BASIS INDEPENDENT FREMONT

Transcription

1 BASIS INDEPENDENT FREMONT

2 OUR MISSION IS TO RAISE THE STANDARDS OF OUR STUDENTS LEARNING TO THE HIGHEST INTERNATIONAL LEVELS

3 Why are we different? Table of Contents WHAT OUR SENIOR VICE PRESIDENT SAYS When I talk to new teachers, I say: It is your job to make these children want more. Carolyn McGarvey, Senior Vice President, Schools Management Services WHAT OUR TEACHERS SAY Everyone has that one teacher who has left a lasting impact, who made you love science or love French. Usually, it is just that - one teacher or a handful of teachers who changed your life as a student. At BASIS Independent, we're all that one teacher, striving to foster the most academically rich and engaging experience possible for our students. French Teacher, Mike Mandeville I love teaching at BASIS Independent because every day I get to work with like-minded colleagues who are passionate about education and making their subject come alive for their students. Every teacher and staff member is equally invested in creating and fostering a learning environment that will help our students be successful in the classroom and in the real world. Math Teacher, Jessica Wolf Teachers at BASIS Independent bring extra enrichment into the classroom. The teachers here have an intimate knowledge of these concepts because of their industry background. They connect concepts to real-world experiences to introduce deeper thinking, comprehension, and creativity. Teachers are encouraged to go outside of their boundaries and bring in their personal flavor and interests to engage and excite students. Biology Teacher, Dr. Anuradha Murthy 01 WELCOME 04 EDUCATION REDEFINED 06 HOW Teachers Curriculum: THE BASIS.ed DIPLOMA Sports, Clubs & Activities 18 WHY Student & Parent Experience 22 RESULTS College Counseling College Acceptances National Results Global Results 34 UNBOUNDED OPPORTUNITY 36 STAY IN TOUCH Teaching at BASIS Independent enables me to engage my students with the rigor of a college class while sharing my passion and love for my subject area of English. I've never felt more fulfilled in my work as a teacher as I do at BASIS Independent. English Teacher, Steve D Amato

4 Welcome! What is the essential knowledge required for a person to live life as an active and successful member of their community? This question first defined the Liberal Arts and Sciences. The original, incredible idea preparing the young to be full participants in their adult world is an aspiration for their children that most parents, and certainly the community of BASIS Independent Schools, still share. Working and raising families in a time of shifting sands, when the familiar landscapes of our lives, our jobs, and our aspirations are in flux, requires a broad view of how to pursue this goal. To build a rewarding life today confronts us with the adventure of continual redefinition. New skills must be developed and competencies deepened to sustain the analytical and creative values we contribute to the world. In such a relentlessly competitive global marketplace, most parents ask themselves: How do I truly prepare my kids for the future? We have the answer, and it s been proven right. We have redefined American education so our students learn to beat the best in the world. More than 15 years of experience shows that redefining education is not complicated; all it takes is a commitment to put student learning first. Then, you get outstanding results. The following pages will shed light on the learning culture at BASIS Independent Fremont in grades K 8, and afterward at BASIS Independent Silicon Valley in grades Our program spirals, beginning with the Mandarin, Engineering, and Studio Art classes of Kindergarten, all the way to the Senior Project s life-shaping independent research that concludes the BASIS.ed Diploma today's gold standard of American K 12 learning. Take a closer look at BASIS Independent Fremont; visit our website, join us at an Information Session, visit the classrooms at BASIS Independent Silicon Valley, and you will see a global learning community that is preparing children to seize the opportunities of our complex 21st century world. And BASIS Independent Fremont is just that: a small, intimate school for young children that is intellectually and imaginatively open to the world. 01

