Student Spotlight

BASIS Independent McLean Student Earns Silver at International Skating Union Edge Cup

February 26, 2026 by aloracooper Leave a Comment

We are proud to celebrate Evelyn Z., a student at BASIS Independent McLean, who recently earned a silver medal at the 2026 International Skating Union Edge Cup in Poland.

Competing against nearly 40 skaters representing more than 16 countries, Evelyn placed second in an impressive international field — a remarkable accomplishment that reflects years of discipline, perseverance, and dedication both on and off the ice.

Evelyn began skating at just three years old and eventually chose to pursue figure skating over other athletic passions, including floor dance, gymnastics, swimming, and karate. Her commitment includes daily 60–90-minute training sessions, with even more intensive work during summer breaks.

Balancing elite athletics with the rigorous academic program at BASIS Independent McLean is no small feat. Evelyn credits her teachers and school community for their support:

“It is hard to balance school and athletics… I am very thankful to my school and teachers’ support at BASIS Independent.”

Beyond the medal, Evelyn says the experience reinforced an important lesson:

“This experience taught me that hard work really does pay off… If you work hard and do well, you get the experience and confidence you need.”

We congratulate Evelyn on this extraordinary international achievement. Her success reflects the resilience, independence, and pursuit of excellence that define our students.

We can’t wait to see what she accomplishes next.

See how BASIS Independent McLean supports students in pursuing excellence — in the classroom and beyond. Schedule a campus tour or connect with our Admissions team today.

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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.

NCAA Signing Day Celebration at BASIS Independent Silicon Valley: Michelle G. (Grade 12)

February 12, 2026 by ezekielbracamonte Leave a Comment

On Wednesday, February 4, BASIS Independent Silicon Valley proudly hosted its very first NCAA Signing Day ceremony, celebrating senior student-athlete Michelle G., who has committed to play Women’s Tennis at the Massachusetts Institute of Technology (MIT).

NCAA Signing Day is a nationwide celebration recognizing high school student-athletes who commit to continuing their athletic careers at the collegiate level. For Michelle and for BISV, this moment represents years of dedication, perseverance, and achievement both on the court and in the classroom.

“This moment means so much to me. MIT represents everything I’ve worked toward—excellence in the classroom and on the field. I couldn’t have done this without the constant support of my family, coaches, and the BASIS Independent Silicon Valley community,” said Michelle G. (Grade 12).

The journey to this milestone began on December 18, when Michelle shared the exciting news that she had officially committed to MIT. After receiving a Signing Day form from her future coach, she connected with the school to coordinate the ceremony. The Athletics team began organizing the event to formally recognize her NCAA commitment and celebrate the milestone with the community.

As BISV’s first Signing Day event, the ceremony was thoughtfully planned to reflect the significance of the occasion. The Athletics Department led the coordination of the Signing Day ceremony, managing the planning and overall organization of the event. They focused on making the occasion thoughtful and fitting for this important milestone.

The turnout exceeded expectations. Students, staff, family members, and friends filled the gym to celebrate Michelle and show their support. The energy in the room reflected the pride of the BISV community and the growing strength of its Athletics Program.

“This milestone reflects dedication and talent not only on the tennis court but also the ability to thrive within the academic rigor that defines BASIS Independent Silicon Valley,” said Head of School Sara Kolb. “As a school, we remain committed to elevating and celebrating our athletic programs and to supporting our students who pursue excellence across both academics and extracurriculars. Michelle was instrumental in building our high school tennis program, and I’m so proud to see her hard work rewarded with this accomplishment!”

Following the remarks from school leadership and coaches, Michelle signed her commitment document as attendees gathered around to celebrate and take photos. The ceremony concluded with conversations, congratulations, and a sense of shared pride in her achievement.

As the first BISV student-athlete to celebrate an NCAA Signing Day, Michelle has set an inspiring precedent for the future. Her impact on campus extends beyond her individual success; she helped establish the High School Competitive Tennis program and demonstrated leadership that strengthened BISV Athletics for students to come.

Athletics Director Keelin Spencer expressed, “I am so proud of Michelle for committing to continue her athletic career at the NCAA level. She made a lasting impact on our athletics program by taking initiative and helping establish our High School Competitive Tennis program. She is truly deserving of this accomplishment, and I have no doubt she will inspire future Bobcat student-athletes to pursue collegiate athletics.”

