means to be a visitor anywhere: “The locals are the animals. Being respectful to them and their home — that’s how I thought about conservation.” When you’ve seen what careful stewardship actually produces, it’s hard to think about any natural place the same way again.

Encountering the Unexpected

Students arrived in Ecuador with some idea of what they were getting into. The Galápagos, most of them knew, was special — a place they’d read about in textbooks, studied in biology class. What they didn’t fully anticipate was how different “knowing about” something would feel from actually being inside it.

At Las Tintoreras on Isabela Island, students geared up for a snorkeling tour and found themselves sharing the water with tropical fish, sea turtles, sea lions, and — in a detail that surprises nearly everyone — Galápagos penguins, the only penguins found in the Northern Hemisphere. On land, the animals were equally unguarded; Paisli D. described arriving to find sea lions “lying on couches and being so immersed in our daily activities.” The Galápagos has a way of making you feel like the guest, not the other way around. Shayona P. noticed something beneath the surface that stayed with her long after she was back on dry land:

“In some of the other places I’ve snorkeled, there’s a lot of separation between species. But in the Galápagos, you’d swim from one end of an island to another and see a stingray, many different kinds of fish, a sea turtle — they all live in the same territory. Being able to share that space as a human makes you feel like you’re part of something so much bigger.” — Shayona P.

But the surprises weren’t limited to the islands. In Quito, while walking through the city center, the group stumbled into a local carnival celebration — complete with strangers spraying foam and paint at anyone who walked by, including a group of BIF seniors who had absolutely no idea what was coming. “We all walked back onto the bus covered in foam and paint,” laughed Diya D. “It was fun and a little scary because we didn’t know what to expect, but looking back, those were aspects of the culture that we got to see and experience.” It ended up being one of the most talked-about moments of the whole trip — which says something about what travel can do when it catches you off guard.

Stepping Outside Their Comfort Zone

There were plenty of moments on this trip that asked something of students — physically, emotionally, and socially. Most of them showed up anyway.

It started before the Galápagos even came into view. In Quito, at 9,350 feet above sea level, something as simple as walking uphill became a genuine challenge. Shayona P. credits the energy of the group for getting her through it: “The constant shift between Quito and the Galápagos at sea level was definitely something we had to work around. But coming back, I felt really proud of myself that I was able to push through and still enjoy it.” On Isabela Island, the group hiked to the rim of Sierra Negra — one of the most active volcanoes in the Galápagos, with a crater six miles wide and 300 feet deep — before winding down the day with a salsa lesson on the beach. The trip had a way of keeping students off balance, in the best sense.

Not every stretch came from a volcano or a dance floor. Some of the most affecting moments were the quieter ones — the kind that ask for patience rather than endurance. Paisli D. found hers on the water, early in the morning before the rest of the world was awake:

“I felt really at peace on those morning boat rides traveling from one island to the next. I remember waking up really early before the sunrise and being able to see all the stars in the sky. It was so beautiful — the most stars I have ever seen!” — Paisli D.

For Diya D., even the hardest moments — a power outage, restrictions on tap water, limited amenities — ended up in the win column. “There’s a fun to it,” she said. “When you’re with everybody, there’s this collective shared suffering, shared complaining. That’s kind of fun, honestly.” It’s the kind of thing you can only really feel when you’re far from home with people you trust.

What They’re Carrying Home

On the last evening in Quito, before the flight home, the group found a playground outside a pizza restaurant and spent an hour playing in the rain. It was the kind of moment that sneaks up on you — and for many students, it was when the weight of the trip finally landed. Nine days of volcanoes and sea turtles and strangers spraying foam in the street, and what broke through was a wet playground and the realization that these were the same people they’d been sitting next to in class for years, just seen differently.

That shift — from classmates to travel companions — turned out to be one of the trip’s quieter gifts. “When you’re in school, you see people from an academic standpoint,” reflected Diya D. “But when you go on a trip like this, you interact with people more broadly. It’s nice to have this before graduation, because you see people in a different light, and it gives you a more sentimental view when you graduate.” Shayona P. felt it too, standing on that playground in the rain: “It kind of hit me that I wasn’t going to see these people every day — people I’d seen for the last four years. Being outside of a school setting, spending that kind of time together — that was really cool.”