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6 Education Redefined EDUCATION REDEFINED RESTS ON THREE PILLARS 1. A curriculum educating students to the highest international standards. To ensure we educate students to the highest international standards, we teach a robust Liberal Arts and STEM-focused curriculum that requires, at various points in a student s academic course of study, classes in logic, economics, fine arts, music, drama, engineering, and world history, to name just a few. Our students exceed international benchmarks via our approaches in the classroom and our focus on teaching science, a spiraling math curriculum, English, and foreign language, all to the very highest level. 2. Subject Expert Teachers who are knowledgeable, passionate, and believe that with the right support and encouragement, any child can excel. At BASIS Independent, the classroom is sacrosanct and studentteacher interaction is the essential CO-CREATIVE educational activity. The value we place on nurturing this relationship is evident in how we allocate our resources and the deep signs of respect we show toward teachers and the learning process. Teachers open the minds of our students to their disciplines and teach them how to learn. This true partnership and mutual respect is unmistakable in our academic community. Dialogue flows freely. Support academic and otherwise is always available. Students grow to learn that they can always find a champion in their teachers. We hold teachers accountable for ensuring they establish and nurture this connection with each student. 3. A joyful learning culture, where hard work is celebrated and intellectual pursuits result in extraordinary outcomes. Our learning culture lights a fire in the mind, heart, and soul of every child, helping them create their own path of learning, so they will succeed in college and make their way in the adult world. How do we do it? We believe there is no substitute for hard work our program is accelerated, but not exclusive. In a very tangible way, BASIS Independent changes children. They grow to love learning and the pursuit of deeper understanding. They find delight in mastering fields of complex knowledge. They develop a fascination for disciplined, critical inquiry. They learn to be independent and to formulate their own goals, some of which they accomplish, some of which they do not. That is as it should be, as they embark on a vital phase of growth and growing intellect. The culture developed by the interplay between our teachers, curriculum, and students who are curious and hard-working results in unparalleled outcomes: students are years ahead of U.S. and global peers in math, reading, and science, and BASIS.ed-managed schools have been ranked consistently as among the best, both here in the U.S. and abroad. Our graduates are intellectually satisfied, truly love learning, and go on to attend the world s most prestigious and respected higher learning institutions. I like the atmosphere in this school. I like how everyone is academically challenging themselves. Rather than competing against one another, we are all looking for ways to help each other better ourselves. I like the fact that I m competing against the me rather than the people around me because I m trying to be a better person not a better rival. BASIS Independent Student 04 EDUCATION REDEFINED 05

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8 Teachers Teachers who love teaching, teach students to love learning. Our teachers are unwavering in their belief that every child can succeed. Ask any BASIS Independent student what makes their school different and they will first tell you, the teachers. Teachers set high expectations and offer continuous support as students rise to meet those expectations. Our teachers' passion for what they teach creates an environment in which students are nurtured and grow to love learning. Though driven by our core curriculum, teachers are given the freedom to do what they do best: light the fire of learning in every child. BASIS Independent teachers are highly respected for their knowledge and insight into the individual needs of their students. Our teachers know that every child learns differently. Students are not only offered, but encouraged, to seek help and support in and out of the classroom. Every teacher sets aside at least two hours each week when students are supported one-on-one or in small groups. It is not uncommon to find older students voluntarily helping younger students during study periods, lunches, and before or after school. All the teachers are helpful and caring, and they make sure that no student feels left out. BASIS Independent Parent Our Teachers are Experts in Their Subjects We believe that high-level subject matter expertise, coupled with the passion to drive and inspire students, is the most important ingredient to teach content knowledge, creative thinking, and problem solving to the highest international levels. At BASIS Independent, we hire educators with academic degrees in the disciplines they teach, whether it s post-ap calculus or first grade Mandarin. More than 70% of our BASIS.ed teachers have at least a master s degree in their subject. Our Teachers are Selected for BASIS.ed Quality We are highly selective and hire only the most qualified teachers. Upon selection as top candidates, prospective teachers are challenged to teach a lesson during one of our regular Demo-Teach Days. Only the teachers who are highly ranked by students and faculty are hired to be BASIS Independent teachers. Our Teachers Inspire Great Performance When students love to learn, they excel. Student performance has consistently topped rankings in educational achievement both at home and abroad; graduates attend the world s most prestigious and respected higher learning institutions. 08 HOW» TEACHERS 09

