Uncategorized

Founding Subject Expert Teacher Spotlight – Mr. Tyler

March 27, 2026 by jaydahsherman Leave a Comment

In Fall of 2022 our school opened it’s doors for the very first time at the direction of our wonderful Head of School, Dr. Thies. What was just a vision grew quickly into a vibrant learning community. In the first year we welcomed students in grades 2–7, as well as a group of dedicated founding Subject Expert Teachers. They turned empty classrooms into spaces filled with curiosity and growth. What began that year was not only just a school, but a community that these educators would build from the ground up. Let’s take a walk down memory lane with one of our founding Subject Expert Teachers, Mr. Tyler!

Introducing Mr. Tyler

Mr. Tyler is one of our incredible Subject Expert History Teachers here at BASIS Independent Bellevue. He currently teaches all AP Courses in our History Department. When he moved to the greater Seattle area, he had just finished up his fifth year of teaching and was halfway through a Master’s program in gifted education. He became familiar with BASIS Curriculum Schools during his time as a teacher in Arizona. At this time in his career, he was at a place where he knew where he wanted to be in education. When he learned that BASIS Independent Schools was opening its first school in Washington, he knew instantly that he wanted to apply and felt the timing was perfect. He had always felt that the philosophy behind BASIS Independent Schools aligned with his beliefs and goals as an educator. When the opportunity presented itself, he took the position without hesitation. He was bound to be a Mountaineer!

The Founding Year

Mr. Tyler described the first day as dynamic. There was an opening assembly where the students met their teachers and were given an introduction to their new school. He candidly stated that when he looked into the crowd of students and parents, he was imagining all the names he’d have to remember. It was an overwhelming feeling, but he knew this year was going to be greatly rewarding. While the students were eager to meet their teachers, their teachers were just as eager to meet them. The giddiness remained for some time over the next couple weeks, as everyone got their footing.

Mr. Tyler described his first cohort of students as surprising. Their ability to think deeper and persevere through challenges shocked him. A distinct memory he recalls from his first year was during a unit on the Americans’ involvement in the Philippines after the Spanish War. He assigned his grade 7 class a college-level article with some quite advanced questions. He shared how they were able to not only keep up with the content, but also added new perspectives and deep inquiry. Throughout the year he often spent a lot of time trying to make his content more challenging. The students had a great ability to complete and conquer work that was beyond what most would expect. He began to realize that these students were different, their affinity for learning was evident. The complex perspectives and nuance of history was welcomed by the students.

Along with new students coming in that year, came a passionate group of educators. Although they’d met weeks before school began, adding all the moving parts really brought them together. At BASIS Independent Bellevue, the Subject Expert Teachers were set up for success from the beginning. Mr. Tyler described the founding group of Subject Expert Teachers as a “Truly great team committed to excellence and creating a environment where everyone would succeed”. That first year fortified the strong connections that make this school great. Mr. Tyler expressed how he not only gained new coworkers that year but also lifelong friends.

Life In The History Department

The History Department at BASIS Independent Bellevue is one we take pride and joy in. The history curriculum is spiraled, from Kindergarten through grade 12, every skill taught before is relevant and crucial to the year following. Our History Department is always asking how does each skill build into the next? There is a clear continuum of skills that are developed as students progress through the BASIS Curriculum. This methodology is intentional to ensure our students success in challenging AP courses and beyond. They are able to think critically because of practice and support from previous lessons years in advance.

Now, of course, none of this would be possible without a strong team behind it, which Mr. Tyler has expressed is his favorite part of the History Department – his colleagues. He works alongside our other wonderful Subject Expert History Teachers, Ms. Rieger and Mr. De Monnin. He feels that they are a great team with similar beliefs and goals. They align in intention and the outcomes of their courses. They meet formally once a trimester, but also have many informal meetings and general day to day discourse. Those meetings include looking at current student successes, lesson planning and talking about their experiences with each different cohort. A short-term aspiration the History Department wants to meet is creating a clearly aligned framework of a students first to last history class and a roadmap to what success looks like along the way. Beyond working together, they are also great friends.

Since the first cohort of grade 9 students joined us, Mr. Tyler has worked diligently to curate an AP program that our students greatly enjoy. He shared that the AP History Program is the thing he is most proud of building. He claims to be a “nerd” for anything and everything AP. Our students share his passion in the AP Program. One of our students, who Mr. Tyler has had since the founding year, describes him as:

“Mr. Tyler is a dedicated and passionate teacher. As a student I find him very knowledgeable. I have really enjoyed being in his class. He immerses his students into the history and creates a great experience.” – Lucas F. Grade 10

Mr. Tyler’s favorite class to teach is AP Government and Politics, particularly the topic of political socialization. He shared how students fall into different parts of the political spectrum, but often don’t think about where those beliefs derive from. When teaching this topic it opens up a lot of conversation and introspection for students. He feels it is very formative for them in discovering who they are and how they have developed their own beliefs. This unit is often the first time students question, “What am I absorbing? What life experiences have shaped my world?” Students get to pause, reflect, and look back. He loves this subject because he gets to watch students have eye-opening moments. He feels it is important to have a solid “Why” behind your belief system.

Thank You, Mr. Tyler

Joining a school in it’s founding year presents it’s own unique challenges. We appreciate our founding Subject Expert Teachers and their confidence in creating the school we know today. Mr. Tyler has been a vital part of that. We look forward to seeing all the amazing things that will surely follow as our school continues to grow!

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

More Than Just Ruins: Bellevue’s Latin Lab Takes on Italy!

March 19, 2026 by emilyhughes Leave a Comment

During Mid-Winter Break fourteen BASIS Independent Bellevue and Bothell students embarked on a trip to Italy to experience a new culture and learn about ancient Latin sites. In order to be a part of this trip students took part in a Latin Lab Club preceding the trip to learn about the significance of historical sights and also learn key skills of a respectful tourist. The trip was led by Mr. Dowers from BASIS Independent Bellevue and Mr. Hui-Peterson from BASIS Independent Bothell. Take a step with us into Latin Lab’s adventures in Italy!

