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Student Spotlight

A Day in the Life of a Grade 9 Student – Claire!

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Meet Claire, grade 9, class of 2028! Claire has been a student at our campus since our inaugural year in 2022. She has the unique privilege of being a member of BASIS Independent Bellevue’s first graduating class.

Claire is a pillar of this campus. Like many of our students, she is extremely dedicated to her studies, already taking three AP level classes and working diligently in each of them. But beyond academics, Claire is deeply involved in the fabric of our school community. She is a member of our Student Ambassador Program, Peer Advisory Council, National Junior Honor Society, Advanced Chamber Music Club, Biochemistry Club and will be a co-founding member of our upcoming Red Cross Club. Outside of school, Claire has been playing classical guitar for seven years and enjoys to read and play table tennis. We were delighted to spend the day with Claire to provide a glimpse into a Day in the Life of a grade 9 student at BASIS Independent Bellevue.

Claire begins her day with her World Language class. Beginning in grade 7, our students have the choice between four different World Languages – Latin, Spanish, Mandarin or French. Claire has opted to take French as her World Language and is currently taking French II. In more specialized classes, such as World Languages or Electives, our students begin to explore their individual interests. As a result, our students sometimes find themselves in classes with a very small teacher to student ratio. In Claire’s first period French II class, she is only one of three students! This allows each of the students to build meaningful connections with their teacher, Ms. Chaffee, while studying the language to advanced levels. During this class, we found that students are almost completely immersed in the language – we saw Claire and Ms. Chaffee having a conversation completely in French!

Second period, Claire heads to her Honors English Literature and Composition class, with Ms. Fischer. This is one of two English classes our grade 9 students have in their day, both of which are taught to the Honors level. Our Honors classes are designed to prepare students to take AP classes. Honors Literature and Composition is aimed at strengthening the foundational skill of textual analysis. In this course, students analyze various literary forms, including short stories, poetry, plays, novels and nonfiction. Ms. Fischer helps students dive into questions like “What makes literature meaningful?”, “How do we assign meaning to text?”, and “What messages are being conveyed by text?” Through these essential questions, students learn to develop their own voice as they construct arguments supported by textual evidence.

For third period, Claire is off to Pre-Calculus! By grade 9, all of our students have completed Algebra I, Geometry and Algebra II. Some students have even completed Pre-Calculus in grade 8 and take AP Calculus in grade 9. While we are very proud of our students who are on this advanced math track, it is so important to acknowledge that all of our students are working at advanced levels already. Claire is a great example of a student who is on our ‘standard’ math track which means taking Pre-Calculus in her first year of high school. This course provides an in-depth coverage of 12 major functions their graphs and applications, including Polynomial, Power, Rational, Exponential, Logistic, and Logarithmic functions. The detailed study of trigonometric functions and analytic Trigonometry are emphasized. The course also introduces Matrices, Discrete Mathematics, Statistics with Probability. Next year, Claire will go on to take Calculus at the AP level!

Fourth period, Claire attends AP Physics, her first AP class of the day. This course is an algebra-based, introductory college-level physics course that explores topics such as Newtonian mechanics (including rotational motion); momentum and systems; work, energy, and power; and simple harmonic motion. Students develop scientific critical thinking and reasoning skills through a hands-on approach. As is sometimes the case, today was a quiz day so our observers saw students working hard on a quiz. On non-assessment days, students in AP Physics can often be found engaging in experiments as this class spends 25% of class time on labs.

Next, Claire is off to lunch! Our grade 9 students have open campus privileges, which means they have the ability to choose where they would like to have lunch on campus. After the first trimester of the school year, our grade 9 students also have the opportunity to leave campus during lunch. These lunch privileges allow our high school students to develop their autonomy while learning to manage their time effectively. On this day, we found Claire hanging out with her friends in a Mandarin classroom having lunch and working on homework.

After lunch, Claire heads to Honors English Language and Composition. This class, taught by Ms. Ward, provides students with an introduction to rhetoric, research, and composition. While reading works drawn from a range of disciplines and historical periods, students acquire foundational knowledge and skills related to the rhetorical analysis of nonfiction texts. As writers, students gain practice in the development and revision of evidence-based analytical and argumentative writing, and learn to locate, evaluate, and cite a range of sources in support of their arguments. The course deepens students’ understanding of how and why communicators make choices based upon the rhetorical situation and audience. While observing, we saw Claire working on the first outline of an essay. Students had previously participated in a murder mystery game where they were presented with various clues and evidence about a “murder” that had taken place. Using the evidence provided, they began crafting thesis statements as the start of their essay. These thesis statements were then used to create the outline we saw Claire working on.

Next, Claire has a 20-minute Academic Enrichment period that we call AE. AE provides students with quiet time for them to work on homework or study. AE is also utilized by staff members to convey important announcements or work on Social Emotional Learning strategies. For example, every Monday, all students have Mountaineer Monday activities, which are developed by our School Counselor and focus on our Character Themes of the Month. On other days, our College Counselor uses the AE period as a touchpoint with high school students, sharing leadership opportunities with them and checking in about upcoming events.

Once AE is over, it is time for Claire to attend AP United States Government and Politics. This course is designed to give students an analytical perspective on government and politics in the United States, and it includes both the study of general concepts used to interpret U.S. government and politics and the analysis of specific examples. On the day prior to our observation, students had worked in groups to complete an activity called hexagonal thinking, which acted as a review for their most recent unit. Each group of students was asked to choose 25 terms, documents or quotations from the most recent unit and make connections between each of them. Of those 25 items, they needed to create a detailed explanation for six of their connections. During our observation, we were able to see Claire and her group present their six explanations to the class! This type of work is designed to prepare our students for their upcoming AP exams in May.