9 Curriculum: THE BASIS.ed DIPLOMA How is BASIS Independent teaching to the highest international levels? The BASIS.ed Diploma prepares students to fully participate in the dynamic, exciting and unpredictable world of the 21st century. Students who matriculate from our classrooms to earn this diploma grow to love learning and the pursuit of deeper understanding. They experience the delight of mastering fields of complex knowledge and of developing the habits associated with disciplined, critical enquiry. Above all they have the best possible educational foundation to be independent and resourceful problem-solvers and to face future challenges. It is their choice what career opportunities to pursue and intellectual decisions to make in the future, but it is our job to fully prepare them to succeed in those choices. The scope and sequence of the BASIS.ed Diploma is determined by the following practices. We define opportunity for our students in GLOBAL terms. In the 21st century we can no longer conceive of opportunity for the next generation as confined to a city, a state or even a nation. Hence, we commit to teaching our students to the highest global standards so that they can win admission to the best universities in the world and compete in a global professional marketplace. Founded by two economists, from our earliest days our schools have been committed to the smart, networkwide use of student performance data. We hold ourselves ACCOUNTABLE to use the insights this data provides to sustain and improve learning outcomes for our students. We teach our students to achieve MASTERY of the foundational academic disciplines and competencies, for it is that mastery which will empower their future lives and careers. In our classrooms they face extraordinary challenges, and they grow accustomed to the unwavering support of the faculty. We have a course of study that is CONNECTED from the student s academic start in Preschool to its finish with Senior Projects. Our curriculum is carefully calibrated so that in every discipline and at every grade level, students are appropriately challenged and excited by their learning, and each year builds as a preparation for the challenges to come. Our approach to the use of TECHNOLOGY in education is highly focused: we use technology to help us solve problems of scale, to help create the connective tissue that joins a network of schools into an integrated system with data-driven quality control and the sharing of best practices, and to ensure that curricular decisions and innovations are driven by our master teachers, not a top-down centralized bureaucracy. In terms of the integration of technology in the classroom itself, we believe that technology is one of many tools available to teachers to engage and inspire students to take ownership of their learning experience. However, devices cannot replace the dynamic, CO-CREATIVE classroom interaction between teacher and student. We have developed our own tablet-based electronic learning platform to enhance, not replace, the role of the teacher. Our belief is that technological competency with industry-standard hardware and software is a key skill necessary to thrive in our modern academic, professional and personal lives. We create a learning culture in which diverse PERSPECTIVES are challenged and tested in an environment of informed thought and collegiality. Our students must be prepared to productively and decently navigate the uncertainty of the 21st century landscape with a profound humility. By engaging with a variety of global perspectives, our students are empowered to make their own decisions about how they will navigate their world. As a learning community, we do not hide from the conflict and struggle that ensues. We revel in it as a vital component in the maturation of our students and the evolution of their most deeply held convictions. I love that my child is challenged by a rigorous, well-rounded curriculum and I love that he is surrounded by bright, motivated students who help challenge him. He's absolutely thriving at BASIS Independent and has been truly inspired by engineering and music classes. He loves learning advanced math and history, and in general enjoys being in an older kid school with lockers and different teachers for each subject. It's amazing that he will take Latin, geography, and so many other interesting classes. BASIS Independent Parent 10 HOW» CURRICULUM 11