For anyone heading to the Senior Trip next year, Anuj P. has simple advice: “The trip is very fun and well worth it. Just make sure to have enthusiasm in all the activities.” It’s hard to argue with that.

Trips like this don’t happen by accident. At BASIS Independent Fremont, international travel is woven into the student experience — each journey designed to put students in unfamiliar places, ask something of them, and bring them home with a broader sense of the world and their place in it. The senior trip to the Galápagos is the culmination of that thread: the most ambitious, the most independent, and for many students, the most formative. What Diya, Shayona, Paisli, and Anuj described — the shifted perspectives, the deepened friendships, the quiet pride of having shown up for something hard — is exactly what we hope every BIF student carries with them long after graduation.

The Galápagos doesn’t let you stay a passive observer for long. Our seniors spent nine days there — not as tourists passing through, but as people who showed up, paid attention, and gave something back. Whether planting trees, swimming with sea turtles, or standing on the rim of an active volcano, BASIS Independent Fremont’s seniors left as participants — in the ecosystem, in the science, and in the story of one of the world’s most remarkable places. Some classrooms just don’t have walls.

Learn more about the senior experience at BASIS Independent Fremont here.

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.

Mountaineer Winter Athletics 2025 Recap: Building Momentum on the Court

February 27, 2026 by emilyhughes Leave a Comment

The winter season brought exciting progress for BASIS Independent Bellevue Athletics as our Mountaineers took to the basketball court with determination, discipline, and heart. Across both Division 1 and Division 2, our student-athletes continued to build on the strong foundation of our program, showing growth in skill, teamwork, and confidence. Under the leadership of Coach D, the Mountaineers made this winter, a season to remember.

Division 2 Basketball

Our Division 2 team wrapped up the season with a 5–4 record, highlighted by steady improvement and a growing sense of cohesion. With a roster of younger players, Coach D focused this season on teaching defensive formations, offensive plays, and proper positioning. These concepts take time to develop, but as the season progressed, buy-in increased and the team began to play with greater unity and purpose. Eshan A. was a key player on this years Division 2 team. When asked what he enjoyed most about this season, he shared, “I had a lot of fun with my teammates. My most memorable game was when I scored 13 points against Open Window.”

In reflecting on the season and what defines this team, Coach D shared, “The moment that best defines this Division 2 team is how they competed in every single game, regardless of the score or opponent. They played with relentless effort and never backed down. One memory that stands out is hearing an opposing player say, ‘They are everywhere.’ That perfectly captured this group; high energy, high motor, and a willingness to outwork anyone on the court. Their effort and teamwork defined who they were more than any single win or loss.”

With over 15 dedicated athletes learning the game and growing together, Division 2 laid important groundwork for the future of the program. The progress made this winter reflects a group that is committed to improvement and ready to take the next step in the years ahead.

Division 1 Basketball

Division 1 delivered a remarkable season, finishing 9–0 and completing a perfect run. Along the way, the Mountaineers earned impressive wins over Open Window, French American, Billings, Providence, and more. After winning about half of their games last season, this year marked a major leap forward. The foundation Coach D established last year, combined with offseason training and consistent effort from the players, clearly paid off.

Several athletes made notable strides this season. Andrew W. moved up from a Division 2 and Division 1 fringe player to a solidified Division 1 player, and quickly became a key contributor, bringing high-pressure defense and fast-paced offense to the court. His consistent hard work in and out of season has proven to pay off and has made an obvious impact on the success of the team. When asked what advice Andrew would give to a younger player he said, “Show up every day and don’t give up. Work hard every day and don’t compare yourself to others.”