Finally, Claire is off to her last class of the day, AP Computer Science. This class is Claire’s elective class and is currently one of our most popular electives on campus. This course introduces students to computer science with fundamental topics including problem solving, design strategies and methodologies, organization of data, approaches to processing data, analysis of potential solutions, and the ethical and social implications of computing. It includes the study of common algorithms and the use of some of Java’s built-in classes and interfaces for basic data structures, as well as a structured lab component with of a minimum of 20 hours of hands-on lab experiences integrated throughout the course. On this day, students were working on a project focused on creating a text-based adventure game!

After school, Claire heads home to practice her guitar and get some well-deserved rest! She is an excellent representative of BASIS Independent Bellevue and we are so proud to have had the opportunity to share a day of learning with Claire. We extend our thanks to Claire and her family for allowing us to highlight her!

Young Author Spotlight: Aashna S., Grade 12

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We recently had the pleasure of sitting down with Aashna S., a grade 12 student from our Upper School, to learn more about her journey as an author and poet. Aashna recently published a book of poems titled “Reflections”, and we were captivated by her creativity, talent, and remarkable accomplishment. Join our Head of School, Ms. Abodouma, and Head of Operations, Ms. Apra as they explore her creative process and the story behind her work.

Tell us about your book of poems and what inspired you to write it?

I began writing “Reflections” over a year and a half ago. At first, I would jot down my thoughts in the Notes app on my phone, creating different tabs when I was commuting in the car, on the bus, or riding BART. The process took about eight months, after which I organized my work into a collection of poems. It was my dad who suggested reaching out to publishers, so I sent a few samples of my work, and that’s where the journey toward publishing began.

How did you figure out that you had a passion for writing?

I used to write a lot of short stories, primarily dystopian fiction, and even had one of my stories published in “Teen Ink” magazine. Dystopian fiction felt like an escape and allowed me the freedom of being untethered in my writing. “Reflections” is my first attempt at poetry, and the experience has really brought me back to my center. Poetry has re-centered me and led me to reexamine my own feelings in the context of my life as opposed to the dystopian futuristic society I was used to writing about. 

My first exposure to writing was actually taking the Creative Writing Elective here at BIF in grade 8 and my passion grew from there. One of my favorite achievements since then has been founding our school’s literary magazine which I have been working on for the past three years. 

What is your favorite piece in this book?

My favorite pieces are “candle” and “empathy.” A candle is a symbol that has always intrigued me; there are so many different ways to look at a candle. A candle can signify a journey or a way to measure time. For instance, high school is a journey where you are constantly timing yourself. On one hand, you want to stop, slow down, and appreciate this journey, but on the other hand, you are always looking ahead to the future and how much time you have left. 

Also, in the piece “candle” – I talk about how a journey is illuminated but the destination is shrouded in darkness. A candle dims over time but in the darkness, you have freedom. 

Did you face any challenges when writing this book?

I encountered a few challenges while writing “Reflections.”

The first was organizing my poems cohesively and identifying common themes—this was challenging but also enjoyable. The second challenge was the publishing process itself. The book went through multiple rounds of edits and revisions, and it was difficult to decide when to stop. I wanted to keep refining and improving, but eventually, I had to reach a point where I could say, “I’m satisfied,” and be ready to publish.

Do you have any special memories from your classes or teachers here at BIF about learning to write stories/poems?

In grade 7 English with Mr. Betcher, we were asked to write poetry, both original and emulate existing poems from “Brown Girl Dreaming.” That was my first exposure to poetry and is a really special memory for me. 

My book dedication includes Mr. Betcher. In it, I mention how he helped me become bold and courageous in my writing. My English classes here at BASIS Independent Fremont have challenged me to explore creative expression and introduced me to authors who have deeply inspired me.

Where do you hope to go from here in your journey as an author and poet?

Honestly, my goal is to read more novels and poetry to continue developing my own voice as an author and poet. I want to challenge myself by experimenting with form, structure and themes and see how I can make my messages more potent and powerful. I plan to stay involved in literary spaces throughout college.

I see this first book as just the beginning, and I hope to publish more in the future while continuing to grow as a writer.

BASIS Independent Fremont’s Humanities Program continues to cultivate a community of young, talented authors who are motivated to pursue their passions! Aashna’s journey and accomplishments inspire others to express their creativity and explore their own talents at BASIS Independent Fremont.

BASIS Independent Fremont is a grades TK-12 private school based in Fremont, California, providing students an internationally benchmarked liberal arts and sciences curriculum. 

Nearly 70% of High School Students Awarded AP Scholar Distinction

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At BASIS Independent Brooklyn, we prioritize celebrating our students’ accomplishments across many areas–from fine arts to community service, debate competitions, sports, and beyond. However, academic accomplishment remains a shared priority within our community. Today we can proudly share that based on the 2024 AP scores approximately 68% of our high school students qualified as Advanced Placement (AP) Scholars during their time in our program. Students move from AP Scholar to AP Scholar with Honor and then AP Scholar with Distinction. Approximately 75% of our students reach that highest level of AP Scholar with Distinction by the time they graduate.

“The AP Scholar distinctions our students earned this year are yet another measure of the success that’s earned here at BASIS Independent Brooklyn, ” said Josh Harmon, Head of School for BASIS Independent Brooklyn’s Upper School. “Academically all of our high school students qualified as AP Scholars by the time they finished their junior year. When looking at all students in grades 9-12 nearly 70% of our high school was awarded the honor of AP Scholar or higher. Moreover, our students sat for more AP exams in 2024 than ever before with the growth of our high school.”

AP Scholar awards recognize students who have demonstrated both a depth and breadth of knowledge and whose work has shown college-level mastery across multiple disciplines. The College Board awards the following distinctions for AP exams, and we have students who have achieved all levels.

    • AP Scholar: students who received a score of 3 or higher on 3 or more AP exams.
    • AP Scholar with Honors: students who received a score of 3 or higher on 4 or more exams, and have an average score of at least 3.25 across all exams taken.
    • AP Scholar with Distinction: students who received a score of 3 or higher on at least 5 exams, and an average score of 3.5 across all exams taken.