10 The Teacher in the Classroom: Autonomy and Accountability The Student in the Classroom: The Academic Journey from Kindergarten to Senior Projects BASIS.ed does not write curriculum; we manage it. What does that mean? It means that we choose the subjects to be taught and set the standards for the scope and sequence of instruction in that subject. Teachers who are new to BASIS.ed quickly discover that ours is a system that balances the accountability of common high standards across the network with the pedagogic autonomy to develop innovative ways to meet these standards. BASIS.ed will never hand a teacher a fully written curriculum for a course, but we will provide structured guidance in the form of common standards, common exams based on those standards, and a network of Subject Advisors mentor teachers sprinkled throughout our schools -- to assist and support. The creative tension between the autonomy that our expert teachers value so highly, and the common aspects of shared accountability that enables BASIS.ed to maintain academic quality control across the network, is the nexus at the heart of our classroom learning culture. We are able to preserve this level of autonomy for our teachers by agreeing upon these common principles. We believe: 1. Children can achieve more than we have commonly been told. With hard work, dedication and the support of teachers and parents, 3rd graders can think critically, 6th graders can learn Physics, and High School students can read Critical Theory and Philosophy. 2. Instructional time is precious. Every minute of every class should be filled. 3. Mastering the basics is the precondition for going beyond them. Students learn to listen for the music of Shakespeare s iambic pentameter and to decipher the crucial details in an historical primary source, but they must also be able to parse the grammar of a sentence and craft concise and persuasive prose. 4. Homework, as long as it is an extension of what is being learned in the classroom, is valuable. Practice helps students achieve mastery. 5. High-stakes, summative tests that assess content mastery and learning skills (BASIS.ed Comprehensive Exams and the College Board Advanced Placement Exams, for example) are foundational for learning. 6. The evaluation of teacher performance must be based both on classroom instruction and on student learning results on high-stakes assessments. Early Years (Kindergarten) Discovery and Foundation During this time, each classroom has an assigned Lead Teacher and a Teaching Fellow who has, at minimum, a Bachelor s degree in Early Childhood Education and aspires to become a Lead Teacher. The Lead Teacher is responsible for most of the instruction; however, in specialized disciplines such as Mandarin and Engineering, a Subject Expert Teacher replaces the Lead Teacher. Kindergarten lays the foundation for academic success in years to come. This success is based not only on comprehension of concepts, but also on the adoption of scholarly habits in a culture that values learning above all other endeavors. Primary Years (Grades 1 3) Teaching to Learn Starting in Grade 1, BASIS.ed students are no longer in a self-contained classroom. In every discipline a Subject Expert Teacher (SET) who specializes in that discipline (Humanities, Math, Science, Engineering, Art, Mandarin, etc.) teaches the students. Across all disciplines, the Learning Expert Teacher (LET), who focuses on effective pedagogy, co-teaches with the Subject Expert Teacher (SET). The role of the Learning Expert Teacher (LET) is to make sure that students understand what they are being taught, and that every individual student is working to the absolute best of his/her personal ability. The LET travels with his/her students throughout the school day and is always there to aid in the scholastic development of students. LETs provide a high level of progress monitoring, parent communication and enrichment to all students and their families. The synergy of the SET and LET facilitates a relatively rapid transition from instruction in foundational skills and knowledge to independent thinking and active learning in the primary grades. Heavy emphasis is placed on making connections between disciplines through the reiteration of key concepts throughout the curriculum, fostering the move from the acquisition to application of knowledge. Bridge Years (Grades 4 and 5) From Concrete to Abstract Thinking In Grades 4 and 5, students graduate from the two-teacher model and are taught exclusively by SETs, most of whom have advanced degrees in the field they teach. This builds on the independence fostered in the Primary Years and allows students more independence in but also more responsibility for their education. As the name indicates, the Bridge Years transport students from the foundational years to an intermediate program focused on mastering basics necessary for a college-preparatory curriculum. In particular, instruction 12 HOW» CURRICULUM 13

11 focuses on attaching abstract thinking to concrete thinking: students transition from reading comprehension to interpretation, from data collection to data analysis, and from mathematical calculation to mathematical reasoning. Courses unique to the Bridge Years include Latin, Classics, and Physical Geography. Intermediate Years (Grades 6 8) Knowledge as a Tool BASIS.ed students in grades 6-8 complete a rigorous schedule of pre- Advanced Placement courses in all core disciplines, including the three sciences (Physics, Chemistry and Biology), Economics, and a course in Logic. It is in these Intermediate Years that our students come to understand knowledge as a tool. They begin to glimpse what mastery of the fundamental concepts skills and material in these various disciplines will afford them. They learn that amassing skills and facts is a step toward the more creative thinking required of the college-level coursework they will tackle in high school. High School Years (Grades 9 12) Thinking for Problem-Solving Beginning with the demonstration of mastery in AP survey courses in English, Math, Science and Social Science, BASIS.ed high school students further develop their ability to think independently and creatively in post- AP courses and independent research projects. Following the gathering of high-level material in AP courses and other high-level classroom learning, the BASIS.ed High School program culminates in a 3-month, off-site, independent project that is proposed and constructed by the students, under the guidance of both an internal BASIS.ed faculty adviser and an external, professional specialist in the field of the student s choosing. The Senior Project is the most evolved phase of the BASIS.ed Diploma and allows students to demonstrate independent scholarship, individual accountability, disciplinary mastery, and a familiarity with problem solving. BASIS.ed graduates thus leave the High School program prepared to be leaders in college, and beyond. 14 HOW» CURRICULUM

