bsi brochure 48pgs

8/12/2019 BSI Brochure 48pgs

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ON THE OECD TESTFOR SCHOOLS,BASIS STUDENTS

RECENTLY OUTPERFORMED

STUDENTS IN EVERYEDUCATIONAL SYSTEMPARTICIPATING IN PISA,INCLUDING SHANGHAI,

THE WORLD LEADER


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TABLE OF CONTENTS

01 A MESSAGE FROM THE CHAIRMAN

02 THE BASIS CHARTER MODEL

04 NATIONAL RANKINGS

06 A CULTURE OF ACADEMIC EXCELLENCE

08BASIS TEACHERS

10 THE BASIS ACADEMIC PROGRAM

20 CLUBS AND EXTRACURRICULAR ACTIVITIES

22 AIMS RESULTS

24 DEMONSTRATED EXCELLENCE: AP TESTING

32 OECD TEST FOR SCHOOLS (BASED ON PISA)34 COLLEGE ACCEPTANCE

36 BASIS GRADUATES: WHATS YOUR STORY?

40 SUPPORT BASIS

42 BASIS SCHOOLS EXPANSION


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Olga V. Block & Michael K. Block, Ph.D.Founders, BASIS Schools

CEOs, BASIS.ed

Welcome!


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02

THE BASIS

CHARTERMODEL

BASIS charter schools educate students at an internationally competitivelevel, with BASIS students ready to compete with their top-perfor mingpeers in the worlds top school systems, like China, Finl and, Singapore,

South Korea, and Switzer land, among many others. BASIS Tucsons andBASIS Scottsdales fteen-year-old students proved this in their 2012 resultson the OECD Test for Schools. These results place students learning via theBASIS Model above these acclaimed education systems and on par withShanghai, the best in the world.

BASIS.ed built and manages the BASIS Model and uti lizes the same BASISCulture and BASIS.ed Curriculum in classrooms across all campuses.The culture-plus-curr iculum building blocks are conducive to instillinga lifelong love of learning and respect for knowledge in students, tounderstand the impor tance of hard work and self-reliance as a pathtowards success, and to the discovery of individual strengths to be ableto invent, design, and apply.

A WORLD COMPETITIVE CURRICULUMBASIS offers the type of education that students receive in the top schoolsystems worldwidethe kind of education American children will needto compete in the global economy. The BASI S academic program isdesigned to help students develop academic and organizational ski lls,along with a deep knowledge base. Our goal is to motivate studentsto reach their highest academic potential and to prepare them for thedemands of college and the workforce. Our curriculum is thereforeconsistent with the highest international academic standards. We chal-lenge our students and support them; they respond and challenge usright back.

INTERNATIONALLY RECOGNIZED ASSESSMENTSThroughout the United States, many schools claim to offer rigorous college-preparatory education, but fail to offer data to validate their claims. AtBASIS, we ensure that all students have mastered the material they willneed for success in their future year s, by implementing ComprehensiveExams and comprehensive external benchmarki ng systems, or BoardExamination systems, like the College Board Advanced Placement (AP)program. The BASIS Upper School curriculum is, in fact, based on AP courses.

OPEN ENROLLMENT AND TUITION FREEBASIS schools are open-enroll ment public charter schools that do notadminister entrance examinations and do not charge tuition. Any studentcan attend. If there are more students interested in attending than a given

campus can accommodate, a registration lottery determines admissions.

Sophie FullerBASIS Flag staff (2014)


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U.S. NEWS & WORLD REPORT

BEST HIGH SCHOOLS, NATIONAL RANKINGS

2014 #2 BASIS Scottsdale, #15 STEM school, #1 charter school#5 BASIS Tucson North, #3 STEM school, #3 charter school

2013 #2 BASIS Tucson#5 BASIS Scottsdale

2012 #6 BASIS Tucson2011 U.S. News did not perform ranking2010 #9 BASIS Tucson2009 #13 BASIS Tucson2008 #16 BASIS Tucson

THE WASHINGTON POST

AMERICAS MOST CHALLENGING HIGH SCHOOLS

2014 BASIS Scottsdale is on the list of Top-Performing Schools with El ite Students#10 BASIS Tucson North

2013 BASIS Scottsdale and BASIS Tucson North are on the list of Top-Performing Schools with Elite Students2012 #1 BASIS Tucson

#5 BASIS Scottsdale2011 #4 BASIS Tucson

NEWSWEEK

AMERICAS BEST HIGH SCHOOLS

2013 #3 BASIS Scottsdale#7 BASIS Tucson North

2012 #3 BASIS Scottsdale#5 BASIS Tucson

2011 #3 BASIS Tucson2010 #6 BASIS Tucson2009 #5 BASIS Tucson2008 #1 BASIS Tucson

2007 #6 BASIS Tucson2006 #3 BASIS Tucson

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NATIONAL RANKINGS

NOTE: Eligibility requirements vary depending upon the ranking.