Michelle’s Signing Day marks the beginning of a new chapter for BISV Athletics. Her achievement sends a clear message that competing at the collegiate level is an attainable goal for students who pursue excellence with focus and determination. BISV is incredibly proud of Michelle and looks forward to cheering her on as she continues her academic and athletic career at MIT.

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.

Student Highlight: Mykola D. ’27—A Story of Resilience and Thriving Effort

February 4, 2026 by aixuanwang Leave a Comment

Mykola D. is a Grade 11 student at BASIS Independent McLean, who moved here from Ukraine for the start of his tenth-grade year. Mykola’s story is a fascinating one, both because of his resilience in the face of change and because of the amazing work he’s doing in orthotics and prosthetics.

Mykola was always planning to go abroad to study engineering, but because of the war in Ukraine, he moved earlier than expected. His family moved to Poland on short notice when he was in 8th grade. He didn’t speak Polish, he was doing his schoolwork in English at a British school, and he was living outside his country for the first time. Despite all of that, he passed his state exams at the end of the year…in Polish!

Mykola learned about BASIS Independent McLean the next year while attending a Ukrainian school in Poland. He moved by himself to Virginia to start Grade 10. Living far from family and friends for the first time was hard, but Mykola has not only adjusted, but he has thrived. And, he has found a number of ways to stay connected with Ukraine.

First, Mykola works as the US representative of a seed oil plant in Ukraine. Yes, you read that right. He is a Grade 11 student representing a Ukrainian business. He built and maintains a database of potential clients in the food industry, networks and cold calls companies, and sets up meetings with executives. He said that his company has already shipped twenty shipping containers worth of sunflower kernels to the United States.

Most of Mykola’s work, however, has come in orthotics and prosthetics – a natural intersection of his interest in engineering and need in Ukraine. Last summer, he interned at a hospital in Ukraine, where he met and then joined a team working on orthotics. They take 3-D scans of patients in Ukraine, and Mykola cleans up the digital scan and 3-D prints orthotics that he ships to Ukraine. He has produced over two hundred since he started working with them.

Left: Mykola’s working model of ReTouch

Right: A digital scan of an orthotic device

His most exciting work, though, is on his own project: ReTouch. Mykola has designed and created a non-invasive device to restore the feeling of touch for people with prosthetics or severe hand neuropathy. It translates the pressure felt by the sensory glove and sends it to an armband, where mechanical pressure is proportionally applied to the arm. He has created a working prototype, which he is optimizing before conducting trials at a hospital in Ukraine.

Mykola hopes to someday start his own company working in prosthetics.

Mykola’s story demonstrates what it means to be resilient and to thrive in any circumstance. We are incredibly proud to have him as a Red-Tailed Hawk and can’t wait to see which path he chooses next.

Meet Our New Director of Student Affairs: Teacher Jasica Gill

February 3, 2026 by mirandamartinez Leave a Comment

In 2017, Teacher Jasica received their Bachelor of Arts in English from UC Berkeley. After graduating from UCB, Teacher Jasica dove into the world of private tutoring and leading small writing classes at tutoring centers around Fremont. Eventually, they went on to work at Morgan Autism Center in San Jose before moving on to work as the middle school English and History teacher at New Horizons School in Fremont. In 2021, Teacher Jasica continued their academic journey and received a master’s in teaching from the University of San Francisco. Their unique graduate program focuses on teaching through the lens of social justice and equity, something that has lent itself wonderfully to their current role as the Director of Student Affairs.

Through their graduate school experience, Teacher Jasica solidified their teaching philosophy, which is grounded in culturally responsive teaching (CRT). In addition to being effective in the classroom, this framework contributes to the approaches Teacher Jasica takes in planning and executing effective SEL sessions through the Student Affairs department that allow students to grow holistically. Because culturally responsive teaching is rooted in the idea that all students bring their unique experiences and strengths to each situation, it allows Teacher Jasica to meet each student where they’re at and use their own strengths to fill in the gaps that emerge.

Music is also an integral part of Teacher Jasica’s day-to-day life, and they love finding ways to incorporate music into their classroom as well. They are thankful for their journey as an educator at BASIS Independent Schools so far, as they have made their way from Subject Expert Teacher to Teacher Mentor, to Director of Student Affairs. Throughout all these roles, one aspect has remained the same: Teacher Jasica’s eagerness to continue growing in and alongside this community of students and educators. Teacher Jasica is proud to be a founding member of BASIS Independent Dublin.