12 Sports, Clubs & Activities Our commitment to providing a fulfilling extracurricular life for our students is evident by the clubs, sports, and activities we offer to complement to our academic program. Extracurricular activities are as vital as academic preparation; these activities not only promote healthy living, but also strengthen social engagement and leadership skills. BASIS Independent takes it a step further, relying on students to help guide the school's activity offerings by surveying their interests, and later by encouraging them to develop programs where they see a need. In competitive sports, recreational athletics, clubs, and societies of all kinds, students at BASIS Independent find opportunities to stretch skills and talents to unexpected levels. Below is a sample of what our other first-year K 8 programs have offered: Fine Arts & Languages Art of Meditation Creative Writing Dance Ballet, Hip-hop, Modern, Tap Dance Workshop Technology & Engineering CodeLab Dota 2 E-Sports Sports & Athletics Basketball, Basketball Conditioning Fencing Martial Arts Capoeria (Brazilian Martial Arts), Karate Other Clubs Chess Cooking Environment Eco Club, Environmental Club Magic the Gathering and Other Trading Games Improv/Drama Music Chinese Choir, Concert Choir, Elementary Chorus, Musical Theater, ORFF Ensemble Minecraft Club Robo-fun Running (Fall and Spring), Track and Field Skating (Ice) Soccer Mini-Preneur Model U.N. Pen Pals Across the World Sewing Table Top Role Playing Games (Brooklyn Strategist) Russian for Beginners Visual Arts Ceramics, Clay World, Digital Photography, Design, Fashion Robotics Web Design Tennis Volleyball Yoga and Conditioning National Honor Society National Elementary Honor Society National Junior Honor Society There is so much opportunity in this school: clubs, electives, school events, teamwork, and spirit are all great things I see every day. BASIS Independent Student 16 HOW» SPORTS, CLUBS & ACTIVITIES

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14 Student & Parent Experience BASIS Independent students find joy in discovery, both inside and outside of the classroom. BASIS Independent students are fundamentally risk takers. Students are not afraid to challenge themselves, their peers, their teachers, or their favorite authors. The hallmark of a BASIS Independent student is an appetite for academic challenge; the hallmark of BASIS Independent teachers is their tireless work each day to inspire and satisfy that hunger. Despite their intellectual drive, BASIS Independent kids are kids; they are real, relaxed, and interested in athletics, art, music, and cooking you name it. Students are incredibly supportive and respectful of one another. Our students are smart but, above all, curious. Children become BASIS Independent students in our classrooms, inspired by our great teachers, our excellent curriculum, and our raised expectations for what they can achieve. At BASIS Independent Fremont, we promise an education that teaches children that learning and success depend on commitment and hard work. We encourage willingness to take on challenges, to manage the inevitable disappointments, and to understand that the most authentic, joyous feelings of accomplishment are not given or bought, but earned. A true learning community is not defined by what teachers do for their students. It is defined by the problems that students learn to solve for themselves, and by the choices they are prepared to make in their future lives. The opportunities are for your children to seize. BASIS Independent instilled a love of learning in my daughters and challenged them in ways I didn t realize was possible. I had underestimated my kids. They now adore school, since they feel challenged and are engaged more than ever. The curriculum challenges the children without being pushy. The school also focuses a lot on self-management, which I think is the most important thing we should learn. My son became so much more responsible and he exhibits a huge passion for learning. BASIS Independent Parent BASIS Independent Parent 20 WHY» STUDENT & PARENT EXPERIENCE 21

