Student Spotlight

The Alumni Voice: Sean P., Class of 2021

July 25, 2025 by aixuanwang Leave a Comment

Sean P. graduated from BASIS Independent McLean in 2021. He recently graduated from Brown University. In early July, he sat down for an interview with Dr. Hight, our Student Advancement Manager, to discuss his experience at Brown, his time at BASIS Independent McLean, and what’s next for him.

Dr. Hight: You recently graduated from Brown University. Congratulations! What was your favorite thing about college?

Sean: Oh my God… Nothing in high school could have really prepared me for what college is like. It’s so great. Like when they say it’s the best four years of her life, I really do think it is if you make the most of it. Over the past four years, being able to connect with various faculty through research or academics, and being able to meet so many different people from different backgrounds, whether that be through club sports or through clubs or even, meeting someone through another friend at an event. That was so much fun, just building your network and seeing what all these amazing people are pursuing and being able to celebrate their highs and all of that.

Dr. Hight: What did you like about Brown in particular?

Sean: I think the open curriculum suited me really well. Even though my undergrad major was very, very STEM-based, I was able to pursue so many of the other classes and disciplines that I was interested in just because we had no requirements. So I explored psychology very thoroughly. I explored architecture. I explored some history. That was really rewarding. And I got to meet people from other colleges because Brown is near Boston, and so we do like a lot of networking events with other schools in Boston, Harvard in particular. And there are the big games where Brown and Harvard go against each other. It was just so, so much fun.

Dr. Hight: How was the transition from high school, academically?

Sean: I will say, and I’ve told this to other BIM faculty, that the BIM curriculum prepares you very well for the rigor that is to come in college. I was really nervous entering my first college class as a freshman, not knowing what to expect, but then I end up realizing that the workload and what was expected of me was pretty similar to what I already experienced in high school and so a lot of the adjusting in college was more social and being away from home rather than an academic adjustment.

Dr. Hight: Is there anything about your experience at BIM that you found particularly helpful when you got to college?

Sean: You know, it’s crazy to say this, but the CJ that we had. I think people found that really dumb in high school when I was there, but it’s crazy how organized you have to be in college. You are on your own. There’s no one telling you like what to do, when to do it. You’re getting thrown all these assignments and midterm dates and final dates that are all different by class, and you’re the one responsible for getting those done on time. Also, I think that the capstone classes that we get to take as seniors were really helpful for college. APs are great, and the content tested on the AP exams is very similar to what you’re going to get into a college introduction class, but those capstone classes were more reflective of the classes that I had in college. I think the assignments that I had in my capstone classes, whether that be writing a paper or in a science class presenting a poster, those are things that you would find in college as well. So having those assignments and having done them already in high school really helped prepare me for college.

Dr. Hight: If you had one piece of advice for BIM high school students before they go to college, what would it be?

Sean: I think the most important thing academically, socially, and even clubs as well, is just to be open-minded. Don’t lock yourself in a box and say I’m gonna go down this route or pursue this major. I didn’t really go into college thinking that I wanted to pursue psychology, and then I took a psychology class my freshman year and ended up taking five different psychology classes by the time I graduated, even though I wasn’t a psych major. With clubs, too, when you go to the activities fair, it’s really easy to kind of go to the clubs for things you’ve done before, but trying clubs you might not have your eye on in the beginning, learning what they’re about, going to the first meeting: it’s a great way to meet new people and to just try new things. And that’s the best part about college, I think: discovering a new subject you like or finding new people and becoming friends with them out of a shared new hobby.

Dr. Hight: Let’s take a walk down memory lane. When you think about your time at BASIS Independent McLean, what do you think of? Do you have any particular memories connected to the school?

Sean: I was at BIM when it was still relatively a new school, and so we were kind of adjusting and learning and going through that with everyone in my grade that was just such a memorable experience. I think the class size being small was really helpful. I think my class was like thirty or forty kids, and because it was so small, we kind of all went through it together. It kind of baffles me when I talk with my college friends and they say they’re no longer close with anyone from high school. For me, that’s the opposite case. I still talk every day to some kids from high school, and when I come back home, we study together, we work together, we do things together, and so it’s really that tight knit community that is fostered at BIM and makes me nostalgic about it.

Dr. Hight: Let’s look forward a bit. What are you up to next?

Sean: I’m going to London to get my master’s in public health at Imperial College London, so I’ll be in the heart of the city.

Dr. Hight: That sounds amazing! Why London?

Sean: When it came to schools that I could have chosen for my master’s, I applied to schools abroad, and the reason being was as a pre-med student, it’s really hard to study abroad during your time in undergrad. I ultimately decided to pursue my master’s abroad so I can grow my knowledge of the world and experience different cultures.