Yan X. led the team in scoring, averaging over 20 points per game and thriving as a dynamic driver to the basket. He took on a voice of leadership this season, helping call plays on offense and unifying the defense. In response to being asked what the most memorable part of his season was Yan shared, “When we finished the last game and were undefeated it was a lot of emotions. During the game I tried to give my teammates lots of opportunities. Going undefeated meant a lot to the team and to me.”

This season also marked a meaningful milestone for Benjamin J., Gavin H., and Linda J., who were part of the very first BLV basketball team formed by Coach Shelp just three years ago. Now, they close out their middle school careers on top, helping leave the program in strong hands with Coach D and an impressive group of grade 7 and grade 6 players ready to carry the torch forward. Gavin was asked what lesson he will take with him from his middle school basketball career and he shared, “Basketball is a time to make memories with the people you play with. It goes by fast, so cherish the time with teammates and don’t take any of it for granted.”

We extend a heartfelt thank you to all of our wonderful grade 8 players. Your leadership and dedication have helped shape this program, and we look forward to cheering you on at the high school level in the years to come.

Looking Ahead

This winter season showcased what Mountaineer Athletics is all about: growth, commitment, and teamwork. Across both divisions, players embraced learning, supported one another, and competed with pride. Each practice and game contributed to building a program centered on character, strategy, and skill development.

When asked what his hopes were for the future of BLV Basketball Program Coach D shared, “My hope is that we continue building a strong, sustainable program rooted in fundamentals, teamwork, and character. I want players to feel excited to join, develop their skills over multiple years, and take pride in representing the school. If we continue to emphasize hard work, discipline, and a positive team culture, the success on the court will follow. More importantly, I hope the program continues to shape confident, resilient young people who carry these lessons with them long after their playing days are over. I am also really looking forward to the possibility of having a high school team in the future, coaching them and seeing the long-term growth that can come from developing players from middle school all the way through high school. Watching that progression, both as athletes and as people, would be incredibly rewarding.”

The Mountaineers are gaining momentum, and the future of BASIS Independent Bellevue Basketball has never looked brighter.

Go Mountaineers! Onward and upward!

Day Camps: Where Adventure Meets Imagination!

February 10, 2026 by jogoldfarb Leave a Comment

Get ready to redefine summer! Our Day Camp Team at BASIS Independent Brooklyn is gearing up for nine weeks of pure excitement, exploration, and fun that will have your kids counting down the days until camp begins.

Every Week is a New Adventure

Our Day Camps will dive headfirst into themed weeks packed with hands-on science experiments, nature explorations, creative arts, sports, and games. With a unique selection of indoor and outdoor activities, every day brings something new to discover!

Our Junior Day Camp is specifically designed to engage and support rising PreK to Kindergarten campers. Our School Age Day Camp paves the way for Rising Gr. 1-5 campers to jump into real-life adventures every day. All of our campers will enjoy programming organized around exciting weekly themes.

Summer 2026 Weekly Themes & Field Trips

Week 1 (June 22-26): Wild West
Saddle up, partners! We’re heading to the American Museum of Natural History to explore the frontier.

Week 2 (June 29-July 2): Bear Investigation Bureau
Junior detectives will crack cases at the Spy Museum in this mystery-filled week.

Week 3 (July 6-10): Year 3000: Brooklyn Expo
Discover futuristic fun at the NY Hall of Science and end the week with a Spirit Day, asking our campers to think ahead about their future selves!

Week 4 (July 13-17): Safari
It’s a wild adventure at Prospect Park Zoo as campers explore the animal kingdom.

Week 5 (July 20-24): Step into a Story
Stories come alive with a special trip to the NYC Children’s Theater, and campers will dress up as their favorite storybook character.

Week 6 (July 27-31): Color Games
A rainbow of creativity awaits at the Sloomoo Institute! Our spirit day will encourage campers to dress up in their favorite color head-to-toe.

Week 7 (August 3-7): Case of the Bear Bandit
Another thrilling mystery to solve with an exciting visit to Ferox. We will end the week with a Masquerade!

Week 8 (August 10-14): Fun in the Sun
Cool off and splash around at LeFrak Splash Pad, and end the week with a Mismatch Spirit Day.