Nationwide, only about 10% of students earn the distinction of AP Scholar or higher by the time they graduate (based on historic data provided by the College Board). We are thrilled to share some of the top accomplishments here:

    • 75 students in our high school were named AP Scholar or higher distinctions, representing approximately 68% of our high school in May 2024 when the exams were taken.
    • 75% of our seniors received the AP Scholar with Distinction, the highest award offered by the College Board.

Our school has been recognized as a Platinum Member of the AP School Honor Roll. This is the highest recognition possible for a school on the Honor Roll, and it is based on our students’ outstanding results.

Congratulations to all our students who have earned an AP Scholar Award for their performance on the exams during their High School tenure. See the full lists of student recipients updated to include the 2024 results below:

AP Scholar: Students who received a score of 3 or higher on 3 or more AP exams.

Victor B. ’25

Matthias B. ’25

Leo B. ’25

Eden E. ’24

Abraham G. ’27

Joaquim H. ’26

Douglas H. ’27

Gabriel H. ’26

Charlotte J. ’24

Rachel K. ’25

Katherine K. ’26

Avi L. ’24

Hendrix N. ’25

Jason P. ’25

Saajan P. ’26

Sasha T. ’25

AP Scholar with Honors: Students who received a score of 3 or higher on 4 or more AP exams and have an average score of at least 3.25 across all exams taken. Nationwide, only about 6% of students will graduate high school with this degree of recognition or higher. Nearly all of these honorees have done so well before graduation.

Wyatt A. ’26

Laila G. ’24

Archie H. ’26

Laith J. ’25

Alexa L. ’24

Viola L. ’25

AP Scholar with Distinction: Students who have a score of 3 or higher on at least 5 exams, and an average score of 3.5 across all exams taken. These students have already completed at least a semester’s worth of college credit while still in high school. Only about 4% of graduating seniors receive this award, and less than 1/10th of 1% of students receive it after sophomore year.

Overall in our high school, the following 50 students received this honor:

Philip B. ’26

Radha B. ’26

Jack B. ’24

Zeke B. ’24

Jack C. ’25

Nathaniel C. ’26

Mia C. ’26

Nicolas D. ’25

Colin D. ’25

Axel F. ’25

Sofia G. ’24

Alexa G. ’26

Samantha G. ’24

Diego G. ’24

Angelina G. ’24

Maxwell H. ’25

Mateo K. ’25

Lianna L. ’26

Aidan L. ’25

Ye L. ’24

Thomas M. ’25

Sabrina M. ’26

Dilan M. ’24

Maddox M. ’25

Ben N. ’24

Sefir O. ’26

Oliver P. ’24

Talin P. ’26

Charles P. ’24

Gustavo P. ’25

Daniel P. ’24

Kanika R. ’26

Noah R. ’26

James R. ’25

Alexander R. ’24

Skye S. ’25

Nadia S. ’25

Xinyi S. ’26

Gregory S. ’26

Maxim S. ’25

Nadine S. ’24

Yuna S. ’24

Jasmine S. ’26

Jonah S. ’24

Lucas S. ’24

Ryan T. ’25

Beckham V. ’26

Isaac W. ’24

River W. ’26

Andre Z. ’24

Photo (above): Our Class of 2025 posing with Associate Head of School Leo Yoon, Head of School Josh Harmon, and College Counselor Matt Brauch.

Please join us in congratulating our Bears!

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

BASIS Independent Manhattan Celebrates AP Scholar Recognition

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BASIS Independent Manhattan is proud to announce that nearly half (48%) of our Advance Placement (AP) test-taking students have been recognized by the College Board for their exceptional performance on the 2023-24 AP Exams. These dedicated 23 students demonstrated a remarkable commitment to rigorous academic pursuits and have earned the following prestigious AP Scholar awards.

  • 15 AP Scholars with Distinction: Students who scored 3 or higher on five or more AP exams and an average score of at least 3.75.
  • 5 AP Scholars with Honor: Students who earned scores of 3 or higher on four or more AP exams and an average score of at least 3.5.
  • 4 AP Scholars: Students who scored 3 or higher on at least three AP exams.
  • 1 AP Capstone Diploma: Students who earned a qualifying score on both the AP Seminar and AP Research exams.
Ms. Meimban administers the AP Exams

“We are incredibly proud of our students’ outstanding accomplishments on the AP Exams,” said Ms. Cyndriel Meimban, Academic Programs Manager at BASIS Independent Manhattan’s Upper School. “Their hard work, dedication, and intellectual curiosity have enabled them to excel at the highest levels of academic achievement.”

Additional results worth highlighting include:

  • The average AP score for our students was 4.02 (out of 5), whereas it was 2.96 for the rest of the country and abroad.
  • For two years in a row (2022-2023 and 2023-2024), approximately 75% of our AP students reach the highest level of AP Scholar with Distinction by the time they graduate.

What is increasingly impressive is that our students on average complete 12.4 AP exams and complete their AP course requirements during their first three years of high school. These AP Scholar awards are a testament to the exceptional quality of education at BASIS Independent Manhattan in a supportive learning environment with experienced teachers who provide students with the tools and resources they need to succeed.

Interested in learning more about our program and the High School Years? We invite you to explore our website, visit our school, or contact our Admissions team to see if BASIS Independent Manhattan is the right fit for you.

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

Bobcat Bytes: Isha T., Grade 12

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This blog series aims to offer a glimpse into the student life of our Student Ambassadors. The BASIS Independent Silicon Valley Student Ambassadors play an important role by representing BISV throughout the academic year in many ways. From cherished memories, to conquering challenges, from time management to immersing themselves in clubs and activities. 