Day 1 and 2

On days 1 and 2, students flew into Rome and traveled via an overnight ferry from mainland Italy to Sicily. Waking up with their sea legs intact, the students were excited to start exploring the island. Their first stop was in Solunto, where ruins from an old neighborhood could be found. Remains of an ancient marketplace and home set the tone for what this trip had in store. Stop number 2 for the day brought the students to Segesta, where students got their eyes on their first theatre and temple of the trip!

Day 3

Day 3 brought some even more exciting stops! Students visited the Valley of the Temples, which boasts 2 miles of temples with the largest and most preserved being “Temple of Concordia.” Also among the ruins is the Fallen Statue of Icarus. The statue symbolizes the Greek Myth of Daedalus creating wax wings for himself and his son, Icarus. Despite advice from his father to not fly too close to the sun, nor to close to the sea, Icarus flies too close to the sun and falls. The Fallen Statue of Icarus is a reminder for the necessity of balance.

Completely enamored by the sites, the students didn’t think the day could get better! Then, the group arrived at stop 2, “Villa Romana del Casale.” With some of the most preserved mosaic work in the world, students were surrounded by historic scenery portraying Roman traditions and Grecian lifestyles.

Mosaic tiles of ancient Roman lifestyles

Day 4

Day 4 was one for the books! The first stop of the day was the “Teatro Antico di Taormina.” Not only was the theatre a real spectacle – statues, sights of the sea, and original column work – the town of Taormina awarded the students their first chance to adventure through Italy alone. In groups of 3, the students explored window shops, took in the unique street art, and tasted their first Italian gelatos! The teachers even had their fill of the local pistachio gelato – yum!

Stop 2 brought the students to Catania, where the students were once again Italian adventurers and took the streets in search of lunch. From arancini and spaghetti, to fresh fruit and cannolo, their bellies were full. Students were then shown a special treat – a lava tube created by one of Mt. Etna’s eruptions. Not only was the tube itself amazing, but it was hidden underneath a pizza shop – Italy is full of surprises! The last stop of the day was the “Roman Amphitheater of Catania.” Originally a Greek structure, this theater was a perfect example of how the cities of Italy today are built on top of cities that once existed thousands of years ago. Able to see the various layers of construction, the students were mesmerized by the lives that once were.

Day 5

Day 5 promised a journey through history at Neapolis Archaeological Park. Unfortunately, the Greek Theatre was under construction as they prepared for an upcoming event. But that didn’t stop our students’ fun. They were lead into the “Orecchio di Dionisio.” Named for its ear-like shape, this cave creates an incredible echo. Students were serenaded by Mr. Dowers as he displayed a surprising cover of Elvis Presley. What a show!

Moving onto an island within an island, our travelers visited Isola di Ortigia. Surrounded by water, one could walk the whole island in 45 minutes. Our students ventured off to explore with their friends; delicious pasta lunches, local shopping, gelato treats, and scenic views filled their afternoon.

Day 6

Day 6 was a long day of travel. After a quick ferry ride, leaving Sicily behind, the group returned to mainland Italy. A few hours on the bus, and the students stopped for lunch in the beautiful seaside town of Pizzo. A few students walked down to the water, and a cell phone was lost to the sea. Happy trails, cell phone. A final three and a half hours on the bus and they arrived at the new hotel, filled their bellies with pizza, and headed to sleep.

Day 7

Day 7 was a day to remember! The group jumped aboard a van and traversed a mountain roadway, carefully rounding the corners, exposing the students to incredible sights of the coastline, as they were driven to the “Villa Rufolo.” A 13^th century villa overlooking the Amalfi Coast, students explored the well-preserved home, searching hideaways, climbing the watch tower, and observing the local frogs.

After a brief gelato break, they headed back to the van and drove down the mountain to the Amalfi Coast. With a quick break for lunch, the students tried some local seafood and the necessary pasta. They then regrouped and prepped for a tour of a local lemon farm! Arriving at the farm, it was clear that this would be a very unique experience – where most farms are spread across acres of land, this farm was built on many levels of terraced land. Enveloped in the bright yellow of the lemon trees, students climbed level after level, learning the history of the Sfusato Amalfitano, and the farm itself. They even had the opportunity to taste one of these magnificent lemons, peel and all, a sour and sweet lemonade, and a lemon cake baked by the owners themselves – delicious! We finished the day with a lemon gelato, inside a lemon, and headed back to the hotel for dinner.

Day 8

The last day of the trip started off with getting to explore the ancient Roman City of Pompeii! Students got to tour the whole area, see how the streets would work, crosswalks, where wagons would park and even got to see a preserved body.

After Pompeii the group got a surprise tour of Rome. Though the time they had in Rome was short, they packed in the sights doing a drive by of the Colosseum, seeing Circus Maximus, the Spanish Steps, and the Trevi Fountain, to name a few. One of Iris T.’s favorite memories from the trip was being able to throw 5 coins in the Trevi Fountain. After a day filled with sight seeing the students got to enjoy their last evening on the trip exploring Rome with friends and eating their last dinner of pasta, pizza and of course gelato!

Day 9

After over a week filled with ancient sites, delicious food, and meandering through cities, it was time for the group to begin the journey back home. To pass the time on an eighteen hour travel day the group reminisced on their trip, watched movies and played cards. Upon reflecting on what they learned from the experience Olivia L. from Bothell commented, “I learned to be thankful for the people who help us during our trip. Many people did things that they didn’t need to do, but they helped us anyways. I am truly grateful.” The students arrived back at SeaTac safely and quickly had to tackle jet leg to get back into school the next morning!

We would like to thank Ms. Rakotz, Iris T. from BASIS Independent Bellevue, and Olivia L. from BASIS Independent Bothell for helping to make this blog possible!