Week 9 (August 17-21): Carnival
End the summer with a bang at LEGOLAND and the excitement of carnival games!

Camp Details

Schedule: Monday-Friday, 8:30 a.m. – 3:30 p.m. ET

Extended Care Available:

Early Bird: 7:30 – 8:30 a.m. ($55/week)

Late Bird: 3:30 – 5:30 p.m. ($130/week)

Both Early + Late Bird: $170/week

Pricing:

Junior Campers (Rising PreK-K): $730/week

School Age Campers (Rising Grades 1-5): $665/week

Half-Day Add-On for Specialty Camps: $330

Registration: Choose from any of our 9 one-week sessions running June 22 through August 21!

Don’t let your kids miss out on the summer adventure of a lifetime. Sign up today and give them memories they’ll treasure forever! Register by February 20^th to receive a 10% discount on all camp programs. Visit Summer Programs | BASIS Independent Brooklyn Camps for more information and to register today!

Every day at our summer camp brings a new adventure, filled with opportunities for your child to create lasting memories and develop new skills.

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.

Grade 6 at BASIS Independent Bothell: Student Ambassador Linyue’s Experience

January 13, 2026 by abisoyetaylor Leave a Comment

Discover how Linyue thrives in academics, builds friendships, and makes the most of middle school life at BASIS Independent Bothell.

*Meet Linyue,*
*Grade 6 Student Ambassador*

Starting middle school is an exciting milestone, and at BASIS Independent Bothell, we make sure every student feels supported as they take on new challenges.

To give you an inside look at life in Grade 6, we spoke with one of our Student Ambassadors, Linyue, who shared her favorite parts of school, how she adjusted to academics, and her advice for new students.

Q: What do you love most about Grade 6 at BASIS Independent Bothell?

A: Definitely the community! It feels like being part of a big family where everyone is supportive and kind. Teachers and classmates are always ready to help, and that makes learning so much more enjoyable.

Q: How did you adjust to middle school academics?

A: At first, it was a big change, but I found a routine that works for me: study for about an hour and review every day. It keeps me on track and makes learning feel less overwhelming. It’s amazing how much easier things feel when you stay consistent. Plus, our teachers make learning fun and interactive, so it never feels boring!

Q: What’s your favorite subject and why?

A: I love Chemistry and Physics because they challenge me to think in new ways. English is also a favorite because it pushes me to think creatively and express myself better.

Q: What extracurricular activities do you enjoy?

A: Basketball! I love the energy of the game and how it brings everyone together after school. It’s the perfect way to connect with friends outside the classroom.

Q: Any advice for new students joining Grade 6?

A: Stay focused and listen to your teachers. They’re here to help you succeed. And don’t forget to enjoy the experience and explore! Join clubs, try new activities, and don’t be afraid to ask questions. Middle school is full of opportunities to learn and grow, so make the most of it!

“Basketball isn’t just a game. It’s where teamwork, energy, and fun come together. Every time I step on the court, I feel connected and ready to give my best!”

Why Student Ambassadors Matter

Student Ambassadors like Linyue help create a welcoming environment for new families and peers. Their experiences highlight what makes BASIS Independent Bothell unique: a strong academic foundation, a vibrant community, and opportunities to grow both inside and outside the classroom.

Are you considering joining BASIS Independent Bothell’s vibrant school community? Schedule a tour or attend an upcoming admissions event to learn more about our program.

A Day in the Life: Grade 10

January 9, 2026 by mirandamartinez Leave a Comment

Meet Jason!

Jason K., a focused and curious Grade 10 student at BASIS Independent Silicon Valley, enjoys exploring challenging subjects, collaborating with classmates, and applying what he learns to real-world situations. We shadowed him to see what a typical day looks like, from his first class to the last.

All BASIS Independent Schools follow the BASIS Curriculum, an internationally benchmarked program designed to challenge students and help them succeed. It’s managed and continuously refined by curriculum experts, so students are supported in all subjects and prepared for college and beyond.