Meet Isha T., Grade 12, class of 2024. Prior to attending BISV, Isha attended a private school. Since joining our school in Grade 5, she has been a fantastic member of our school community. Isha’s favorite soccer clubs are FC Barcelona and Real Madrid. She says, “I went to both home stadiums when I visited Spain for my 18th birthday!”

Isha loves to travel with her family and has been to several other countries as well. She is also a valuable member of our dynamic Bollywood Dance Team at BISV, where she embraces her heritage and nurtures her love for dance. One standout memory for her last year was attending the Taylor Swift Eras Tour with her best friend!

What have been some of your most memorable moments or experiences at BISV and why?

One of my favorite experiences at BISV was being selected to be a Student Ambassador! As a Student Ambassador, I got the wonderful opportunity to welcome prospective students to BISV and show them around our campus. I also got to speak to prospective students and parents during Open Houses and Information Sessions. I answered any questions that they had and shared all of my amazing experiences at BISV, including the joy I got from representing my school. I’m proud to say that I have been a Student Ambassador for all 7 years that I’ve been at BISV and have truly enjoyed being able to show families how warm and welcoming our community is.

This year we have over 90 clubs at BISV! What are the benefits of participating in our extracurriculars?

Everyone has a variety of interests, whether it be the arts, academics, or sports. One of the things I appreciate most about BISV is how they celebrate students’ individuality by offering a wide variety of clubs. With such a varied group of club topics, it really feels like there’s something for everyone. Participating in clubs and organizations at BISV not only allows you to pursue your passions, but also allows you to form close bonds with club members who have the same interests as you.

How do you manage your time and balance academic, extracurricular activities, and free-time?

One of the most effective ways that has helped me balance my academics, extracurricular activities, and personal commitments was using my Communication Journal, or CJ. I would write down all of my school reminders and events that I had outside of school in order to keep track of everything. Just like I used my CJ to help me manage my time and balance my academics, extracurriculars, and personal commitments, it also came in handy for staying organized. Writing things down in my CJ allowed everything to be in one place, so it became easy for me to keep track of assignments and deadlines.

What are some ideas you had about BISV that you found out to be true or false once you joined the school?

Since BISV is such an academically rigorous school full of high-achievers, I thought I would be surrounded by a competitive environment where I would feel insecure and less accomplished than my peers. However, that couldn’t be farther from the truth. Everyone in BISV is so humble about their accomplishments and best of all, everyone here supports and lifts each other up. The students here are not afraid to ask for help or admit their weaknesses, creating a safe space for everyone to share their thoughts and feelings.

Finally, what advice would you give for incoming students to make the most of their year?

One piece of advice I would give to prospective students is that even though the curriculum at BISV is rigorous, just continue to work hard and seek the help of your friends, parents, and teachers. Also, make sure you use your CJ! It helps a lot when you have several upcoming assignments, tests, and events.

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: Manasi S. – A Journey of Compassion and Advocacy for Animal Rehabilitation in India

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Last summer, Manasi S., a sophomore at BASIS Independent Silicon Valley, went on a life-changing volunteer and training trip to India. For three weeks, she dedicated herself to supporting animal rehabilitation centers across the country, driven by her passion for larger animals and a desire to make a positive impact on both the community and herself.

During her expedition, she dedicated her time to hands-on interactions with a variety of large animals at the Raipur Rehabilitation Center, where she contributed to their care and rehabilitation efforts. At Kamdhenu University, she immersed herself in the study of veterinary medicine and animal sciences, absorbing knowledge from experts in the field and gaining insights into the intricacies of animal health and welfare. Finally, her journey culminated with an unforgettable experience at the Achanakmar Tiger Reserve, where she had the opportunity to observe these majestic creatures in their natural habitat, further deepening her appreciation for wildlife conservation.

Addressing Human-Animal Conflicts in India

Manasi’s trip to India exposed her to the realities of human-animal conflicts prevalent in small villages nestled deep within forests. The encroachment of human settlements into animal territories, coupled with annual deforestation, has led to dangerous encounters between humans and wildlife. Witnessing these conflicts firsthand heightened Manasi’s awareness of the urgent need for solutions to prevent further violence.

Through her experiences, Manasi learned about various strategies to mitigate human-animal conflicts. She witnessed how creating reserves in areas inhabited by wild animals helps prevent encroachment and ensures the safety of both humans and wildlife. Additionally, leveraging technology such as artificial intelligence (AI) and machine learning (ML) aids in tracking animal movements and analyzing attack patterns, guiding informed decision-making about human settlements. Education and awareness campaigns among local populations are also crucial in promoting coexistence and reducing conflicts.

Passion for Veterinary and Animal Sciences

Manasi’s dedication to animal welfare stems from her firsthand experiences working with large animals, both in India and the United States. She has been volunteering at a local horse stable in Saratoga, California, where she not only gives back to her community but also gains invaluable insights into the significance of caring for large animals. “Through witnessing the transformative power of animal rehabilitation, I’ve come to understand the profound impact it has on ensuring every creature can thrive,” said Manasi. “My deep connection with large animals fuels my dedication to veterinary and animal sciences, driving me to advocate for their well-being at every opportunity.”


Exploring Achanakmar Tiger Reserve

Manasi had the opportunity to visit the Achanakmar Tiger Reserve, a beacon of hope for wildlife conservation in India. This reserve, established to prevent violent encounters between humans and animals, utilizes cutting-edge technologies like AI and ML to track tiger movements and monitor their rehabilitation. Manasi’s experience at the reserve underscored the importance of combining technology with conservation efforts to safeguard endangered species.

Key Takeaways and Call to Action

Manasi’s trip to India left her with profound insights into the challenges of animal rehabilitation and the ongoing efforts to address human-animal conflicts. She emphasizes the need for government legislation, increased awareness, and investment in technology to prevent further conflicts. Advocating for spreading awareness and providing viable alternatives for communities at risk are crucial steps in mitigating these deadly encounters. Additionally, she urges continued funding for wildlife reserves like the Achanakmar Tiger Reserve to address this global issue collectively.