Celebrating Women in STEM: Bellevue’s Subject Expert Engineering Teacher

March 12, 2026 by emilyhughes Leave a Comment

March is Women’s History month and BASIS Independent Bellevue is celebrating in a variety of ways, including donating to a local women’s shelter, making a Mae Jemison inspired craft, and a presentation from one of our Subject Expert Science Teachers about the history of women in STEM. In order to celebrate the importance of women in STEM, we collaborated with Ms. DiBattista, a Engineering Subject Expert Teacher, to share about her passion for engineering that was sparked as a child and continues to remain strong today as she inspires the next generation of engineers!

Background

When I was a small girl, my dream was to become an inventor. I can vividly remember carrying my manila folder around with me, that was filled with designs that ranged from bubble powered cars to amazing rollercoasters! If you saw me as a young child, you could bet that I would have this manila folder with me. As I let my imagination soar, little did I know I was engaging in the engineering design process long before I knew how engineering would change my life. I will never forget the day my parents gifted me my first Lego set. It was a part of the Lego Architecture collection featuring the London Bridge. My first Lego set sparked my interest in civil engineering, which continues to be an area of passion for me.

As I grew older, I decided to attend the University of Central Florida, where I received my certification in K-6 Education. I knew that I wanted to work with kids in education, but I hadn’t yet made the connection of incorporating my passion in design with teaching. Initially, I taught math and science to grade 5 students as an intern. I then continued as a permanent teacher at the same school. My Supervising Teacher, who later became my colleague, inspired me to figure out what kind of teacher I wanted to be. I often admired how she combined fun activities and problem-solving with good classroom management. I could see students thriving in this environment and knew I wanted to be the kind of teacher that created a similar environment for my future students. At that school, I was also the Club Supervisor for the Coding Club and the Chess Club, which included students in grades 2–5. Both clubs gave me experience working with students on how to solve problems. Seeing students have so much joy in creating projects to solve problems got me wondering if there was a teaching role where I could put this process into action.

Engineering at BASIS Independent Bellevue

In my search for Engineering and STEM-based teaching positions, I soon found BASIS Independent Bellevue and was instantly drawn to the BASIS Curriculum, which emphasized the foundational skills of problem-solving, critical thinking, and collaboration through the Engineering and Design Process. Last summer I had the pleasure of teaching Girls Rock Math, a STEAM-based summer camp for girls at BASIS Independent Bellevue. Following the summer camp, when the opportunity arose to teach grade 3 and 4 students Engineering at Bellevue, I instantly jumped at the opportunity. I was eager to be in a teaching role where I could share my love of problem solving and creativity with children who could match my excitement for engineering. I felt this teaching role created the space for me to be the teacher I dreamed of being back when I was an intern. As the Subject Expert Engineering Teacher at BASIS Independent Bellevue, I get to incorporate my passion for design that I had as a young child, along with my training in education.

Everything I do in my class centers around the Engineering and Design Process. The Engineering and Design Process consists of seven steps: Ask, Imagine, Plan, Create, Test, Improve, and Communicate. My favorite part of the Engineering and Design Process is the testing phase, because students get to see their projects come to life! Students can see whether projects are successful or need improvements in real time. The Engineering and Design process is not only helpful within our engineering class but can be applied in all aspects of life. Breaking a problem down into steps helps teach our students to form a plan when facing any issue. It also teaches them that most ideas don’t work the way we might imagine on the first try. Working through the Engineering and Design Process helps create student resilience and team communication to solve problems.

A Project in Action

Throughout the course of this year students have engaged with many projects, but my favorite project so far has been designing a paper skyscraper city with grade 3 students. This project introduced students to Urban Planning Engineering and was focused on students learning how to incorporate green spaces, sustainable engineering processes, and best practices for merging the built environment with the natural environment. The kids created a whole city block that included skyscrapers and a central green space. They designed the buildings with visible interiors, so everyone could see who lived inside. Students also made small versions of themselves that they placed around the buildings. The students were thrilled with the process of creating a miniature version of themselves to put in their model. I was delighted to find an alien stuck in one of the park trees, which further confirms my theory that BASIS Independent Bellevue students are out of this world!

Skyscraper City designed by grade 3 students.

Looking Ahead

As I continue to build the Engineering Program at BASIS Independent Bellevue, I want to create more opportunities for students to showcase their models and engineering work within the school community. Students take great pride in the projects they create, and I would love to find more ways to highlight their accomplishments beyond our classroom. I am also eager to be able to work with primary students next year, as we expand and have Kindergarten–grade 2 students on campus. I can’t wait to work with primary students and start nurturing their foundational skills of problem-solving, critical thinking, and collaboration from a young age.

Thinking back on the trajectory of my career, I am extremely grateful that my path has led me to be the Subject Expert Engineering Teacher at BASIS Independent Bellevue. When I see a young girl in my class ecstatic about her parachute design, I am instantly taken back to being the girl with the manila folder filled with my creative designs. I am humbled to now be in a position to nurture students’ sparks of creativity and empower them to explore the possibilities of Engineering in their future!

BASIS Independent Students Earn Top Honors in National AI Startup Competition

March 12, 2026 by aloracooper Leave a Comment

Students from BASIS Independent Schools recently earned top honors in Startups@Spring, a national entrepreneurship competition that challenges middle and high school students across the Spring Education Group network to develop innovative startup ideas.

Working in teams, students researched real-world problems, designed solutions using emerging technologies, and pitched their ideas to a panel of industry leaders.

Two teams from the BASIS Independent network advanced to the final round, earning first place in the High School division and third place in the Middle School division.

Startups@Spring by the Numbers

31 schools participating across Spring Education Group
10 high schools and 21 middle schools represented
Dozens of student startup teams developing innovative ideas
Industry leaders and venture investors serving as judges

The competition provides students with the opportunity to experience the full startup journey—from ideation and market research to product design and investor-style pitching.

BASIS Independent Schools Recognized in the Finals

Students from several BASIS Independent Schools participated in this year’s competition, including:

BASIS Independent Brooklyn
BASIS Independent Fremont
BASIS Independent Manhattan
BASIS Independent McLean
BASIS Independent Silicon Valley

Among the many teams participating across the network, two BASIS Independent teams advanced to the final round, earning top placements in both the middle and high school divisions.