Period 0 | 7:35 AM – 8:20 AM | Ceramics

Jason’s day begins with his chosen elective, Ceramics, taught by Ms. Hetu. He enjoys starting the morning with something creative and hands-on, experimenting with clay and learning techniques like coiling, pinching, and slab construction. As he builds both functional and artistic pieces, he also learns the science behind glazes, firing temperatures, and the chemistry that gives ceramics its strength and texture.

Period 1 | 8:25 AM – 9:10 AM | Honors Biology

In Honors Biology with Dr. Covert, he dives into genetics, DNA structure, and ecological principles. Lab experiments allow him to connect classroom concepts with real-world applications, exploring topics like population growth, interspecies relationships, and evolution. These hands-on experiences give him a strong foundation in scientific thinking and lab techniques.

Period 2 | 9:15 AM – 10:10 AM | AP Calculus BC + Homeroom / Announcements

During AP Calculus BC with Ms. Wendel, Jason works with limits, function analysis, and modeling change to tackle challenging problems. Following calculus, the last 10 minutes of the period are dedicated to homeroom, where he catches up on announcements, checks in with friends, and prepares for the rest of the morning.

Period 3 | 10:15 AM – 11:00 AM | AP U.S. History

In AP U.S. History with Ms. Settle, he examines key events, people, and developments in U.S. history. Jason enjoys analyzing primary and secondary sources and crafting historical arguments. Completing guided readings on time has been a point of pride this year, helping him stay engaged in class discussions.

Period 4 | 11:05 AM – 11:50 AM | AP Physics II

His favorite class is AP Physics II with Dr. Movshovitz. Hands-on labs and problem-solving exercises allow him to see physics concepts in action, exploring topics like electromagnetism, thermodynamics, and waves. “I love doing labs and seeing physics in action—it’s one thing to read about a concept, but it’s completely different when you can actually experiment with it,” Jason shared.

Lunch | 11:55 AM – 12:40 PM | Lunch

Lunch is a time to recharge and connect with friends. He uses this time to reflect on the morning’s lessons and prepare for the afternoon.

Period 6 | 12:45 PM – 1:30 PM | AP English Language & Composition

In AP English Language & Composition with Ms. Silva, he hones writing and rhetorical analysis skills. “Writing challenges me, but it’s rewarding to see my ideas come together clearly,” he said. He evaluates nonfiction texts, synthesizes research, and practices crafting strong, evidence-based arguments, building both analytical and communication skills.

Period 7 | 1:35 PM – 2:20 PM | Mandarin III

He continues language studies in Mandarin III with Ms. Xu, focusing on speaking, writing, and comprehension. Jason appreciates learning about Chinese culture while developing advanced communication skills in a second language.

Period 8 | 2:25 PM – 3:10 PM | Empowering Entrepreneurs

He ends the day in Empowering Entrepreneurs with Ms. Xu, where he works on team projects that teach collaboration, creativity, and critical thinking. Outside of class, Jason is involved in DECA and Mock Trial, and he enjoys applying skills from these extracurriculars—like public speaking, problem-solving, and teamwork—directly to his entrepreneurial projects. “It’s exciting to see our ideas come together as a team and learn skills we can actually use outside of school,” he explained, highlighting how his coursework and extracurriculars complement each other.

Office Hours | 3:15 PM – 4:00 PM

Teachers hold Office Hours throughout the week, providing flexible one-on-one or small-group support. During this time, students can ask questions, review challenging material, or dive deeper into subjects that interest them. This extra support helps students strengthen their understanding, build confidence, and stay on track with their learning.

From hands-on art projects to rigorous AP classes and leadership opportunities, Jason’s day shows how BASIS Independent Schools blends creativity, critical thinking, and real-world application. “What I love most about being a BISV Bobcat is that I can challenge myself academically while still being myself,” he shared. When asked what advice he would give to younger students, he said, “Embrace who you are and take advantage of all the learning opportunities BISV offers.” His day is a snapshot of curiosity, growth, and the meaningful connections that make high school a rich and rewarding experience.