Aside from teaching, Teacher Jasica enjoys being with their friends, going to concerts and art museums, writing, community organizing, and spending time with their cats.

What inspired you to work in schools, and what drew you to the BASIS Independent Dublin community?

Education wasn’t always something that served me well as a student, especially during K-12. The gaps I noticed in my early education drove me to figure out how I could make a difference from within. Through working as a tutor at Ohlone College’s English Learning Center in my early teens, I had the opportunity to work with students with varied learning strengths and challenges. Through this work, I found that I had a special knack for making learning accessible to people. As I progressed through my Master’s in Teaching program at the University of San Francisco, this desire to help all learners reach their highest potential, especially in their most trying times, was cemented even more. This same desire has drawn me to Dublin, a campus where a dedicated group of people is setting out to create a community of learners who can uphold excellence and compassion as they eventually venture out of the classroom and into the world. It isn’t every day that one gets to be part of the initial culture creation at a place that will undoubtedly go on to positively change a community and its members. The challenge of troubleshooting issues that are inevitable during the beginning stages of getting a school off the ground is exciting for me, as I know my prior experience will allow me to help create a strong foundation.

What does a typical day look like for you on campus?

Currently, a typical day on campus starts with me arriving at least an hour before students so I can focus on administrative tasks such as responding to emails, looking at data to inform student intervention plans, and making a to-do list of the students I need to check in with for the day. My day truly begins when students arrive, and I can greet them in the morning to make sure they know that we are happy to have them with us. The bulk of my day is spent interacting with students who come to my office for various reasons. Some students come by because they need a place to regulate themselves, some come for academic support, and many come because they need help working through a problem. Regardless of the reason they arrive, it is my goal to make sure that they leave with a sense of being cared for and knowing that whatever they need is actively being addressed and will eventually be resolved. When I’m not in the office with a student, I like to make it a point to be out at homeroom time, lunch, and in the hallways during passing period to make my presence felt throughout the day. It’s important for me to be a consistent part of students’ days, so they know that even when they are having a day that feels out of control, the support I provide will always remain intact.

How would you describe your approach to student support and engagement?

My approach to student support is based on a combination of data-driven intervention and culturally responsive teaching. Through analyzing the data from a student’s performance on assignments and assessments, I’m able to pull from my years of teaching experience on how to best respond to their unique needs. Whether they need more scaffolding, help with executive function habits, or social-emotional learning support, the goal remains to meet each student where they are to help guide them to where they can be. My approach to engaging students is rooted in making authenticity the cornerstone of all my interactions. Through my years of working in education, I have found that students are not looking for a “friend” or “equal” in their teachers and school staff; they are looking for someone consistent, honest, and who provides concrete support. The best way to provide students with the type of support they are seeking is by dialoguing with them and being transparent about the goals you have for them while constructively highlighting their current areas of growth. The last step to successful student support in intervention is bringing it back to the data by helping students track their own growth while working with them. When students can see their successes reflected in the work they are doing with you, it allows them to not just use a tool once but to make it a part of their toolbox for future use.

What are you most excited about in your role at a new school?

I am most excited about meeting all the students and seeing how an entire community can come together to create something special. I am looking forward to creating new traditions and struggling through problems together. The foundation of any place determines its long-term success, and I am beyond thrilled to be contributing to a foundation rooted in creating a learning experience that goes beyond rigor and extends into students developing a love and joy for learning.

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.

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: 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.

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 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

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 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.

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.

Step Inside Grade 8 at BASIS Independent Bellevue with Megna P.!

December 17, 2025 by emilyhughes Leave a Comment

Meet Megna P., a beloved grade 8 student at BASIS Independent Bellevue! Megna is a brand new student to our campus, having just joined BLV in fall 2025 and we couldn’t be more excited to have her as a part of our Mountaineer Community!

Although it is just her first year at BASIS Independent Bellevue, Megna was eager to get involved on campus and is already a part of National Junior Honor Society and our Student Ambassador program. Outside of school Megna loves music. She enjoys playing the flute, violin, and singing! Megna was kind enough to let us follow her around for a day, so we could highlight all of the wonderful aspects of being a grade 8 student at BASIS Independent Bellevue.