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Caden MessnerBASIS Chandler (2014)

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06

A CULTURE

OF ACADEMICEXCELLENCE

CREATING AND REINFORCING A BELIEF THAT LEARNING ISEXCITING, REWARDING, AND WORTHWHILEThe BASIS school culture makes high academic achievement and intellectualengagement the norm and allows students to realize their own great academic potential. Teachers play an instrumental role in thi s high-achievingcommunity. BASIS hires teachers who ho ld academic degrees in thediscipline they teach, who are passionate about their subject matter, andwho can convey their passion in a manner that g ives students an overallsense that learning is exciting, rewarding, and worthwhileand not just now,but for a lifetime.

TEACHING PERSONAL RESPONSIBILITYWhile suppor t and engagement from parents can play a vital role instudents success, students who rely on micromanagement and supervisionfrom their parents are more likely to struggle in college than students wholearn to hold themselves accountable for setting and meeting thei r ownacademic goals. BASIS strikes the correct balance by encouraging parentsto support their childrens education while sti ll allowing students autonomyto build the skills and personal responsibility they wil l need to succeed incollege and beyond.

BASIS actively teaches students to be well organized and to take responsibil -ity for thei r education, beginning in 5th grade. Instead of posting homeworkassignments online, BASIS teachers announce assignments during class. Thisteaches students to be responsible for knowing due dates, understandingassignments, and completing homework on time.

Starting in 6th grade, students are required to pass comprehensive examina-tions in each core subject to progress to the next grade level. Comprehensiveexams ensure that students are prepared to move onward to more advancedmaterial. Knowing they will be held accountable for information dissemi-

nated in class and via homework, students take their education seriously andlearn quickly to own it.

As students progress through grade levels, they become models for youngerstudents and help create a culture of positive and purposeful peer support.


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07

BASIS FACTS

In the Lower School grades,teachers focus on helping stu-dents build organizational skills,proper note-taking techniques,and good study habits. Theyencourage students to askquestions if t hey dont under-stand a lesson and to attendteacher-student hours for oneon one tutoring.

BASIS does not publish home-work assignments online.Students are expected to

keep track of assignmentsin a communication journal,or assignment notebook.

To guarantee students havemastered grade-level material,BASIS administers comprehen-sive exams in all core subjectsin 6th and 7th grade. Studentsprepare for these examinationsby taking precomprehensiveexams in the middle of theschool year a nd by complet-ing special nal review unitsincorporated into each subject.

Students must pass all theircore courses, as well as thecomprehensive exams for thecore courses before beingpromoted to the next gradelevel. Students who do not passall their comprehensive examson the rst attempt are givena second chance to pass theexams before the start of thenext school year.

TEACHING GOOD STUDY HABITS ANDPROVIDING SUPPORTThe academic program at BASIS char terschools is among the most accelerated inthe country. Student success, therefore, islinked inextricably to good study habits.BASIS believes these skills must be taughtand practiced. Students in the lower schoollearn how to take notes, manage their time,and organize their work. Teachers activelyoversee the progress of their students andidentify those who they believe might ben-e t from additional support. All students mayattend tutoring sessions with their teachers,or participate in peer tutoring, if they wouldlike increased one-on-one time to help reachtheir aca demic goals.

BUILDING WORK ETHICBASIS aims to teach students that success isthe result of hard work. Whether a student isat the top of the class or struggling to keeppace with the demands of the BASIS cur-riculum, every BASIS student is encouragedto improve and to reach for his or her highestacademic potential. Our teachers have agreat work ethic and year n to pass thatalong to our students.

(photos - left to right)Danica Pietzrak, BASIS Flagstaff (2014) Joseph Grams, BASIS Mesa (2014)Runali Hatal kar, BASIS Chandler (2014)Chukwunonso E meka, BASIS Mesa (2014)


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08

BASIS TEACHERS

RECRUITING EXPERT TEACHERSBASIS cultivates expert teachers by hir ing individuals who possess deepknowledge in the di sciplines they teach, providing them with a largedegree of autonomy in determining how to best achieve student learn-ing gains and holding them accountable for their results. Hiring teacherswith subject matter expertise is especially important at BASIS becauseteachers play a critical role in cur riculum development and syllabidesign and in the management of each. Of course, we also hire peoplewho love the classroom and disseminating what they know to students.

Prospective BASIS teachers undergo an interview process with veteranBASIS teachers and managers. Upon being selected as top canddates,prospective teachers are asked to teach a demonstration l esson infront of BASIS students. This portion of the hiring process demonstrateswhether the applicant is knowledgeable in the subject and capable ofconveying dif cult material to young, bright, eager students. It is alsofundamental that the applicant demonstrates a natu ral connectionwith students and a robust ability to master and adjust quickly to newand demanding situations.

TRAINING TEACHERS FOR SUCCESSAfter teachers are hired at a BASI S charter school, they attend acomprehensive summer training session to prepare for the challengesand opportunities of teaching in a BASIS classroom. During training,veteran faculty members share their knowledge of classroom manage-ment techniques, teaching methods, and pedagogical research anddata with new teachers. The goal is to expose BASIS teachers to variousinstructive approaches and strategies and allow our new professionalsto determine which disposition will work best for them. The support andinsight, of course, is an ongoing process through the academic year.