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

A Day in the Life: Grade 9

January 6, 2026 by mirandamartinez Leave a Comment

Transferring schools is never easy—but transferring into a rigorous high school where AP courses and college-level expectations are standard starting in grade 9? That can feel especially daunting. At BASIS Independent Schools, grade 9 students dive into college-level coursework, manage demanding schedules, and navigate new social dynamics. But as Siddhi J. discovered this year, the reality is far less intimidating than the reputation suggests.

Meet Siddhi

Siddhi joined BASIS Independent Fremont this year in grade 9, transferring from a private school in the area after attending several schools throughout her academic journey. Outside the classroom, she’s an avid badminton player and has a particular passion for murder mysteries—she reads them “excessively,” in her own words. At BASIS Independent Fremont (BIF), she’s already deeply involved in Student Council, Speech Club, and Math Club.

Coming into grade 9 at a school known for academic rigor brought natural concerns. “I originally thought that it’d be really scary because everybody thinks that BIF is extremely academically challenging, but it’s actually not that bad,” Siddhi reflects. “There’s more homework than I’m used to, but I think that’s just mainly the middle school to high school jump.”

The adjustment required some recalibration, particularly around time management. “I was able to handle it. I just needed help with time management, but after I figured that out, I was able to go from there.” The growth has been noticeable: “Academically, before I used to procrastinate everything until the last minute, but now, in high school and in BIF, I need to time manage things better. So I’ve gotten a lot more organized.”

Perhaps most surprising? The community itself. “On my first day, I’d already made a lot of friends. It’s a really close-knit community since there are only 40 [grade 9] students in total, so everyone knows everyone.” The reality proved very different from her expectations. “Most people think it’s really cutthroat and really competitive, because that’s what I thought before I joined here. I thought it would be everybody focused on academics and everyone hates each other, but the community is actually really friendly. Everyone talks a lot, jokes a lot. It’s a lot more friendly than I thought.”

Her advice for families considering a grade 9 transfer? “It may seem incredibly scary, but the teachers are really helpful, and they explain the AP things really well, so it’s not that scary.”

Let’s follow Siddhi through a typical day to see what grade 9 at BIF really looks like in action.

Period 0 (7:35-8:20): Computer Science & Programming with Ms. Shahin

Siddhi starts her day early—before most students arrive on campus. Computer Science & Programming is an elective course that teaches Java, introducing students to the Java development cycle, object-orientation, and control structures. Students work with primitive data types, operators, and data structures such as arrays and lists, with a strong emphasis on the problem-solving aspects of programming.

Today, students are finishing individual coding projects, using Java to write a program that calculates loan payment amounts and payment durations. “I really like computer science, so I thought it was worth it to wake up a bit early and participate in programming,” Siddhi explains. “Principles is more focused on exactly how computers work and different components—the CPU, binary, that stuff. Programming is more focused on the actual Java–loops and different things to get code done. And that’s more interesting to me.”

Period 1 (8:25-9:10): Honors English Language & Composition with Mr. Gailliard

Honors English Language & Composition provides an introduction to rhetoric, research, and composition. Students analyze nonfiction texts, develop evidence-based analytical and argumentative writing, and learn to evaluate and cite sources. The course deepens understanding of how communicators make choices based on rhetorical situation and audience.

Today, students split into teams to research and debate: Is AI Beneficial in Education? After researching in groups, teams face off with opposing arguments, delivering opening statements, rebuttals, and closing arguments. At the end, the class votes on which group successfully swayed their opinion—rhetoric and persuasion in action.

Academic Enrichment (9:15-9:25)

Siddhi and a classmate head to the student library to catch up on work and print materials for their next class. This brief period gives students flexibility to prepare for their day however they need.

Period 2 (9:30-10:15): Pre-Calculus AB with Mr. Sharma

Pre-Calculus provides in-depth coverage of major functions, including polynomial, exponential, and trigonometric functions, before moving into matrices, discrete mathematics, and statistics. The course concludes with an introduction to calculus concepts—limits, derivatives, and integrals.