BASIS Independent Student Winners

High School Division — 1st Place

BASIS Independent McLean

Team Name: Kymo
Presenter Name: Aaryasinh Vaghela & Rishik Puli

Students from BASIS Independent McLean earned first place in the High School division, presenting an innovative startup concept that demonstrated strong technical insight, creativity, and real-world impact.

Kymo’s physics-informed AI turns CT scans and blood data into personalized 4-D blood-flow simulations—offering surgeons a powerful new way to plan procedures with greater precision.

Their project impressed judges with its thoughtful approach to solving a meaningful problem using emerging technology.

BASIS Independent McLean 1st Place Team — *Team Kymo presented their innovative surgical planning AI solution*

Middle School Division — 3rd Place

BASIS Independent Manhattan

Team Name: Medical Consulting Technologies
Presenters: Kai Giraldo & Kaes Zernike

A team of middle school students from BASIS Independent Manhattan earned third place in the Middle School division, demonstrating remarkable creativity and entrepreneurial thinking.

Medical Consulting Technologies bridges innovation and healthcare operations—connecting biotech startups with investors and strategic partners while using workflow data to help hospitals improve patient flow, solve staffing challenges, and reduce costs.

Medical Consulting Technologies solutions to biotech startups and hospital efficiencies.

Their startup idea showcased how younger students can apply advanced problem-solving skills and innovative thinking to real-world challenges.

*Medical Consulting Technologies presented their innovative biotech and healthcare AI solution*

“We are incredibly proud of the BASIS Independent students who were recognized in this year’s Startups@Spring competition. Their work demonstrates not only creativity and innovation, but also the confidence to turn ideas into meaningful solutions.” — Toby Walker, Vice President of Schools, BASIS Independent Schools

Learning from Industry Leaders

BASIS Independent students presented their ideas to a distinguished panel of judges representing technology, venture capital, and academia.

This year’s judges included:

Craig Martell, Vice President and Chief Technology Officer, Lockheed Martin
Rebecca Lin, CEO, ToroBio
Amrit Saxena, Founder and CEO, SaxeCap and Silicon Valley angel investor
Ken Snyder, Executive Director, Shingo Institute, Utah State University
J Provine, CEO and Co-Founder, Aligned Carbon

Judges evaluated each team based on creativity, feasibility, market potential, and the clarity of their presentations.

For students, presenting to industry leaders provided valuable real-world experience and insight into how entrepreneurial ideas are evaluated in professional environments.

Developing the Next Generation of Innovators

Programs like Startups@Spring reflect the BASIS Independent Schools commitment to preparing students not only for academic success, but also for leadership and innovation in a rapidly changing world.

By exploring entrepreneurship early, students develop essential skills in creativity, collaboration, and critical thinking—while gaining the confidence to transform ideas into solutions.

For many participants, the competition is just the beginning—sparking new ideas, future ventures, and a deeper interest in technology and innovation.

Explore BASIS Independent Schools

At BASIS Independent Schools, students are empowered to pursue ambitious ideas, explore emerging technologies, and apply their learning in meaningful ways.

Programs like Startups@Spring demonstrate how curiosity, academic excellence, and innovation come together to help students build ideas that can shape the future.

Explore BASIS Independent Schools

BASIS Independent Schools is a premier network of PreK-12 private schools with locations in some of the most bustling and dynamic metropolitan areas in the country, including California, New York, Virginia, and Washington State.

Spring Open Houses – Join Us!

March 10, 2026 by thealacrosse Leave a Comment

As spring arrives in Brooklyn and the days grow a little warmer, our campuses are full of energy. Our seniors are preparing to embark on their Senior Projects, and we are getting ready for upcoming spring arts festivals that showcase the creativity of our students.

It is also an exciting time in admissions, as our Rolling Admissions Cycle is underway. That means it is time for one of our biggest events of the year: Spring Open Houses! These events are one of the best ways for families to experience our community, hear from our teachers, and see firsthand how we are redefining education across our two Brooklyn campuses.

Please join us in person for a Spring Open House: Saturday, April 18 (PreK-Grade 2) and Saturday, April 25 (Grades 3-12).

Click Here to Register!

What to Expect:

For both Open Houses, doors will open at 9:40 AM ET, and the event will last approximately until 12:00 PM ET. Students are encouraged to join us as well.

Open Houses begin with a brief introduction from our Head of School before families have the opportunity to dive into learning about our program. Families will then enter our classrooms to meet our Learning Expert and Subject Expert Teachers. Open Houses also include a Parent and Student Panel, where you will be able to hear from current BASIS Independent Brooklyn families.

Please review the details below for additional information regarding the structure of each Open House:

PreK–Grade 2: Saturday, April 18 at 10:00 AM ET

PreK & Kindergarten

Learn about our Early Learning Program, where our youngest students grow and thrive. Hear from teachers, administrators, and parents about how BASIS Independent Brooklyn Lower School fosters curiosity, exploration, and creativity. Our passionate Subject Expert Teachers will show you what a day in the life looks like as they lead mini-lessons in their vibrant classrooms.

Grades 1-2

Visit with our Learning Expert and Subject Expert Teachers to learn about our unique two-teacher model. From math and science to humanities, Mandarin, music, and more, find out how we support students in developing study skills and sparking a lifelong love of learning. Our Subject Expert Teachers will lead mini-lessons to help you get a feel for the engaging activities that take place in the classroom. These sessions will also help you understand the transition to our Upper School campus in Grade 3.

Grades 3-12: Saturday, April 25 at 10:00 AM ET

The Primary Program: Grades 3-5

Visit our Learning Expert and Subject Expert Teachers to learn about our unique two-teacher model (for Grades 3 and 4). In our Primary Program, students continue to strengthen their foundational knowledge in classes from math and science to humanities, Mandarin, music, and more. Find out how we support students with study skills, self-advocacy, and critical thinking. You will also have the chance to learn how these bridge years encourage autonomy, creativity, and confidence to help prepare your student for Middle School.