Dr. Hight: You’ll be in London, do you have a favorite Premier League team?

Sean: I’m a huge Arsenal fan.

Dr. Hight: Nice. I’m a Fulham fan… But back to you: what comes after the master’s degree? Do you have a vision for where you see yourself in ten years?

Sean: Ultimately, I want to practice medicine.With my master’s, I want to learn the skills that go into pursuing a successful clinical research study, like learning how to deal with public health studies and how to deal with them on a population-based level. I’m hoping that I learn about how other countries tackle health, how the US could also learn from that, and hopefully I have a global perspective on health that I can bring to my experience as a doctor. I plan to go to medical school in the US. In ten years, I’ll probably be in my residency, practicing whatever specialty I choose. Hopefully, I’ll already be designing my own clinical research studies so that by the time I become a physician, I can just kind of roll it out and can somehow contribute to science, because that’s the ultimate goal for me.

Dr. Hight: That sound amazing, Sean. Thank you so much for your time. It was great catching up with you. Good luck in London and keep us posted!

The Alumni Voice is a blog series that explores the post-high school experience for our BIM graduates. We believe that a lasting partnership with our alumni is integral to the continued success and growth of our community. Stay tuned for our next blog of the series, coming up soon!

Class of 2025: Graduation Reflections

July 10, 2025 by jogoldfarb Leave a Comment

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

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

Address by Class of 2025 Valedictorian Maxim S.

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

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

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

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

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

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

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

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

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

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

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

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

Celebrating Young Authors: BASIS Independent Fremont’s 3rd Annual Creative Writing Competition

July 1, 2025 by sarahpeterson Leave a Comment

At BASIS Independent Fremont, we believe in nurturing creativity just as much as academic excellence. A highlight of student life at our Lower School is the Creative Writing Competition, now in its third year. This year, we’re especially excited to showcase the voices behind the stories—literally. Each of our winning authors recorded a reading of their work, bringing their characters and historical journeys to life in their own words.

Open to all students in grades 4 and 5, the contest offers young writers an opportunity to share their voices, hone their craft, and be recognized for their storytelling talents. The prompt invited students to imagine a time traveler who experiences a historical event or moment in time, and how that experience changes them. Students responded with a wide range of creative, heartfelt, and thought-provoking stories.

Entries were judged by a panel that included Upper School English teachers, high school Creative Writing students, and local author Krystaelynne Sanders Diggs. Ms. Diggs—a published author, speaker, and advocate for children’s voices in literature—brought her expertise and passion for storytelling to the judging process.

We are proud to introduce the three winners of this year’s contest, each honored in a specific award category. Read on to meet each writer, discover what made their story stand out, and hear them share their work aloud in the videos below. From strong character arcs to inventive ideas and beautifully descriptive language, these young writers impressed us all—and we think they’ll impress you, too.

Best Character Development: Arya S. (Grade 5) – “In Memory of Papouli“

Arya impressed the judges with a compelling protagonist whose emotional growth unfolds beautifully over the course of “In Memory of Papouli”. Her ability to build a believable and dynamic character stood out in a field of strong contenders.

Watch Arya read her story below:

Most Original: Arjun M. (Grade 4) – “The Old Way Forward – A Time Traveler’s Tale“

Arjun’s story, “The Old Way Forward – A Time Traveler’s Tale”, took a wonderfully imaginative approach to the prompt, offering a fresh twist on time travel that surprised and delighted our judges. His creativity and risk-taking paid off in a story that felt entirely his own.

Watch Arjun read his story below:

Most Descriptive: Yunxi X. (Grade 4) – “Through the Tube of Time“

With vivid language and detailed imagery, Yunxi transported readers into the heart of “Through the Tube of Time”. Her descriptions made scenes come alive, immersing the reader in every sound, smell, and sight.

Watch Yunxi read her story below:

BASIS Independent Fremont’s Creative Writing Competition is just one of the many ways our Humanities Program fosters a love of storytelling and self-expression. Arya, Arjun, and Yunxi’s work showcases the creativity, imagination, and talent that thrive in our classrooms. We hope their accomplishments inspire others to find their voice and explore their own creative journeys at BASIS Independent Fremont and beyond.

Curious about how BASIS Independent Fremont supports students’ academic and creative growth?

Connect with a member of our admissions team to learn more.

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.

Service Trip to China—A Rewarding Cultural Exchange and EPIC Journey

June 13, 2025 by aixuanwang Leave a Comment

Would you visit a rural city in a foreign country where no one speaks your language? How would you teach English to non-English speakers? How would you interact with the locals? And, if given the chance, would you do it again?