Period 1: Algebra and Geometry II

Megna begins each day in Algebra and Geometry II with Ms. Illiescu. When students join BASIS Independent Bellevue in grade 5–9 they are all invited to take an optional math placement exam, which allows us to asses their skills and appropriately determine their math level. Algebra and Geometry II build upon the concepts introduced in Algebra and Geometry I, such as solving equations and inequalities with absolute value quadratic and logarithmic equations, and working with complex numbers and trigonometric functions of right triangles. Students will also be introduced to proofs in geometry with similar and congruent figures, circles and their parts, lines, and planes. With this knowledge, next year Megna will be ready to take on a Pre-Calc course in grade 9!

Period 2: Biology

At BASIS Independent Bellevue, students take Physics, Chemistry, and Biology as separate classes for all three years of middle school. This prepares the students to be ready to take honors and AP level science classes when they enter high school!

On this day, Megna is headed to Biology for period 2. Biology is her favorite subject. She loves how Dr. Dornhoffer encouragers her to ask questions and creates engaging labs that amplifying her knowledge and interest in the subject even further. In this course students study and apply the scientific method, describe the chemistry of life, analyze cell structure and function, and explain the drivers of cellular transport. Students also describe the processes of living organisms like photosynthesis and cellular respiration. To demonstrate her learning of the cell cycle, Megna got to design and create a board game based on the cell cycle.

Period 3: Chemistry

After Biology Megna is headed off to Chemistry with Ms. Abele. This course includes more advanced principles of atomic structure, elements, compounds, molar quantities, and the periodic table. Students are also introduced to high level concepts such as gas laws, stoichiometry, and types of reactions. Megna’s favorite lab so far this year has been the density lab. In the density lab, Megna measured the mass and volume of an aluminum foil shape and calculated the density based on the ratio of mass to volume. The class then compiled their data to test if they were accurate and precise with their measurements and calculations.

Period 4: U.S. History

Megna is then headed to U.S. History with Mr. Tyler! Megna enjoys having Mr. Tyler as a teacher for his keen ability to bring history to life through stories and his well timed jokes. This course is specifically focused on the history of the United States from the Pre-Columbian Era through the turn of the 20th century. In grade 6-8 our history department prepares students to be ready to take AP level history courses beginning in grade 9. Megna shared that this year she enjoyed creating a trifold for their Founding Father’s Project. Megna chose to research and create the trifold about Robert R. Livingston.

After a busy morning Megna is off to a well-deserved lunch and recess break. All students at BLV get a recess break after their lunch. This is a chance for students to connect with their friends outside of class and enjoy a break from their studies.

Period 5: Physics

Megna’s next period of the day is Physics with Ms. Englert-Erickson. In this course students will learn topics such as kinematics, forces, energy, gravitation, momentum, electrostatics, electricity, and light waves throughout the course of the year. Using the concepts learned, students will develop the ability to pose a scientific argument and present scientific evidence to support a claim.

Period 6: AE (Academic Enrichment)

Following Physics, Megna has her Academic Enrichment or AE course with Mr. Ballantyne. AE is a daily twenty-minute period that students have for studying and homework completion. Additionally, every Monday during AE time is Mountaineer Monday, a dedicated time for students to engage in social-emotional learning with their AE teacher, using our wellness curriculum CharacterStrong.

Period 7: English

Megna then heads to Period 7, English, with Ms. Forrest. In this course, students broaden their exposure to a variety of literary genres, including fiction, nonfiction, poetry, and drama, while learning to produce thoughtful, well-argued analyses. This year, students read the novel Frankenstein, and Megna especially enjoyed creating a castle-shaped trifold project that highlighted the novel’s gothic themes.

Period 8: Creative Writing

Megna then ends each day in her Creative Writing course with Ms. Fischer. In grade 8, students get to choose one elective course that they would like to take for the year. This year our grade 8 students could choose Creative Writing, Art Studio 2D, or Band. Megna chose Creative Writing as her elective because she has always had a passion for writing her own stories. This year she is most proud of her creation myth about how the sun and moon came to be.

Mandarin

Another important part of Megna’s school day is her Mandarin class that she has three times a week. Starting in grade 7 students get to choose a world language they would like to study. Currently at BLV we offer Mandarin, Latin, Spanish or French for student to choose from. Megna has been taking Mandarin with a teacher outside of school for a few years before she chose it as her world language this year.