Manasi’s journey exemplifies the power of compassion, advocacy, and cross-cultural collaboration in driving positive change for animal welfare. Through her experiences, she inspires others to join the fight in protecting our planet’s precious wildlife for future generations.

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. 

Young Author Spotlight: Seleema A., Grade 5

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In a testament to the flourishing Humanities Program at BASIS Independent Fremont, several students have recently achieved the remarkable feat of becoming published authors. This week, we had the privilege of sitting down with Seleema A., a grade 5 student from our Lower School, to delve into her inaugural venture into the world of publishing. Join us as we explore her journey, creative process, and gather valuable insights for aspiring student authors.

Tell us about your story and what inspired you to write it.

My story is called “Tales of a 5th Grade Soccer Champion,” and it’s kind of based on a true story. It’s about a girl who was inspired by my experiences playing soccer. A girl in her class keeps saying that she is not good at soccer and teasing her, and she has an upcoming game against this classmate that is really important. So, she gets really nervous but goes through with it and plays her best because deep down, she has known all along that she really is good. She just had to dig down and bring up her confidence, and in the end, she won! I decided to write this story because it has a good message, and it happened to me, so it was quite natural to write about.

Do you have a favorite character? What makes them so special to you?

I like the main character – she’s based on me, but she’s also different in a lot of ways. She’s a little different from me in some ways and similar in others. The fact that she gained her confidence so quickly is something that it’s a little different from me. I can gain confidence, but it can take a while. I could use her journey to explore and not just write everything that happened to me. I could change it up a little.

It helped when I wrote about her. It helped me to realize in real life that what that person was saying about me was wrong. I was a good soccer player, and I tend to do really well. The main character is a very competitive person, and sometimes, that can bring out the best in you. You shouldn’t be afraid and always stand up for yourself with confidence.

Did you face any challenges while writing your story?

The word restriction was the main thing that I struggled with. Sometimes, if there’s a limit to the number of words that I can use, it’s hard for me to put everything that I have in my mind into words. This limit was 100 words, so it was a challenge. But I like being challenged, especially in writing. I was hesitant at first. I was like, ‘Oh, it’s only 100 words,’ but it was actually something that worked out, and I really enjoyed it in the end.

How did you think to submit your story for publishing? Did you get any special encouragement from mentors or teachers in your life to try to publish your story?

My mom is always encouraging me to find new competitions to submit to because I’m always up writing. When I found this competition, I decided to enter it. My parents are always very encouraging and supportive when I’m writing. A lot of my Humanities and English teachers at BIF also helped me to get into writing and really enjoy it.

How did you feel when you heard that your story had been selected to be published in a real-life book?!

I honestly didn’t think that I was going to be chosen, and I was really excited because I always wanted to be actually published. To see that it’s actually there in a real book that you can buy and people will read felt really nice. I felt like I could make a difference and actually publish my own books one day.

Do you have any special memories from your classes or teachers here at BIF about learning to write stories?

I think I started writing in first grade, but I really got serious when I had a great second grade teacher, Ms. Mishra. We were online for half the year because of COVID, but we had a historical fiction writing assignment that I really enjoyed. I think that’s where my passion for writing really started to come out. Ms. Mishra sure helped me a lot.

Mr. K Wagner has helped me a lot. We had a lot of writing in fourth and fifth grade with him as our teacher. He always helped with my writing, especially on things like our Native American and descriptive essays.

In third grade, Mr. Acevedo assigned us a great mythology unit where we got to write about Greek Gods, and I found that really exciting. I’ve always liked characters that are heroic or brave – I’ve always liked reading and writing about them. I got some ideas for some of my books and stories from them!

What would you say to other young students who aspire to be authors?

I would say, first and foremost, never give up. It’s good to have ideas and sometimes change those ideas into something that can be even better. But if you have an idea that you think is good, stick with it, and you can create something really nice out of it. I remember when my friend and I were in second grade. We started a book together. All of our friends who were writing together took a break, and we ended up stopping for a really long time. Then, this year, my friend picked up that book again, and she turned it into something so much better!

Even if you think your story isn’t perfect, don’t let that stop you. There are always more opportunities. One contest isn’t going to make or break how much you love writing. I think young authors out there have to keep on going and never give up. Always believe that you can do your best and be the change. I just want to say to all the authors out there: never give up, and always remember that your writing can change the world.

Seleema’s story serves as an inspiration for budding authors within the BASIS Independent Fremont community and beyond. Her advice for aspiring student authors is rooted in the encouragement she received from her teachers and peers. She emphasizes the importance of embracing creativity, persisting through challenges, and cherishing the guidance provided by mentors within the Humanities program.

BASIS Independent Fremont’s Humanities Program continues to foster a community of young, talented authors who dare to dream and achieve greatness. Seleema A.’s journey stands as a shining example of the program’s commitment to nurturing creativity, critical thinking, and effective communication skills. As we celebrate her accomplishments, we eagerly anticipate the future literary endeavors that will undoubtedly emerge from the inspiring environment at BASIS Independent Fremont.

BASIS Independent Fremont is a grades TK-12 private school based in Fremont, California, providing students with an internationally benchmarked liberal arts and sciences curriculum.

BASIS Independent Schools Mean Business

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Congratulations to “Rainbow,” our student team from BASIS Independent Fremont, on winning the inaugural “BINS Means Business” competition. This is a startup pitch contest that any high school student or student team from each of our BASIS Independent Schools (BINS) can enter. The contestants competed locally at each of their schools, presenting a business idea following the Y Combinator pitch deck format. Then the school winners advanced to the finals, which were held on February 25th over Zoom. The five finalists split $10,000, with $5,000 and $2,000 awarded to the winner and runner-up, to allocate to a charity of their choice.