The Middle School Program: Grades 6-8

In the Middle School Program, we focus on developing the academic, executive functioning, and self-advocacy skills needed for success in the high school years. Hear from our Subject Expert Teachers about how they inspire excellence inside and outside of the classroom. Plus, learn about our many athletic and academic competition teams, clubs, international trips, and more.

The High School Program: Grades 9-12

Educating tomorrow’s great innovators, pioneers, and leaders requires a well-rounded curriculum–one with breadth and depth across academic disciplines. Meet students, faculty, and administrators as you and your child learn about high school at BASIS Independent Brooklyn, including our unique Senior Year program.

Refreshments

We will have light refreshments for the whole family at the Open House. After the Grades 3-12 Open House on April 25, we invite you to stop by our Primary School Fine Arts Festival alongside several of our current families.

Don’t miss this opportunity to see what sets BASIS Independent Brooklyn apart and how we foster a community of lifelong learners.

As you get ready for the spring and end of the school year, we hope you choose to spend some of your time with us getting to know our wonderful community.

We look forward to meeting you soon!

Mountaineer Winter Athletics 2025 Recap: Building Momentum on the Court

February 27, 2026 by emilyhughes Leave a Comment

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

Division 2 Basketball

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

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

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

Division 1 Basketball

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

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

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

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

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

Looking Ahead

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

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

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

Go Mountaineers! Onward and upward!

Going Deeper: Inside the Senior Capstone Experience

February 25, 2026 by sarahpeterson Leave a Comment

Every year, our seniors reach a remarkable milestone. By the time they arrive at their final year at BASIS Independent Fremont, most have already completed their Advanced Placement® (AP®) requirements and are ready for something different—something more. That’s where Capstone courses come in.

On February 5, 2026, families, faculty, and fellow students gathered for the 2026 Senior Capstone Symposium, a showcase of the original research, engineering projects, financial analyses, and literary explorations that our Class of 2026 has been working on all year. It was, in a word, exceptional.

But to fully appreciate what made that day so special, it helps to understand what Capstone courses are—and why they represent one of the most distinctive elements of a BASIS Independent Fremont education.

What Are Capstone Courses?

The senior year at BASIS Independent Fremont is designed to be a bridge from traditional high school learning to the kind of independent, applied thinking students will encounter in college and beyond. At the heart of that experience are Capstone courses.

Capstone courses are teacher-created, college-level classes that go beyond the breadth of a typical AP course. Where AP courses are built to cover essential content across a wide field, Capstone courses are designed to go deep. They are original courses tied to our teachers’ own academic passions and expertise, and they shift the style of learning itself—from traditional classroom instruction toward the seminar-based and lab-based formats students will encounter in college.

This year, BASIS Independent Fremont offered an impressive range of 14 Capstone courses:

Art Portfolio	Author’s Study
Corporate Finance	Data Structures and Algorithms
Drug Discovery & Development	Engineered Systems
Linear Algebra	Linguistics
Literary Animals	Microbiology
Multivariable & Vector Calculus	Neuroscience
Optics and Biophysics	Storytelling Through Sound

Inside the Courses: Teacher Spotlights

What makes Capstone courses so distinctive? We spoke with three of the faculty members behind this year’s courses to find out.

Corporate Finance

In many ways, Corporate Finance is a natural Capstone to the business pathway at BASIS Independent Fremont. Mr. Ong already teaches AP Economics and courses in entrepreneurship, but he saw a gap: students needed exposure to the decision-making tools and frameworks actually used by financial professionals.

“There is significant interest in business and entrepreneurship at BIF, and I proposed this Capstone as a necessary foundational course for students who are interested in pursuing careers in business management, marketing, finance, and entrepreneurship. I also feel strongly that all students should be financially literate and have a basic understanding of the workings of corporations, the economy, and the financial system in order to effectively function in our modern world.”
— Mr. Ong, Corporate Finance

The course is deliberately practical. Students don’t just learn theory—they apply strategic financial frameworks to real-world scenarios. This year, the class even took a field trip to the San Francisco Financial District, giving students a ground-level look at the institutions and organizations they’d been studying.

Data Structures & Algorithms

For students who have completed AP Computer Science, Data Structures and Algorithms (DSA) is the natural next frontier. Ms. Shahin describes it as equivalent to a college-level introductory DSA course—the kind of material students at top universities encounter in their first or second year.

“DSA is a cornerstone for computer science education. By learning how data can be organized in different ways, students learn to tackle various problem-solving scenarios—from linked lists to arrays, from search engines to AI. It’s an important stepping stone for all computer science fields.”
— Ms. Shahin, Data Structures & Algorithms

What makes this course particularly exciting, Ms. Shahin notes, is the rapid pace of change in the field—and her students’ readiness to meet it. “With rapidly changing technology these days, helping them understand the actual process better, and sometimes also learning from their discoveries, is fun.” Alumni from the course have gone on to study computer science at MIT, CMU, Caltech, Cambridge, UC San Diego, and UC Berkeley.

Multivariable & Vector Calculus

Dr. Chaudhri’s Multivariable & Vector Calculus course pushes students well past the limits of AP Calculus into content typically covered in a university freshman or sophomore year. It’s one of several advanced math and science courses he has developed over the years, each reflecting a different dimension of higher-level mathematics and science.

“The Capstone classes cater to knowledge beyond what is covered in an AP class. They offer more depth and more breadth in a specific field of study at an undergraduate freshman/sophomore level—these serve as introductory bridges to a more advanced curriculum at college.”
— Dr. Chaudhri, Multivariable & Vector Calculus

The courses aren’t just academically advanced—they’re experiential. Past classes have included field trips to venues like the Exploratorium in San Francisco, where students engaged hands-on with scientific experiments that brought the course’s big questions down to earth.