When asked why she chose to study Mandarin as her world language, Megna shared, “I felt that as a non-native Mandarin speaker, taking Mandarin would allow me to explore a new language. Mandarin has two components to it, characters and Pinyin, which makes it challenging, especially for non-native speakers. It has been rewarding to see my progress.” Reflecting on her first year of Mandarin at BLV, Megna added, “Ms. Zhang, my Mandarin teacher, has also been very supportive and encouraging since my first day here, and the small class size provides each student with a lot of individual attention. A special memory that comes to mind is that all my classmates in my Mandarin class came up with a Chinese name for me, which made me connect with my peers.”

As students join BLV in different grade levels our World Language teachers are experts in differentiation and supporting students at their various levels in the language they are learning.

After school Megna is headed home to practice her flute or violin. Megna is a fabulous representative of what it means to be a BASIS Independent Bellevue Mountaineer. Megna exemplifies our community values of PACE which stand for, perseverance, active, community and empathy. Megna has shown her perseverance in all of her classes by working hard to excel in the rigorous curriculum at BLV. You can always count on Megna for a warm smile and hello when you see her around campus. We are so grateful to Megna and her family for allowing her to partner with us on creating this blog!

A Day in the Life: Grade 10

December 9, 2025 by ezekielbracamonte 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. Today, 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 2

His favorite class is AP Physics 2 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 BISV 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 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.

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.

A Day in the Life: Geo Y., Grade 8

December 3, 2025 by sarahpeterson Leave a Comment

BASIS Independent Fremont Upper School is where academic rigor meets opportunity. Grade 8 students take high school-level courses, lead campus initiatives, and explore everything from artificial intelligence to creative fiction. It’s a balance of academic depth and personal exploration—and no two students’ schedules look quite the same. To show you what that looks like in practice, we followed Geo through his day.

Meet Geo

Geo has been at BIF since grade 4, when he transferred from another private school in the area. Now in grade 8, he moves through a day that includes Pre-Calculus, high school Honors English, and Creative Writing, while also serving on the National Junior Honor Society and participating in Journalism, AI, and Robotics clubs. Outside of school, he’s a gamer (currently into Hollow Knight, though Minecraft dominated for years) and takes coding and Chinese classes to deepen his technical and linguistic skills.

How does he balance it all with a rigorous course load? Geo admits there’s the typical teenage struggle with procrastination, but when it’s time to buckle down, it’s manageable. “It’s like have fun and have time to do things, and then make time to do coursework.”

What makes grade 8 distinctive is how students like Geo begin to take ownership of their learning—choosing electives that reflect their interests, using Office Hours strategically for the subjects that need attention, and pursuing after-school clubs that align with their passions. The academics are demanding, but the opportunities to explore are equally rich.

Let’s follow Geo through a typical day to see what grade 8 at BIF really looks like in action.

Period 1 (8:25-9:10): Pre-Calculus AB with Mr. Sharma

Geo’s day begins with Pre-Calculus AB, a course that 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—preparing students for AP Calculus and beyond.

Today is test day. Students are being assessed on trigonometric functions, covering right triangles, the properties of the six trigonometric functions, application problems, and inverse trigonometric functions. It’s a rigorous start to the morning, but exactly the kind of mathematical foundation that prepares BIF students for high school and college-level work.

Academic Enrichment (9:15-9:25)

After his math test, Geo heads outside to the Quad with friends. This brief period, monitored by teachers and the Student Affairs team, gives students time to reset before diving into the rest of their day.

Period 2 (9:30-10:15): French IB with Madame Laquidara

French IB builds on introductory language study, developing listening, speaking, reading, and writing skills with a focus on effective communication. Students explore French and Francophone cultures, learning about family life, daily routines, and cultural traditions practiced throughout the French-speaking world.

Class begins with a pop quiz on which verbs are conjugated with être. Afterwards, students break into small groups for a creative project—writing songs in French set to well-known tunes. Geo’s group chose a Christmas classic to get into the holiday spirit, blending language learning with seasonal fun.

Period 3 (10:20-11:05): PE & Health 8 with Mr. Pappas

PE & Health for grade 8 teaches specific skills through sports while emphasizing teamwork, fair play, and sportsmanship. The course also covers essential health topics, including nutrition, CPR, anatomy, and physiology, providing students with knowledge for lifelong wellness.

After stretches and warm-ups, students play kickball—a chance to move, compete, and practice the collaborative skills they’re developing across all their classes.

Period 4 (11:10-11:55): Lunch

Geo brings his packed lunch to a National Junior Honor Society meeting. The first ten minutes give students time to eat and catch up, then the group moves through their agenda—reviewing mental health surveys they distributed to students, planning upcoming library organization efforts, and breaking into committees to discuss next steps for their initiatives.