Angela Z. and Lauren W., both students in BASIS Independent Fremont’s Class of 2026, presented their innovative idea for an environmentally friendly and biodegradable smart umbrella – the Parapluie. All of the judges were impressed by the sophistication of their presentation as well as the great potential of their product. “I’m ready to order mine right away,” commented one judge!

“We could not have done it without the help of Mr. Ong, our instructors, and our peers, who have supported us and guided us throughout this entire journey,” said Angela and Lauren. “It’s been a great pleasure to have worked with everyone along the way, and we’re honestly a bit sad that it’s over! Those couple of sleepless nights and that intense feeling of stressing out before each round will only pass down as precious memories. So, thank you, everyone, for supporting us so that we could see a rainbow at the end of this memorable road!”

Mr. Ong, Economics and Business Subject Expert Teacher at BASIS Independent Fremont expressed his pride and congratulations.

“Heartiest congratulations to Angela and Lauren, co-founders of the Rainbow Company, for their outstanding performance. It was a pleasure to work with them on this project. This inaugural business competition at BASIS Independent Schools is a great initiative to strengthen the BASIS Curriculum in business and finance, and, as a DECA advisor, I look forward to continuing to nurture our students’ business drive and lay the foundation for their future success in college and beyond.”

Second place was awarded to Scarlett S. in BASIS Independent Manhattan’s class of 2024 with her company Gard-Eco, a home delivery service for home gardens in New York City.




Scarlett S., Class of 2024

“I loved stepping out of my comfort zone by participating in this competition, and I am so grateful for this amazing learning experience,” said Scarlett.

Student teams competing in the final all received prizes of $1,000, with the winning team receiving $5,000 and the second place team $2,000. The money is donated to a charity or cause of choice.

Rainbow has decided to donate their prize money to the charity Doctors Without Borders. GardEco has selected the organization Choose Creativity.

Congratulations are also in order to our three school finalists across the network:

  • Brooklyn – Alexa L. ’24 pitched a Sustainable Fashion app that would help facilitate used clothes donations and drive consumers to purchase from sustainable clothing retailers. She will donate her $1,000 prize to Little Essentials, a non-profit in Brooklyn helping underserviced families with gently used clothing donations for babies and children.
  • McLean – Melis O. and Shaun J. ’24 pitched their Sustainability Index Platform and Marketplace concept. They will donate their $1,000 prize to Turkish Philanthropy Funds.
  • Silicon Valley – Roshan A., Nathan W., and Max W. ’24 pitched a business idea called Chlarity. They donated their $1,000 prize to Grist, a nonprofit, independent media organization dedicated to telling stories of climate solutions and a just future.

BINS Means Business – Expert Judging Panel

Ms. Catherine Lu
Ms. Catherine Lu is a venture capital investor at Alumni Ventures, where she makes investments in startups at their earliest stages of development. Previously, she held product management roles at DataVisor and Palantir. Prior to that, she co-founded a retail analytics startup that was acquired by Palantir. She received a bachelor’s and master’s degree in computer science from Stanford University.

Mr. Amrit Saxena
Mr. Amrit Saxena is the Founder & CEO of SaxeCap, an AI transformation and private equity investment firm that conducts AI-levered buyouts and transforms enterprises with AI & automation technology. Additionally, he has successfully founded & sold two AI companies (Stella.ai and Fancy That) and is an active angel investor in data, AI, web3, and enterprise software companies in Silicon Valley, investing in 200+ early-stage technology companies (including several unicorns and companies that have gone public), private businesses, and PE/VC funds.

Prior to SaxeCap, Amrit founded and scaled Stella, a talent-sourcing AI company, to over 150 large enterprise clients (including 10% of the Fortune 500), leading technology (data science, product, engineering, etc.) and operations (pre-sales, client integrations, etc.). Stella was sold to Cornell Capital and Trilantic Capital Partners in a $1B+ private equity transaction in 2021. Additionally, Amrit founded, scaled, and sold Fancy That, a retail AI company, to Palantir (NYSE: PLTR) in 2015. Between his two AI startups, Amrit has experience buying a company, selling two companies, and scaling teams from zero to 50+ people. Amrit previously worked at Bain & Company, Groupon, AmEx, and e2e Analytics and taught and researched AI at Stanford University & MIT.

He received his Bachelor of Science in Computer Science with a concentration in Artificial Intelligence and M.S. in Management Science & Engineering with a concentration in Operations Research, both from Stanford University with Distinction. Additionally, he has garnered numerous accolades, including being awarded sevenU.S. patents (relating to AI and optimization), a three-time finalist in the United States of America Mathematical Olympiad (USAMO), winner of the American Mathematics Competition (AMC), finalist in the United States Physics Olympiad (USAPhO), Congressional Award Gold Medalist, Research Science Institute (RSI) Scholar, American Regions Math League (ARML) winner, and was selected for the President’s Award for Academic Excellence and the Tau Beta Pi Engineering Honors Society while at Stanford.

Mr. James Shin
Mr. James Shinn is a general manager and entrepreneur with a series of technology start-ups in the fields of digital signal processing, cyber security, data analytics, autonomous mobility, cryptocurrency, and generative artificial intelligence. He has a Bachelor of Arts and Ph.D. from Princeton University and an MBA from Harvard University.

A Day in the Life: Kindergarten with Maidhili U., Class of 2035

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Our Day in the Life series for this school year continues in Kindergarten with Maidhili U., Class of 2035!

Unlike our older students, Kindergarten students don’t move classrooms for every subject and primarily remain with their two Early Learning Teachers (ELT) throughout the day. Some subjects, such as Mandarin, are taught by a separate Subject Expert Teacher (SET) in the Mandarin classroom. Depending on the day, they may have six to seven courses. They also have a mid-morning and mid-afternoon recess, along with their lunch and recess time. They begin their day at 8:15 AM and end their last instruction at 3:10 PM.