Today, students review for their upcoming Pre-Comprehensive Exams, going over questions and topics from a recent practice exam. They work through problems involving properties of inverse trigonometric functions, domain, and range. Another example has students applying trigonometric identities—including product-to-sum formulas—to simplify expressions in order to find an upper bound, then solving trigonometric equations. It’s a focused preparation for the assessments that measure student progress throughout the year.

Period 3 (10:20-11:05): AP Physics 1 with Dr. Dixit

AP Physics 1 is an algebra-based, introductory college-level physics course where students explore kinematics, dynamics, circular motion and gravitation, energy, momentum, simple harmonic motion, torque and rotational motion, electric charge and force, DC circuits, and mechanical waves and sound through inquiry-based investigations.

Today is test day—students demonstrate their understanding of energy, work, and power. “Dr. Dixit and AP Physics are my favorite,” Siddhi says. “She’s really fun, and she makes sure everybody has everything and is up to speed.”

Period 4 (11:10-11:55): AP Environmental Science with Ms. Covert

AP Environmental Science cultivates an understanding of the interrelationships of the natural world through inquiry-based lab investigations and fieldwork. Students explore energy transfer, interactions between earth systems, interactions between species and the environment, and sustainability.

Today, students become teachers. Each student researches one section from the current unit and teaches it to their classmates. Siddhi presents on fossil fuels, diving deep into the topic before sharing her expertise. “It was really fun. Teaching your classmates—you also get to research really in-depth on certain topics, so it feels like you’re really smart and you know a lot. Teaching is fun.”

Period 5 (12:00-12:45): Lunch

Siddhi eats her packed lunch and chats with friends—a chance to recharge before afternoon classes.

Period 6 (12:50-1:35): Honors English Literature & Composition with Mr. Bradshaw

Honors English Literature & Composition prepares students for AP English Literature. Students analyze various literary forms—short stories, poetry, plays, novels, and nonfiction—assessing character, setting, structure, narration, figurative language, and historical context.

Students are reading “Citizen,” by American poet Claudia Rankine. Class begins with a discussion of words and ideas they associate with the term “citizen” and how these associations align with particular groups. They explore Rankine’s intention in titling the work, then tackle a writing prompt: “How does ‘Citizen’ relate to ongoing debates about race and policing?” Literature meets contemporary social issues.

Period 7 (1:40-2:25): AP U.S. Government & Politics with Mr. Loero

AP U.S. Government & Politics provides a college-level, nonpartisan introduction to key political concepts, institutions, policies, and behaviors that characterize the U.S. constitutional system. Students study foundational documents, Supreme Court decisions, and other texts to understand relationships among political institutions and processes.

Today’s unit review covers the relationship between the president and Congress, the descriptions and powers of the two chambers, and the constitutional responsibilities of the House and Senate.

With three AP classes and two honors courses, Siddhi has learned to manage the workload. “It’s slightly more difficult, but the teachers usually stagger things. Most of the homework I’m used to being due the next day, but now most of it’s long-term, or at least due a week later. So you have more time to organize things out and plan to get everything done.”

Period 8 (2:30-3:15): Spanish II with Mr. Sanders

Spanish II builds on skills from the previous year, developing mastery in listening, speaking, reading, and writing. Students expand vocabulary and grammar while exploring Hispanic cultures, geography, and history through authentic resources, including literary works, audio recordings, videos, songs, and articles.

Today, students submit photos displayed on the whiteboard, then practice describing what each depicts to the class—working on vocabulary and pronunciation. Depending on the photos chosen, some silliness and giggles follow. Language learning doesn’t have to be serious all the time.

Office Hours (3:20-4:00)

Today, Siddhi uses Office Hours to attend a Student Council meeting, where members advocate for their peers and organize meaningful campus events. The agenda includes preparing materials for an upcoming school holiday celebration and reviewing committee head elections.