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16 College Counseling College counseling begins in 9th grade. We view this four-year process of counseling as integral to our Liberal Arts program as it is our responsibility as a learning community to instill the confidence students need to trust themselves and their capabilities. A daily College Counseling Workshop helps seniors identify, target, and ultimately achieve entrance into the college or university best suited for them. So what defines best? With guidance from the College Counselor, the student identifies his/her passions in life, as well as career options and professional endeavors best suited for those passions, and develops a plan for how to meet their college goals. The old model of a student picking a great match college, a stretch college, and a safety' college has little relevance to today s BASIS Independent student. We not only look at the various career paths each institution offers, we also plan for the career itself. Counselors become familiar with each student's strengths and weaknesses. With this individualized attention, along with personal letters of recommendation, and quality-control checks on all applications, it s no wonder that each year more elite universities student-recruiting teams are adding BASIS Independent Schools to their visit list. For example, the 2014 college and university visitation schedule at BASIS Independent Silicon Valley demonstrates that the best colleges and universities are serious about getting to know our BASIS Independent students as applicants and, potentially, future students. In its first year of operation and its oldest students in 11th grade, the college visit list included Johns Hopkins University, UCLA, Berkeley, Cooper Union, Harvard University, Duke University, California Institute of Technology, New York University, Massachusetts Institute of Technology, Williams College, the University of Chicago, and many more. 24 RESULTS» COLLEGE COUNSELING 25

17 College Acceptances The BASIS.ed Diploma prepares students to excel in some of the world s most prestigious universities. Find stats on college acceptance rates for BASIS.ed graduates in here. 26 RESULTS» COLLEGE ACCEPTANCES Total # Graduates BASIS.ed GRADUATES CLASS OF 2015 COLLEGE ACCEPTANCES Total College Acceptances Average # of College Acceptances per Graduate Total # of Colleges Accepting BASIS Graduates For a complete list of the Class of 2015 college acceptances, please visit the BASIS.ed website. Total Amount Earned By All 2015 Graduates MERIT SCHOLARSHIPS COLLEGE ACCEPTANCES TO U.S. NEWS & WORLD REPORT TOP 25 MOST SELECTIVE SCHOOLS BASIS Scottsdale 30% of students Total BASIS.ed Network of 7 Schools * 17% of students Average Amount Earned By Each 2015 Graduate $29,420,680 $119,596 * Includes first graduating classes for five schools College or University NUMBER OF BASIS.ed GRADUATES ACCEPTED TO A TOP 50 U.S. NEWS & WORLD REPORT UNIVERSITY OR LIBERAL ARTS COLLEGE Number of BASIS.ed Graduates Accepted Amherst College 6 Bard College 1 Bates College 1 Boston College 5 Boston University 26 Bowdoin College 2 Brandeis University 8 Brown University 11 Bucknell University 2 California Institute of Technology 4 Carleton College 3 Carnegie Mellon University 10 Case Western Reserve University 17 Claremont McKenna College 1 Colby College 1 Colgate University 5 College of William and Mary 4 Colorado College 2 Columbia University 5 Cornell University 14 Dartmouth College 11 Davidson College 1 Duke University 10 Emory University 13 Georgia Institute of Technology 16 Grinnell College 3 Harvard University 3 Harvey Mudd College 11 Haverford College 3 Johns Hopkins University 12 Kenyon College 6 Lafayette College 1 Lehigh University 8 Macalester College 3 Massachusetts Institute of Technology 3 Middlebury College 5 Mount Holyoke College 2 New York University 19 Northeastern University 28 Northwestern University 13 Oberlin College 2 College or University Occidental College 10 Pennsylvania State University, University Park Number of BASIS.ed Graduates Accepted Pitzer College 1 Pomona College 5 Princeton University 6 Rensselaer Polytechnic Institute 15 Rice University 9 Scripps College 4 Skidmore College 1 Soka University of America 1 Stanford University 13 Swarthmore College 3 Trinity University 3 Tufts University 10 Union College 3 United States Military Academy - Army 1 United States Naval Academy 1 University of California, Berkeley 42 University of California, Davis 5 University of California, Irvine 5 University of California, Los Angeles 47 University of Chicago 6 University of Florida 1 University of Illinois at Urbana-Champaign 5 University of Miami 4 University of Michigan 10 University of Notre Dame 2 University of Pennsylvania 10 University of Southern California 25 University of Virginia 12 University of Washington 12 Vanderbilt University 3 Vassar College 2 Washington and Lee University 3 Washington University in St. Louis 15 Wellesley College 4 Wesleyan University 3 Whitman College 2 Williams College 6 Yale University 5 6