Maidhili begins her day with her first subject, Enrichment. One of her ELTs, Ms. Oh, leads this subject twice daily, 30 minutes in the morning and at the end of the school day. Enrichment teaches students to develop their social and emotional skills through direct instruction, collaboration, and practical application of social-emotional skills. In today’s lesson, Maidhili practiced writing her numbers on a dry-erase board while collaborating with her classmates to ensure that their numbers were written correctly.

After Enrichment, Maidhili switches gears to Math Foundation with her other ELT, Ms. Chohan. She has Math five times a week for an hour a day. This course allows teachers to scaffold instruction of each concept and continue to review and build on the information introduced. Math topics that are introduced include: skip counting by 1s, 2s, 5s, and 10s; compare and order numbers; identify ordinal position to tenth; identify a sorting rule; identify and extend patterns; solve routine and non-routine problems; and master all basic addition facts and most of the basic subtraction facts. Ms. Chohan held a math circle on the thinking rug and used flashcards to go over coin values and fractions. Maidhili was quick to raise her hand and give the correct answer to the question asked.

Early Learning Teacher, Ms. Chohan, instructs the class on fractions and coin values

Maidhili is then guided to the playground for her mid-morning recess. She has a 15-minute morning recess every day.

After recess, Maidhili focuses on Language and Literacy Foundation with Ms. Chohan. Kindergarten students have Language and Literacy every day. The instruction is separated into three increments throughout the day that total an hour and 45 minutes. This course will emphasize phonemic awareness, phonics, and handwriting. Students will begin the year developing these skills, and by the end of the year, they will be able to express complete thoughts while writing sentences using subjects and verbs, basic capitalization, and punctuation. Ms. Chohan focuses on students’ reading skills, as the goal for them is to read age-appropriate chapter books based on their reading level. Throughout the year, lessons will engage students to work as a whole class, in groups, or follow individual instructions.

Today’s lesson focused on writing ‘Asking Sentences’ and using the correct punctuation to end each question. Maidhili completed her worksheet and was proud to show her classmates and teachers.

Maidhili with her completed Asking Sentences worksheet

After Language and Literacy, Maidhili heads for lunch! Kindergarten students eat their lunch in the multipurpose room before heading outside for recess. Students can bring their own lunch or purchase one from our provider, My Green Lunch. The lunch period is 45 minutes long. Maidhili enjoyed playing on the slide during the recess portion of her lunch period.

Maidhili playing on the playground during her lunch period

After lunch, Maidhili makes her way back to her classroom and gets ready for Engineering & Technology Foundation with her Subject Expert Teacher (SET) Ms. Hetu. In this course, students will develop problem-solving, logic, and relationship skills through unique and meaningful projects. Solutions created by the students will be analyzed, reported, and communicated using a variety of media. This class is taught twice a week and is 60 minutes long.

Ms. Hetu prepared a fun activity for her students in today’s lesson. She introduced the musical instrument, the saxophone, and gave some background on famous African American artists who use the instrument in their songs. Maidhili learned about Louis Armstrong and Ella Fitzgerald while listening to their music and hearing the saxophone play. Ms. Hetu described the working parts of the instrument and had her students draw their own version using their imagination and creativity.

Maidhili’s completed saxophone drawing

Next, Maidhili gets ready for her Civics, History, and Science Foundation portion of the day with Ms. Chohan. This course is a combination of two programs. Our history program covers several time periods. It gives the opportunity to discuss morals and ethics from great men and women of the past. Classroom discussions reflect on the problems they face today that are similar to problems people have faced in the past. The science program is designed for students to not only understand the world around them but also to foster creativity. It also enables them to be innovative in science and develop problem-solving skills. They learn to apply the Scientific Method and draw conclusions on the basis of observation, investigation, and experimentation.

Ms. Chohan focused on science in today’s lesson. Students learned about the various plants and animals found in nearby ecosystems and drew them on strands of paper. After the drawings were completed, the strands were then weaved together into an ecosystem chain.

Maidhili with her completed ecosystem chain

After Civics, History, and Science Foundation, Maidhili takes a quick 15-minute afternoon recess. During this time, she played with friends on the playground and ate a snack.

Maidhili and her friend on the playground during recess

After recess, Maidhili heads back to her classroom and continues to work on her Language and Literacy Foundation sentence assignment for 30 minutes. Both of her Early Learning Teachers, Ms. Chohan and Ms. Oh, walk around the room helping students correct their sentences and grammar.

Ms. Chohan explains sentence structure and punctuation

Next, Maidhili heads outside to the basketball court with SET Mr. Butler for her Movement Foundation class. This course focuses on the introduction of physical education skills and concepts. Throughout the course, students will learn a number of motor and social skills through physical activity. This class is every day and 30 minutes long.

Maidhili and her classmates played broomball during their class on our basketball court. Broomball helps students focus on their precision, aim, and coordination. Maidhili was picked to be the goalie and did a phenomenal job at securing her post.

Maidhili defending her goalpost while playing broomball

After playing broomball, Maidhili made her way back to her classroom for the last portion of her Language and Literacy Foundation course. This portion is 30 minutes long. Ms. Chohan and Ms. Oh ensure that each student comprehends the material and answer any final questions.

To end her day, Maidhili has her second half of Enrichment for 30 minutes. During this time, Ms. Oh played a popular song called “Ham It Up” and let the students sing and dance. Maidhili and her classmates enjoyed themselves and knew all the words and dance moves to the song!

Maidhili and her classmates dance and sing to “Ham It Up”

Some other classes that Maidhili takes during the week are Mandarin, Visual Arts Foundation, Music Foundation, and Performance Arts Foundation.

She studies Mandarin three times per week for 30 minutes a day and has Visual Arts, Music, and Performance Arts Foundation once a week for 30 minutes.

Thank you to Maidhili and her family for allowing us to document her Day in the Life!