Geo serves on the Peer-to-Peer Tutoring Committee, which organizes weekly tutoring opportunities for middle school students. It’s leadership in action—students identifying needs in their community and creating solutions.

Period 5 (12:00-12:45): English 8 with Ms. Hotaling

English 8 is equivalent to a high school honors program, preparing students for eventual passage of both AP English Literature and AP English Language exams. Students broaden their exposure to different genres while learning to produce thoughtful, well-argued analyses with pieces that are both soundly constructed and powerfully phrased.

Today, students identify values and discuss how these help societies function smoothly, relating the conversation to their reading of “Lord of the Flies”. It’s the kind of thematic analysis that connects literature to larger questions about human nature and social structures.

Period 6 (12:50-1:35): Physics 8 with Mr. Smith

Physics 8 builds understanding of the physical world both conceptually and mathematically, expanding concepts to real-world situations and introducing two-dimensional problems for the first time. Students develop the ability to pose scientific arguments and present evidence to support claims across topics, including kinematics, forces, energy, momentum, optics, electricity, and magnetism.

Today, students prepare for their upcoming unit test on Forces—reviewing concepts and working through practice problems that will demonstrate their mastery of the material.

Period 7 (1:40-2:25): Creative Writing with Mr. Bradshaw

Creative Writing introduces students to prose and poetry, focusing on scene, characterization, plotting, point of view, and dialogue. Students read work from classic and contemporary writers, study craft essays, and critique one another’s original writing.

Today’s prompt: “You’re walking home, and you think you’re being followed. Tell this story.” Students dive into their narratives, building tension and developing their storytelling skills. “I really like writing, especially fiction,” Geo says. “It’s a really fun thing to do, to build a world.”

Period 8 (2:30-3:15): U.S. History with Mr. Loero

U.S. History investigates American history from the Pre-Columbian Era through the turn of the 20th century, designed both thematically and chronologically. The course emphasizes historical thinking skills as students analyze primary and secondary sources, evaluate causes and effects, and examine change and continuity over time to craft historically defensible claims about the past.

Today’s topic: the Tea Act of 1773. Students discuss the political and economic tensions that contributed to colonial resistance, connecting individual events to the larger narrative of the American Revolution.

Office Hours (3:20-4:00)

Most days, Geo uses Office Hours strategically based on what he needs. “It really depends,” he explains. “Sometimes it’s French, sometimes it’s math, sometimes it’s coding. Sometimes I go to Mr. Sharma’s to get work done. It really ranges depending on what homework I have. Usually, it’s time to get coursework done. Sometimes, though, I use him for explanations.”

It’s this flexibility that makes Office Hours valuable—students can seek one-on-one help when they’re stuck, work through challenging assignments with teacher guidance, or dig deeper into subjects they’re passionate about. For Geo, it’s about meeting his needs in the moment, whether that’s tackling a tricky pre-calculus problem or clarifying French grammar.

When the final bell rings, Geo’s day continues with the clubs that fuel his interests beyond the classroom.

Journalism Club has Geo writing articles for the student newspaper, “The Yellow Pages”. His current piece explores the holiday spirit at BIF. “I think that has taught me a lot of valuable experience,” he notes—developing both writing skills and the ability to capture the school community’s voice.

Robotics Club brings theory into physical form. Students have been building, testing, and driving a moving robot—applying engineering principles, problem-solving collaboratively, and iterating their designs based on real-world performance.

AI Club takes students on a deep dive into how artificial intelligence actually works—and it’s a lot of lines of code. “It’s very interesting to see the functions and how it all works,” Geo says. “It’s very interesting and very intriguing, though it does get a little complicated at times.” The complexity doesn’t deter him; it draws him deeper into understanding the technology shaping the future.

From Pre-Calculus to Creative Writing, from NJHS leadership to hands-on robotics, Geo’s day showcases what’s possible when rigorous academics meet genuine opportunities for exploration. His advice to other students? “I would say join the clubs that seem the most fun for you, but also have a balance of education.” It’s a demanding schedule, yes—but one that prepares students not just for high school, but for thinking critically, creating boldly, and pursuing their passions with purpose.

Curious about what your student’s day could look like at BIF? We’d love to show you around. Click here to schedule a tour, attend an upcoming open house, or reach out to our admissions team to learn more about BASIS Independent Fremont Upper School.