18 National Results Our Learning Community: The Gold Standard of American Learning The Washington Post America s Most Challenging High Schools 2016 #1 BASIS Oro Valley, #2 BASIS Flagstaff, #4 BASIS Tucson North, BASIS Chandler, BASIS Peoria, and BASIS Scottsdale are on the list of "Top-Performing Schools with Elite Students" 2015 #1 BASIS Oro Valley; #2 BASIS Chandler; #6 BASIS Tucson BASIS Scottsdale is on the list of Top-Performing Schools with Elite Students 2014 BASIS Scottsdale is on the list of Top-Performing Schools with Elite Students #10 BASIS Tucson North 2013 BASIS Scottsdale and BASIS Tucson North listed on the Top-Performing Schools with Elite Students 2012 #1 BASIS Tucson; #5 BASIS Scottsdale 2011 #4 BASIS Tucson U.S. News & World Report Best High Schools, National Rankings 2016 # 2 BASIS Scottsdale: #1 Charter School, #4 STEM school; #3 BASIS Tucson North: #2 Charter School, #6 STEM school; #6 BASIS Oro Valley: #3 Charter School; Bronze Medal - BASIS Chandler 2015 #2 BASIS Scottsdale, #3 STEM school 2014 #2 BASIS Scottsdale & #15 STEM school; #5 BASIS Tucson North & #3 STEM school 2013 #2 BASIS Tucson; #5 BASIS Scottsdale 2012 #6 BASIS Tucson 2011 U.S. News did not perform ranking 2010 #9 BASIS Tucson 2009 #13 BASIS Tucson 2008 #16 BASIS Tucson The Daily Beast Top High Schools 2014 #2 BASIS Scottsdale; #7 BASIS Oro Valley; #29 BASIS Tucson North Newsweek America s Best High Schools 2014 K 12 and 5 12 schools (like BASIS) are no longer eligible for Newsweek s rankings 2013 #3 BASIS Scottsdale; #7 BASIS Tucson North 2012 #3 BASIS Scottsdale; #5 BASIS Tucson 2011 #3 BASIS Tucson 2010 #6 BASIS Tucson 2009 #5 BASIS Tucson 2008 #1 BASIS Tucson 2007 #6 BASIS Tucson 2006 #3 BASIS Tucson 28 RESULTS» NATIONAL RESULTS 29

19 Global Results IF THE BASIS.ed LEARNING COMMUNITY WERE A NATION, IT WOULD BE THE TOP-RANKED COUNTRY IN THE WORLD OECD TEST FOR SCHOOLS RESULTS BASIS.ed-Managed Schools vs. Other Educational Systems In a world of accelerated change, students need more than what traditional education offers. When journalists report that the United States is lagging behind educational systems around the world, they are usually referring to results on a common exam given to 15-year-olds around the world: the Organization for Economic Co-operation and Development (OECD) s Test for Schools, based on Programme for International Student Assessment (PISA). Why does this test matter? What's striking about this exam is that it is a test of applied knowledge. Memorizing facts and figures alone won t get students a high score. The test assesses problem solving and critical thinking; to do well, students need to think beyond the boundaries of each subject and explore how they relate to each other in a real-world, problem-solving context. MATH 649 BASIS Chandler 641 BASIS Scottsdale 636 BASIS Peoria 630 BASIS.ed Network 620 BASIS Oro Valley 617 BASIS Tucson North 616 BASIS Flagstaff 613 Shanghai-China 573 Singapore 554 Korea 536 Japan 519 Finland 518 Canada 518 Poland READING 622 BASIS Scottsdale 609 BASIS Flagstaff 607 BASIS Chandler 604 BASIS.ed Network 602 BASIS Oro Valley 598 BASIS Peoria 586 BASIS Tucson North 570 Shanghai-China 542 Singapore 538 Japan 536 Korea 527 U.S. - Private Schools 524 Finland 523 Canada SCIENCE 629 BASIS Scottsdale 625 BASIS Peoria 623 BASIS Chandler 617 BASIS.ed Network 614 BASIS Oro Valley 610 BASIS Flagstaff 607 BASIS Tucson North 580 Shanghai-China 551 Singapore 547 Japan 545 Finland 538 Korea 526 Poland 525 Canada 514 Germany 518 Poland 524 Germany 496 U.S. - Private Schools 508 Germany 519 U.S. - Private Schools 494 United Kingdom 499 United Kingdom 514 United Kingdom 487 Portugal 498 United States 497 United States 481 United States 488 Portugal 489 Portugal 413 Mexico 424 Mexico 415 Mexico 391 Brazil 410 Brazil 405 Brazil Source: OECD, How your School Compares Internationally: OECD Test for Schools, Results for all other educational systems are from the 2012 PISA. The OECD Test for Schools was designed to enable international benchmarking against results from the 2012 PISA. 30 RESULTS» GLOBAL RESULTS 31