BASIS Independent Schools Means Business Competition: Fremont Claims Inaugural Title

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Congratulations to “Rainbow,” the student team from BASIS Independent Fremont, on winning the inaugural “BINS Means Business” competition. This is a startup pitch contest that any high school student or student team from each of our BASIS Independent Schools (BINS) can enter.  The contestants competed locally at each of their schools presenting a business idea following the Y Combinator pitch deck format.  Then the school winners advanced to the finals which were held February 25th over Zoom. The five finalists split $10,000, with $5,000 and $[2,000] awarded to the winner and runner up, to allocate to a charity of their choice.  This year’s theme was “sustainability” and students participated from BASIS Independent Brooklyn, Fremont, Manhattan, McLean, and Silicon Valley.

Angela Z. and Lauren W. both students in BASIS Independent Fremont’s Class of 2026 presented their innovative idea for an environmentally friendly and biodegradable smart umbrella – the Parapluie. All of the judges were impressed by the sophistication of their presentation as well as the great potential for their product. “I’m ready to order mine right away,” commented one judge!

“We could not have done it without the help of Mr. Ong, our instructors, and our peers, who have supported us and guided us throughout this entire journey,” said Angela and Lauren. “It’s been a great pleasure to have worked with everyone along the way and we’re honestly a bit sad that it’s over! Those couple of sleepless nights and that intense feeling of stressing out before each round will only pass down as precious memories. So, thank you everyone, for supporting us, so that we could see a rainbow at the end of this memorable road!”

Mr. Ong, Economics and Business Subject Expert Teacher at BASIS Independent Fremont expressed his pride and congratulations.

“Heartiest congratulations to Angela and Lauren, co-founders of the Rainbow Company, for their outstanding performance. It was a pleasure to work with them on this project. This inaugural business competition at BASIS Independent Schools is a great initiative to strengthen the BASIS Curriculum in business and finance, and, as a DECA advisor, I look forward to continuing to nurture our students’ business drive and lay the foundation for their future success in college and beyond.”

Second place was awarded to Scarlett S. in BASIS Independent Manhattan’s class of 2024 with her company Gard-Eco, a home delivery service for home gardens in New York City.

Scarlett S., Class of 2024

“I loved stepping out of my comfort zone by participating in this competition, and I am so grateful for this amazing learning experience,” said Scarlett.

Student teams competing in the final all received prizes of $1,000 with the winning team receiving $5,000 and the second place team, $2,000. The money is donated to a charity or cause of choice.

Rainbow has decided to donate their prize money to the charity Doctors Without Borders. GardEco has selected the organization Choose Creativity.

Congratulations are also in order to our three school finalists across the network:

  • Brooklyn – Alexa L. ’24 pitched a Sustainable Fashion app that would help facilitate used clothes donations and drive consumers to purchase from sustainable clothing retailers. She will donate her $1,000 prize to Little Essentials, a non-profit in Brooklyn helping underserviced families with gently used clothing donations for babies and children.
  • McLean – Melis O. and Shaun J. ’24 pitched their Sustainability Index Platform and Marketplace concept. They will donate their $1,000 prize to Turkish Philanthropy Funds

  • Silicon Valley – Roshan A., Nathan W., and Max W. ’24 pitched a business idea called Chlarity. They donated their $1,000 prize to Grist, a nonprofit, independent media organization dedicated to telling stories of climate solutions and a just future.

BINS Means Business – Expert Judging Panel

Ms. Catherine Lu

Ms. Catherine Lu is a venture capital investor at Alumni Ventures, where she makes investments into startups at their earliest stages of development. Previously, she held product management roles at DataVisor and Palantir. Prior to that, she co-founded a retail analytics startup that was acquired by Palantir. She received a bachelor’s and master’s degree in computer science from Stanford University.

Mr. Amrit Saxena

Mr. Amrit Saxena is the Founder & CEO of SaxeCap, an AI transformation and private equity investment firm that conducts AI-levered buyouts and transforms enterprises with AI & automation technology. Additionally, he has successfully founded & sold two AI companies (Stella.ai and Fancy That) and is an active angel investor in data, AI, web3, and enterprise software companies in the Silicon Valley, investing in 200+ early stage technology companies (including several unicorns and companies that have gone public), private businesses, and PE/VC funds.

Prior to SaxeCap, Amrit founded and scaled Stella, a talent sourcing AI company, to over 150 large enterprise clients (including 10% of the Fortune 500), leading technology (data science, product, engineering, etc.) and operations (pre-sales, client integrations, etc.). Stella was sold to Cornell Capital and Trilantic Capital Partners in a $1B+ private equity transaction in 2021. Additionally, Amrit founded, scaled, and sold Fancy That, a retail AI company, to Palantir (NYSE: PLTR) in 2015.  Between his two AI startups, Amrit has experience buying a company, selling two companies, and scaling teams from zero to 50+ people. Amrit previously worked at Bain & Company, Groupon, AmEx, and e2e Analytics and taught and researched AI at Stanford University & MIT.

He received his Bachelor of Science in Computer Science with a concentration in Artificial Intelligence and M.S. in Management Science & Engineering with a concentration in Operations Research, both from Stanford University with Distinction. Additionally, he has garnered numerous accolades, including being awarded sevenU.S. patents (relating to AI and optimization), a three time finalist in the United States of America Mathematical Olympiad (USAMO), winner of the American Mathematics Competition (AMC), finalist in the United States Physics Olympiad (USAPhO), Congressional Award Gold Medalist, Research Science Institute (RSI) Scholar, American Regions Math League (ARML) winner, and was selected for the President’s Award for Academic Excellence and the Tau Beta Pi Engineering Honors Society while at Stanford.

Mr. James Shin

Mr. James Shinn is a general manager and entrepreneur, with a series of technology start-up’s in the fields of digital signal processing, cyber security, data analytics, autonomous mobility, cryptocurrency, and generative artificial intelligence. He has a Bachelor of Arts and PhD from Princeton University and an MBA from Harvard University.