Dr. Chaudhri’s courses also reflect a collaborative spirit—some have even come directly from student requests, a reminder that at BASIS Independent Fremont, the curriculum is a living thing, shaped by the curiosity of the students who inhabit it.

The 2026 Senior Capstone Symposium

On the morning of February 5, the BASIS Independent Fremont campus transformed into a showcase of some of the most ambitious student work we’ve seen. Eight of this year’s Capstone courses were represented—Neuroscience, Data Structures & Algorithms, Corporate Finance, Engineered Systems, Linguistics, Art Portfolio, Microbiology, and Author’s Study—and the range of work on display was a testament to the ambition and intellectual range of our seniors.

Project Highlights

The breadth of projects on display made it clear that there is no single mold for a Capstone experience. Here is just a sampling of what was showcased:

Neuroscience – One group of students investigated how chronic hypoxic exposure (low-oxygen conditions) impacts cerebellar basket cell structure and function—and what that means for broader neurological outcomes. The depth of this research mirrors the kind of questions asked in university neuroscience labs.

Data Structures & Algorithms – Students built fully functional applications using the data structures they studied. Highlights included MealCraft, a smart grocery organizer that intelligently categorizes and tracks pantry items; HAPify, a data-driven application with real-world use cases; and QuickPark, a parking management system designed to solve a genuine everyday problem.

Corporate Finance – The Corporate Finance Gallery Showcase turned into a miniature pitch event, with students presenting capital budgeting analyses and product launch proposals spanning everything from eco-performance running shoes to EV chargers to next-generation Apple hardware.

Engineered Systems – The engineering students showcased a remarkable range of physical and software-based systems. Projects included Security Jewelry—wearable tech designed to help users signal distress discreetly; Atmosys, an environmental monitoring system; an Automatic Planter that uses sensors to automate plant care; and a Wheelchair Rehabilitation Program designed to improve accessibility and patient outcomes.

Microbiology – The Microbiology presentations were perhaps the most research-intensive of the day, with students tackling graduate-level questions on topics ranging from bacterial flagellar motor evolution to the therapeutic potential of fecal microbiota transplantation for neuropsychiatric disorders.

Author’s Study – In a fitting contrast to the lab-and-data presentations elsewhere, the Author’s Study class closed out the day with a student-facilitated roundtable discussion—modeling the kind of Socratic seminar that defines great humanities education at the college level.

In Their Own Words

Josh P. approached his Capstone courses as an opportunity to test his interests before college—and came away with more than he expected.

“Capstone courses are a great chance for exploration—in-depth exploration into often niche topics. From the Neuroscience course, I got the basis to learn about more detailed parts of topics I was interested in, which I was then able to practically implement with the Capstone project. The whole process of developing your knowledge in the course and then finding a concrete, applicable way to use your exploration—Capstones are really amazing for that.”

That spirit of exploration carried into his other courses too, including Storytelling Through Sound: “I realized that I’m interested in applying literature outside of the standard means, and I’ve kind of taken that concept with my other Capstone courses as well.”

And looking ahead to college, Josh sees the Capstone experience as groundwork for what’s next: “I think the Capstones are kind of your gateway to enter that mindset—going deeper into topics you’re interested in, and also just niche topics in general.”

— Josh P. (Class of 2026), Drug Discovery & Development, Linear Algebra, Neuroscience, Storytelling Through Sound

Richa C. also took four Capstone courses and found that the flexibility of the Capstone curriculum was exactly what set them apart.

“For APs, I wouldn’t put too much effort in because I would always depend on that final AP exam bringing everything up for me. In Capstones, I actually have to work for it. There’s no set curriculum—the teachers make the curriculum, so they’ll just take you on a rollercoaster ride some days. I really like how flexible the curriculum is.”

That flexibility showed up in unexpected ways. In Neuroscience, it meant hands-on lab work that went well beyond a typical classroom experience: “It’s like holding an actual brain in your hands and cutting into it and seeing all the little things in there.”

And at the Symposium itself, seeing the full scope of what her classmates had been working on all year left an impression: “I just really liked seeing everyone else’s hard work and all their projects. They were really cool.”

— Richa C. (Class of 2026), Linguistics, Literary Animals, Multivariable & Vector Calculus, Neuroscience

Kriti L. chose her Capstone courses — Neuroscience, Author’s Study, Microbiology, and Linear Algebra — based on subjects she already loved. But it was the energy in the classroom that made them memorable.

In Author’s Study, she found herself caught up in her teacher, Mr. Betcher’s, enthusiasm: “I think it definitely excited me too. I was excited to see what was the topic that made my teacher so interested in this.”

That excitement extended to how the courses felt day to day: “It felt almost like a college course. There was no really structured curriculum — if we wanted to touch on a side subject, we could do that. We didn’t have to only study topics for the AP test. And it’s a lot more formal — you have to write whole papers that are 20 pages. But it’s also preparing me for college.”

— Kriti L. (Class of 2026), Author’s Study, Linear Algebra, Microbiology, Neuroscience

A Different Kind of Senior Year

What makes the Capstone experience so valuable isn’t just the content—it’s the mode of learning. By the time BASIS Independent Fremont seniors step into these courses, they’ve earned the academic credentials to take on something more. Capstone courses give them a glimpse of what college-level intellectual life actually looks like: seminar discussions, independent research, open-ended problem solving, and the deep satisfaction that comes from pursuing questions you genuinely care about.

The 2026 Senior Capstone Symposium was a celebration of exactly that. Watching our seniors present—confidently explaining their methodologies, fielding questions, and connecting their work to the broader world—it was clear that BASIS Independent Fremont’s promise had been fulfilled: these students are not just ready for college. They are ready for what comes after.

Congratulations to the Class of 2026.

Curious what senior year could look like for your student? Contact our Admissions team to schedule a tour and explore our Upper School curriculum.

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.

Summer Buzz: What to Expect for BASIS Independent Bellevue Summer 2026!