20 On a global scale, BASIS.ed students demonstrate superior mastery of critical thinking and problem solving, and are also some of the happiest students in the world. The educational systems on this graph were ranked based on an average of their math, reading, and science scores and ranked according to the percent of students agreeing or strongly agreeing with the following statements: 2015 OECD TEST FOR SCHOOLS Student Performance and Student Satisfaction with Teaching I get along well with most of my teachers. Most of my teachers are interested in my wellbeing. Most of my teachers really listen to what I have to say. If I need extra help, I will receive it from my teachers. Student Performance Student Satisfaction with Teaching *Results are from the 2012 OECD Test for Schools Pilot (the most recent data published for this network). Sources: OECD, "How your School Compares Internationally: OECD Test for Schools," 2015 for BASIS Schools. OECD, "How your School Compares Internationally: OECD Test for Schools," 2012 for Fairfax County Schools. Results for all other educational systems are from the 2012 PISA. The OECD Test for Schools was designed to enable international benchmarking against results from the 2012 PISA. 32 RESULTS» GLOBAL RESULTS 33

21 Unbounded Opportunity Our promise to you is that, at BASIS Independent, your child will face extraordinary challenges and grow accustomed to our unwavering support. That is how our children build lives for themselves. Thank you for spending time with us on this short journey through our learning community. We hope you have questions, as there is so much more to tell you about the academic, social, and imaginative life that will pulse through BASIS Independent Fremont. No brochure can substitute for a school visit or a conversation with one of our teachers or administrators. Join us at an Information Session, or visit our website to watch the videos we have created to show you the passionate and excited students, teachers, and parents who make up the BASIS Independent community. 34 UNBOUNDED OPPORTUNITY 35

22 Stay In Touch BASIS INDEPENDENT FREMONT IS THE FIFTH SCHOOL TO JOIN OUR FAMILY OF INDEPENDENT LEARNING COMMUNITIES. BASIS Independent Fremont Opening Fall 2016 Kindergarten Grade 8 blog.basisindependent.com/fremont facebook.com/binsfremont Fremont-Info@BASISindependent.com Fremont.BASISindependent.com (510) BASIS Independent Brooklyn Established Fall 2014 Preschool Grade 12 blog.basisindependent.com/bklyn facebook.com/binsbk Brooklyn-Info@BASISindependent.com Brooklyn.BASISindependent.com (718) BASIS Independent Silicon Valley Established Fall 2014 Grades 5 12 blog.basisindependent.com/silicon-valley facebook.com/binsca SiliconValley-Info@BASISindependent.com SiliconValley.BASISindependent.com (408) BASIS International School Shenzhen Established Fall 2015 Preschool Grade 12 info@basisinternationalsz.com BASISinternationalsz.com BASIS Independent McLean Opening Fall 2016 Preschool Grade 12 blog.basisindependent.com/mclean facebook.com/binsmclean McLean-Info@BASISindependent.com McLean.BASISindependent.com (703) WE TEACH IT S FUN IT S HARD IT S ALL ABOUT THE FUTURE. ALL ROADS ARE OPEN TO YOU STAY IN TOUCH 37

23 3300 Kearney St., Fremont, CA (510) Fremont.BASISindependent.com Brooklyn Silicon Valley Shenzhen Fremont McLean