This spring, sixteen BIM Upper School (Grades 7–12) students traveled from McLean, VA, to Laixi, Shandong Province, China—a rural city with areas still developing—bringing gifts and English lessons they had prepared for the local students. This trip was the result of long-term planning by our trip leaders, Mandarin teacher Ms. Li and Director of Upper School Mr. Wright, both of whom worked diligently to ensure smooth logistics. Far exceeding everyone’s expectations, this journey was transformative. Students embodied the EPIC values (Empathy, Perseverance, Integrity, and Curiosity) during the trip and returned with lasting memories they continue to cherish.

*The BIM service group arrived in Laixi with excitement.*

Personal Reflections

For Aishu B. ‘27, friendship was the highlight of this journey. Being proactive, she downloaded WeChat (the most widely used messaging app in China) on her phone prior to the trip and added everyone she interacted with there. She remains in touch with them to this day. Here are her reflections:

“I made friends with students there by playing games like jump rope, red-light-green-light, discussing music, and playing volleyball. One day, when we ate out in Jinan, a Chinese school on a field trip visited the same restaurant. They asked me to take pictures for them, so I gave them my WeChat to send them the photos.”

“I tried my best to speak Chinese, but it was hard… They all had their accent…and I had [my] accent, so it was difficult [to communicate], but I think they understood me.”

“By working closely with each other on many activities, I made new friends and got closer to my friends from BIM, whom I didn’t interact with as much back home. I would say I made new friends and strengthened my bonds with old ones.”

*Aishu and a Laixi student collaborating on making a wax seal, one of the lessons in English that our students prepared.*

For Anna R.C. ‘28, the highlight of the trip was in the interactions, where the language barrier didn’t stop her and the local student from expressing kindness to each other.

During one of the activities, Anna tried to compliment a local student’s hair tie but only knew the word for “hair.” Misunderstanding her, the girl immediately pulled out more hair ties and gave Anna the same hairstyle. This is only one example of the students making every effort to connect. If one of them hummed a tune from social media or mentioned a popular show, everyone would also eagerly join in, singing and playing the games from the show.

The way both BIM and Laixi students sought to connect and demonstrated kindness was a true reflection of Empathy and Curiosity in our EPIC values.

**Anna and the Laixi students made fabric flowers, one of the activities provided by the local school. Her hair received many compliments for its unique color.**

Flexibility and Perseverance in Action

Months before coming to Laixi, BIM students had begun preparing lessons that would represent BIM and American culture, including flag football and American children’s songs. Of course, no plans are ever perfect during execution, but our students adapted quickly, with a strong commitment to success and a collaborative mindset.

*The Wax Seal Stamps activity, led by Isabella S. ’27*

BIM students explaining the materials, steps, and the meaning of handwritten letters in Western culture. Each student then wrote and sealed a letter for the most important person in their life—many chose their mother.

When the school couldn’t accommodate an activity, students sprang into action, brainstorming and drafting new plans, preparing materials, creating PowerPoint presentations, and dividing tasks among groups to ensure a smooth transition. There were no complaints or giving up, just the sound of ideas bouncing and fingers typing in the otherwise quiet hotel room. The next day, the Laixi students enjoyed the new project and returned with activities they had prepared.

*The BIM-themed bookmark-making lesson proved to be a successful and easy-to-follow alternative to the original plan.*

When Ms. Li, the lead teacher of this trip, reflected upon these stories, she spoke enthusiastically and complimented our students’ flexibility and commitment—a sign of perseverance.

Lessons Beyond the Classroom

To welcome BIM students, the Laixi schools had prepared cultural activity lessons, including farming, craft making, and making dumplings and “Hua Mo”—decorated steamed buns—to accommodate the language barrier and encouraged students to communicate through actions.

Practicing Taichi together
Teaching Laixi students how to play American football
Making Hua Mo
Check out the “Yuanbao”-shapped dumpling!
Farming
Dancing to American children’s songs together
Painting gourds
Learning Erhu
Making fabric flowers
Making BIM-themed bookmarks

Outside of teaching, BIM students fully immersed themselves in the culture. At restaurants, they practiced their knowledge of Chinese table manners, which they had studied prior to the trip. They also seized every opportunity to engage with locals—from train ticket counters to street vendors, and even with tourists who invited them to join group photos—learning about people’s stories while picking up new Chinese words.

Despite the excitement, one of the most unforgettable memories for many students was visiting the homes of local families. Our students and teachers were informed that many parents had left the town to work in larger cities throughout the year, leaving their children to live with their grandparents. Each family faced their own unique challenges. Nevertheless, the students came to school every day with enthusiasm and a strong desire to learn. Our students were deeply moved by their stories, and the ride back was filled with contemplation and reflection.