February 6, 2026 by emilyhughes Leave a Comment

As sunshine stretches a little longer into each day, excitement starts to bubble up across our Mountaineer community—summer is almost here! Once the school year comes to a close in June, students may say goodbye to regular classes until August, but the fun and learning doesn’t have to stop on campus. All summer long, BASIS Independent Bellevue will be buzzing with energy as we host a variety of engaging summer programs.

Designed by our Auxiliary Department, Summer 2026 is packed with opportunities for students to explore passions, try something new, and make memories with friends along the way. Summer is the perfect season for creativity, curiosity, and discovery, and our programs are built to embrace all three. Whether students are creating, coding, collaborating, or staying active, our summer offerings reflect the vibrant interests of our community and promise something exciting for every camper.

Day Camp

Day camps offer students an exciting blend of learning and play through flexible, theme-based programming. To reflect the wide range of interests within our community, the Auxiliary Department has designed a rotating schedule of weekly themes that bring each camp experience to life.

Campers will explore different eras in Time Travel Trek, blast off to different planets in Space Explorers, connect with nature in Wild World Adventures, or tap into their superpowers in Superhero Academy. Each day features activities aligned with the weekly theme, balanced with both indoor and outdoor fun. Every session wraps up with a celebratory Fun Friday, often highlighted by special guest experiences tied to the theme. Families are welcome to enroll campers in multiple weeks, giving students the chance to enjoy every adventure our campus has in store.

Specialty Camps

Our specialty summer programs offer students a dynamic space to build friendships, explore new interests, and challenge themselves. From creative, hands-on activities to athletic options like Archery and Sports Menagerie, these camps reflect the diverse passions of the Mountaineer Community. Beyond summer fun, families can expect programs that support learning, social growth, and essential life skills, all while encouraging curiosity, confidence, and exploration at BASIS Independent Bellevue.

Specialty Camp Focus

While our summer day camp is highlighted by fun explorative learning, we’d be remiss if we did not mention some of the other areas BASIS Independent Bellevue Summer Camps shine! We know while the school year may contain multitudes of differing subjects, BLV Summer strives to offer campers a wide range of intellectually stimulating courses. For example, our Latin Immersion Course and Latin Boot camp offer not only an introduction to the language, but also opportunities to further build upon information already learned.

Children can also explore their creative side with one of our art focused specialty courses. Such as; DJ Camp that introduces campers to professional remixing software, helping them craft their own mixes while learning about audio editing and beat production. Jazz Camp offers instrumentalists the chance to refine their technique, explore improvisation, and collaborate in ensemble settings. Creative Writing Camp gives campers the opportunity to expand their writing skills and creative story telling. Or perhaps your child is interested in theatre then, Play Creation Theater Adventure could be the right camp for them, here campers get to explore the process of scription, designing, and preforming their own play!

Sign Up Today!

Spanning a wide range of interests, our summer programs keep the campus energized and engaged long after the school year ends. These experiences encourage students to explore new interests while developing valuable skills. To learn more, view our complete Summer 2026 Camp Brochure here and register below! For additional questions you can contact the organizing team at blv.summercamp@basisindependent.com.

Summer Camp Sign Ups

Dr. Araci Honored with Regional Teaching Excellence Award from the American Chemical Society

January 29, 2026 by sarahpeterson Leave a Comment

Excellence in education deserves to be celebrated—and we couldn’t be prouder to share that Dr. Araci, the Chemistry Subject Expert Teacher at Fremont Independent Upper School, has been recognized by the American Chemical Society with the 2025 Regional Award for Excellence in High School Teaching in the Western Region.

Dr. Araci received this prestigious honor at the ACS Western Regional Meeting Awards Ceremony in San Jose in October, standing out among exceptional educators across a 15-section region spanning California, Arizona, Hawaii, and Nevada.

“We are incredibly proud of Dr. Araci’s recognition,” said Ms. Abodouma, Head of School. “This award is so well-deserved. Dr. Araci elevates the learning experience on our campus every single day, inspiring our students to see chemistry not just as a subject to study, but an exciting exploration and another lens through which they can understand and transform the world around them.”

The Excellence in High School Teaching Award celebrates educators who demonstrate exceptional quality of instruction, inspire and challenge students, and contribute to the broader chemistry education community. Dr. Araci embodies these qualities in remarkable ways.

In her Honors Chemistry, AP Chemistry, and Drug Discovery and Development Capstone courses, Dr. Araci creates a transformative college-level learning environment where students evolve into independent thinkers and researchers. Through hands-on laboratory work and collaborative discussions, she empowers students to seek answers, ask deeper questions, and discover the joy of scientific inquiry.

Her impact extends far beyond the classroom. Dr. Araci leads workshops on academic integrity and classroom engagement and advises student-led initiatives and competitions, including the Chemistry Club, the You Be the Solution Challenge, the ACS Berkeley Chemistry Tournament, and the US National Chemistry Olympiads. She also created one of our school’s most beloved traditions: the annual Honors Chemistry Debate held each Valentine’s Day. This unique event brings together students and the entire school community to explore thought-provoking questions like “What makes the world go around: Money or Love?”

“It was wonderful to be recognized, and I am honored to be awarded by ACS,” Dr. Araci shared after the ceremony, where she connected with educators, college professors, and industry professionals from across the Western United States—relationships that promise to open new doors for collaboration and opportunity for our students.

This recognition is a testament to Dr. Araci’s unwavering dedication to making chemistry engaging, accessible, and transformative. She doesn’t just teach chemistry; she ignites curiosity, builds confidence, and shapes the next generation of scientists and critical thinkers.

Congratulations, Dr. Araci. This honor reflects what we’ve known all along—you’re making an extraordinary difference.

Explore our innovative programs and see how BASIS Independent Fremont is redefining STEM education.

Leadership Spotlight: Director of Auxiliary Programs, Ms. Murphy

January 23, 2026 by emilyhughes Leave a Comment

Ms. Murphy is our wonderful Director of Auxiliary Programs. Families often wonder what extracurricular opportunities are available at BASIS Independent Bellevue, so we met with Ms. Murphy to learn more about the valuable work she does to provide robust opportunities for our students outside the classroom.