Most days, though, Siddhi uses this time strategically. “I normally spend them doing tasks that don’t require textbooks, because I prefer to finish those and then just leave my notebooks in my locker. So I prefer to do the small assignments during Office Hours and the longer ones at home. I used to spend them in Dr. Dixit’s class because that was the class that I needed the most help in.”

After School: Leadership and Competition

Siddhi’s involvement extends beyond Student Council. In Speech Club, she practices as an impromptu speaker and competes in tournaments with a team she describes as “excessively spirited.” The Math Club focuses on preparing for competitions and sharpening problem-solving skills in collaborative settings.

From AP Physics to English Literature, from teaching her peers about fossil fuels to competing in speech tournaments, Siddhi’s first year at BASIS Independent Fremont showcases what’s possible when students transfer into a supportive academic community. The coursework is demanding, yes—but the teachers are helpful, the community is welcoming, and the skills students develop extend far beyond any single subject.

As Siddhi discovered, stepping into BASIS Independent Schools’ academically rigorous environment was far less overwhelming than she’d anticipated. With organization, engaged teachers, and a close-knit community, grade 9 at BASIS Independent Schools isn’t about surviving—it’s about thriving.

A Day in the Life: Siddhi J., Grade 9

January 6, 2026 by sarahpeterson Leave a Comment

Changing schools is never easy—but joining a rigorous high school where AP courses and college-level expectations are standard starting in grade 9? That can feel especially daunting. At BASIS Independent Fremont, grade 9 students dive into college-level coursework, manage demanding schedules, and navigate new social dynamics. But as Siddhi J. discovered this year, the reality is far less intimidating than the reputation suggests.

Meet Siddhi

Siddhi joined BIF this year in grade 9, coming from a private school in the area after attending several schools throughout her academic journey. Outside the classroom, she’s an avid badminton player and has a particular passion for murder mysteries—she reads them “excessively,” in her own words. At BIF, she’s already deeply involved in Student Council, Speech Club, and Math Club.

Her advice for families considering joining the BASIS Independent Fremont community in grade 9? “It may seem incredibly scary, but the teachers are really helpful, and they explain the AP things really well, so it’s not that scary.”

Let’s follow Siddhi through a typical day to see what grade 9 at BIF really looks like in action.

Period 0 (7:35-8:20): Computer Science & Programming with Ms. Shahin

Period 1 (8:25-9:10): Honors English Language & Composition with Mr. Gailliard

Academic Enrichment (9:15-9:25)

Period 2 (9:30-10:15): Pre-Calculus AB with Mr. Sharma

Period 3 (10:20-11:05): AP Physics 1 with Dr. Dixit

Period 4 (11:10-11:55): AP Environmental Science with Ms. Covert

Period 5 (12:00-12:45): Lunch

Siddhi eats her packed lunch and chats with friends—a chance to recharge before afternoon classes.

Period 6 (12:50-1:35): Honors English Literature & Composition with Mr. Bradshaw

Period 7 (1:40-2:25): AP U.S. Government & Politics with Mr. Loero

Today’s unit review covers the relationship between the president and Congress, the descriptions and powers of the two chambers, and the constitutional responsibilities of the House and Senate.

Period 8 (2:30-3:15): Spanish II with Mr. Sanders

Office Hours (3:20-4:00)

After School: Leadership and Competition

From AP Physics to English Literature, from teaching her peers about fossil fuels to competing in speech tournaments, Siddhi’s first year at BIF showcases what’s possible when students join a supportive academic community. The coursework is demanding, yes—but the teachers are helpful, the community is welcoming, and the skills students develop extend far beyond any single subject.

As Siddhi discovered, stepping into BIF’s academically rigorous environment was far less overwhelming than she’d anticipated. With organization, engaged teachers, and a close-knit community, grade 9 at BIF isn’t about surviving—it’s about thriving.

Curious about what your student’s day could look like at BIF? Schedule a campus tour or contact our admissions team to learn more about high school at BASIS Independent Fremont.