*Visiting local households was a meaningful part of the experience.*

Lasting Memories

For many students, it was their first time visiting China. Despite initial nervousness, everyone did a fantastic job representing BIM—not by trying to act like adults, but by embracing the best qualities of being teenagers. They demonstrated perseverance when plans changed; integrity by respecting cultural rules and manners; empathy when visiting the Laixi students’ homes and recognizing their less privileged circumstances, yet still bonding over a shared passion for learning; and curiosity with every person and cultural aspect of China they encountered. They were praised for being polite, open, understanding, and energetic.

*Jumping rope with the local students was a memory many BIM students mentioned in their trip reflections!*

This trip was not just a service trip. It was a cultural experience, a learning opportunity, and a life-changing memory. While our students brought gifts, it was they who gained the most from this journey. On the last day in Laixi, many students were in tears, already missing the friendships they had formed, while reflecting on the many new things they had learned and looking forward to returning to China someday. This journey not only deepened their understanding of another culture but also strengthened their own values, leaving them with memories and connections that will last a lifetime.

*We are grateful to the Laixi schools for their generous support!*

From the Welcome Ceremony…
To saying goodbye…

BASIS Independent McLean Debate Team Takes National Win!

May 28, 2025 by aixuanwang Leave a Comment

We are thrilled to announce that Sachin L. ’25 and Saaketh V. ’25 have won the National Championship in Public Forum Debate at the NCFL (National Catholic Forensic League) Nationals! This past weekend, hundreds of teams from across the country gathered in Chicago to present their well-prepared arguments before their opponents and judges. After months of researching, analyzing data, investigating sources, and refining their debate skills, these two students triumphed, securing the championship title!

Their win is an excellent demonstration of how our students can excel with hard work and relentless commitment to success.

Left: Saaketh V. ’25 | Right: Sachin L. ’25

About the Competition

The National Catholic Forensic League (NCFL) Nationals brings together the nation’s top debate teams. To qualify, teams must excel in local preliminary tournaments and win their respective Metrofinals. Competing in the Arlington Varsity Division, which represents Northern Virginia, BIM’s Debate Team advanced from a pool of 65 registered teams in the preliminary tournament, earning eight advancement spots to face off against 15 other schools in the second stage. Our team triumphed in the Washington-Arlington Catholic Forensic League Metrofinals in March, securing their place in the national competition.

Among these top debaters, Sachin and Saaketh achieved impressive results: 4 wins, 0 losses, and 2 split decisions over the course of 6 rounds, earning 10 ballots out of 12 and securing their seats to represent BIM at the nationals.

Metrofinals Winners | From left to right:
Richard P. ’28 & Yalini K. ’26 – First Place, Junior Varsity Division
Sachin L. ’25 & Saaketh V. ’25 – First Place, Varsity Division

Teamwork and Commitment

The success of our Debate Team is built on perseverance and a commitment to excellence. Sachin and Saaketh’s achievement reflects not only their four years of experience since joining the team, but also the effectiveness of the rigorous training and consistent practice they have undergone.

At the start of each year, the club focuses on helping new members develop the foundational skills they need. Following this, the team adheres to a fast-paced routine:

Week 1: Practice building a background on the topic and begin researching.
Week 2: Share findings with club members and collaborate on formulating the best arguments for each side.
Weeks 3–4: Engage in practice debates on both sides and evaluate how the arguments hold up against an opponent.

Debate tournaments are highly intense and demanding, but through these weekly practices, our students prepared themselves with the resources, skills, and experience needed to succeed. While victory in debate may seem like a specialized achievement, the ability to quickly process and organize research and present it effectively in real-time is a skill that will benefit them well beyond high school.

The EPIC Spirit

At BASIS Independent McLean, our community is defined by four EPIC traits: Empathy, Perseverance, Integrity, and Curiosity. Our Debate Team exemplifies the trait of Perseverance. Sachin and Saaketh have been debating for four years since joining the club, and their victory is not only a testament to their talent but also to the values we instill in our students. Through hard work, dedication, and a commitment to excellence, they have proven that the potential for BIM students is limitless.

What’s Next

With the national championship under their belt, Sachin and Saaketh’s journey doesn’t end here. The Debate Team will continue to thrive with renewed vigor and systematic training next school year, and we can’t wait to see what they will achieve next. Stay tuned for more updates on their future accomplishments! Go Hawks!

From left to right: Saaketh V. ’25, Sachin L. ’25, and Mr. Biemesderfer (Debate Team Advisor)

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

December 10, 2024 by jessicagrear Leave a Comment

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

November 15, 2024 by michaelmertes Leave a Comment

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

September 16, 2024 by jogoldfarb Leave a Comment

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 Manhattan Celebrates AP Scholar Recognition

September 6, 2024 by christineklayman Leave a Comment

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.

“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

May 16, 2024 by ezekielbracamonte Leave a Comment

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.