Background & Career Path

Can you share a bit about your professional background and what led you to your current role as Director of Auxiliary Programs?

My background is in Theatre Education! My entire career has been in alternate education thus far. I worked as a freelance teaching artist for several years doing after school programs and summer camp. I have always loved having the opportunity to help students express their creativity and provide a safe place for students to explore new things. I knew that I wanted a career in extracurriculars, and the opening for Summer Programs Coordinator at BASIS Independent Bellevue popped up at the perfect time! I am so grateful for the experience that BLV has given me to progress from coordinator, to manager, and now the Director of Auxiliary Programs.

What originally drew you to working in education and student enrichment programs?

I have always loved working with kids and when I graduated college, I was exploring what I could do with my Theatre degree. I started working with kids in theatre which is where I caught the education bug. It was in this role that I found a place for myself in alternate education and the work with the kids continues to bring me back.

Roles and Responsibilities

How would you describe the role of Auxiliary Programs within our school community?

I like to describe my role of Auxiliary Programs as the person who gets to bring the fun to school. I plan all extracurriculars, field trips, and various events for the students. These programs help kids explore opportunities they wouldn’t normally have access to, from advanced coding and science competitions to art classes and speech and debate.

What does a typical day look like for you in this role?

In a typical day I am doing extensive behind the scenes work with registration, budget and logistics. In addition to this I am also meeting with teachers and organizations to ensure they have an understanding of our policies and procedures. This role involves a lot of collaboration with other people, as the programs I am planning involve teachers and other staff to make them run. In the afternoons I am typically interacting with students and getting to see the programs I plan in action.

Program Planning and Innovation

How do you identify and develop clubs and programs that truly excite and engage students?

I love hearing suggestions from parents, students, and teachers for clubs! I’d say that about 80% of our programs came about because someone reached out to me and said they’d like to see that program at our school. For example, a current club we have is Physics Forum, which has been led by a current grade 10 student for the past two years. This student completely leads the lessons, and plans and executes the activities. The club culminates with F=MA, a physics exam for grade 7–10 students. Beyond recommendations from our school community, my career has helped me build connections with a wide range of organizations and individuals across the greater Seattle area, whom I work with to bring engaging extracurricular opportunities to our school.

Physics Forum Club ran by Gordon B. in grade 10

Can you walk us through your process for planning a new club or summer program from idea to launch?

In general, a new club or summer program starts with a proposal from a teacher, student or parent. Once the proposal is submitted; it is reviewed to ensure it fits with our schedule and aligns with our overall program needs. I then meet with the individual to confirm the schedule and logistics for the program. From there I collaborate with the club leader for supply needs, and registration. Once a club is up and running, it typically runs for 8–10 weeks.

What has been one of your most rewarding programs, and why?

The first summer I did a performance intensive summer camp, that has easily been one of my most rewarding programs to witness. This week-long program had campers attending daily and working toward a culminating performance of The Jungle Book at the end of the week. Throughout the week the campers put together costumes, created the set, and worked on lines. The culminating performance was a wonderful way for all campers and families to see all of the campers’ hard work. This program was especially fun for me because I love the creative outlet of theatre. Seeing the joy and pride in the students performing at the end of week has stuck with me over the years.

Impact on Students and Community

How do clubs and summer programs enhance the overall student experience?

Clubs and summer programs can not only help students advance in a subject they are already passionate about, but can also give an opportunity to experience new things and discover new passions. The safe environment we create for students to try something new, often ignites new passions. Seeing students discover new passions through clubs and extracurriculars is a special part about my job.

Clubs and Summer Programs can also grow students’ leadership opportunities. For example, our National Science Bowl Team were two-time national champs in the middle school division. The students who were on this team are now in high school and are helping to lead the middle school team. Beyond this, students can also build friendships outside of their class and grade level through various clubs.

How do you ensure programs are inclusive and accessible to a wide range of interests and abilities?

Our Head of School, Dr. Thies, is intentional about creating a holistic learning environment, where we are not just focused on STEM, but also providing equal space and opportunity in the fine arts. While STEM programs are important, fine arts opportunities are equally valuable. When I am planning the programs each year I work to establish balanced offerings for interests. In terms of ensuring our programs are accessible for a wide range of abilities, almost all of our programs are open to all students and only a few programs require try outs. For example, currently our sports teams don’t require a try out, as we want all students to have the opportunity to play. Over the course of this year, we will have around ninety different clubs and extracurricular opportunities, spanning from History Sketching, to Archery, to Intro to Robotics.

Looking Ahead

What exciting summer programs are you most looking forward to?

I am eager to be welcoming kindergarten programs as we welcome younger learners onto our campus for the 2026-2027 school year. One program we will have this summer for our early learners is called, Mini Lemonade Stand. In this summer program students will learn business tactics and create their own lemonade stand, complete with flyers and a mock sale day. We will also have a summer program called DJ Mixing, led by our current music teacher, Mr. Escobar. This program provides a unique opportunity for students to develop a skill they likely wouldn’t have the chance to explore otherwise.

What goals or dreams do you have for expanding student opportunities?

One of my goals is to continue encouraging students to take ownership of programs and develop their leadership skills by running programs for their peers or younger students. I would also love to see us expand our involvement in national organizations like DECA and speech and debate competitions.

Beyond the Job

What do you enjoy most about working with students outside the traditional classroom setting?

I absolutely love witnessing an “ah-hah” moment with a student. Often, I see a student working on something, look up with a spark in their eye, and say, “This is really fun.” Those moments are my favorite thing in the world. I also love walking into a club and seeing everyone actively engaged and connecting with their peers. The classroom may look slightly chaotic, but to me, it’s controlled chaos—a reflection of the passion and excitement students are bringing to the club.

What inspires your creativity and passion outside of work?

Outside of work I love to create in many different avenues. I enjoy theater and the arts and perform in local productions. I also love to bake, crochet, dance and explore the outdoors.