HOLDING TEACHERS ACCOUNTABLE FOR THEIR RESULTSBASIS teachers are highly-respected for their vision and insight into theindividual needs of their students. Instead of micromanaging teachers,BASIS holds teachers accountable for their results, which is the valuethat they add to their students education. This generates an environ-ment in which creative individuals thrive and remain passionate abouttheir workan d pass that passion through the convivial classroomatmosphere to their students.


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Nissa Kubly, Art TeacherIsabella SteidleyBASIS Scottsdal e (2014)

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RETAINING AND REWARDING EFFECTIVE TEACHERSInstead of rewarding teachers simply for the number of years theyhave spent in the classroom, BASIS uses mer it pay to compensatethem for the learning gains their students make. Through our AnnualTeacher Fund, BASIS raises private dollars to award merit-based bonusesto high-performing teachers (see page 40).

In addition to Annual Teacher Fund bonuses, BASIS teachers are alsorewarded for their students success on AP exams. Each BASIS graduatecompletes at least six AP exams by the time they graduate, and APteachers receive a bonus for every student who earns a score of 4 or 5out of 5 on an AP exam.

201314 BASIS SCHOOLS ACADEMIC TEACHING FACULTYRefers to all teaching faculty as of October 2013 with the exceptionof Physical Education teachers.

100%BACHELORS

DEGREE

59%MASTERSDEGREE

11%DOCTORATE

DEGREE


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Stella XuBASIS Tucson (2014)

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THE BASIS

ACADEMICPROGRAM

BASIS PRIMARY SCHOOL ACADEMIC PROGRAM AND CURRICULUMThe BASIS Primary School academic program is designed to invite young studentsto ask questions, learn the basics, understand how to organize themselves, and

prepare them for the more-advanced curriculum of the BASIS Lower and UpperSchools. Primary school students are instructed in humanities, math and science,Mandarin, ar t, music, drama, and physical education. They also participate in amuch-loved course called Connections, which brings all thei r studies together.Connections gives students the opportunity to apply al l their new knowledge tospeci c scenarios designed to promote critical thinking and problem solving.

Aside from the curriculum, the innovation of our Primary School program is ourunique approach to instruction. There are two professional teachers with thechildren at any given time. One of them is a Learning E xpert Teacher, with abackground in Elementary Education. The other, the Subject Expert Teacher, hasa background in the speci c subject he or she teaches. Students also acquire the extremely important skills of time management, personal organization, and

prioritization from all their teachers.

The school day is structured to mirror the Lower School (57) and the Upper School(812.) The students rotate from class to class as a group; however, a LearningExper t Teacher assigned to each group rotates with them, staying with thechildren throughout the day. As the children and the Learning Exper t Teachermove from class to class, they encounter different Subject Expert Teachers ineach classroom for each subject.


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Bhavya ChandBASIS Chandler (2014)

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THE BASIS LOWER SCHOOL PROGRAMCurriculum (Grades 57)The BASIS curriculum for grades 57 is consistent with the highest interna-

tional academic standards, and is designed to help students developacademic and organizational skills that prepare them for the demandingBASIS Upper School academic program and for coll ege-level achieve-ment. By introducing high- level content standards in lower-grade levels,we ensure that students are exposed to these crucial concepts early andoften and have mastered the material by the time they enroll in Honorsand AP-level courses.

Assessment (Grades 67)Comprehensive Examinations: To ensure students grasp grade -levelmaterial, all 6th and 7th grade BASIS students are required to pass com-prehensive exams in al l core subjects at the end of the year. Studentsprepare for these examinations by taking precomprehensive exams

in the middle of the school year and by completing nal review unitsincorporated into each subject.

BASIS FACTS

When students come to BASIS in 5th grade, they start with ni neseparate classes, including Intro to Science, Physical Geography,Math (Math 8/7 or Algebra 1), Englis h, Latin, Class ics, Ar t, P.E.,and Music.

In 6th grade, BASIS students begin taking Biology, Chemistr y, andPhysics as separate subjects, like many top-performing peer s inEuropean and Asian countries.

In 7th grade, students have the option to continue with Latinor take a modern foreign language, such as French, Mandarin,or Spanish.

All BASIS students will complete Algebra 1 by the end of 7th grade;many will have completed Algebra 2 or Pre-Calculus.

In 5th grade, students take both Music and Art classes that focuson singing, basic music theory/history, drawing, painting, charcoal,pottery, listening skills, and teamwork.

In 6th grade, student take ne arts, i ntroducing them to the role ofthe arts in society. Students choose a focus in art, music, or theatre.

In 7th grade, students may choose from a variety of elective courses,such as Theatre, Ar t (2D and 3D), Music (Choir and Piano), Yearbook,P.E., and academic electives.


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GRADE 5 GRADE 6 GRADE 7

MATH* Math 8/7or Algebra 1

Pre-Algebra,Algebra 1,or Algebra 2

Algebra 1, Algebra 2,Pre-Calculus A, orPre-Calculus AB

ENGLISH English English English

SCIENCE Physical Geographyand Intro to Science

Biology, Chemistry,and Physics

Biology, Chemistry,and Physics

SOCIALSCIENCE*

Classics U.S. History World History 1, andCritical and LogicalThinking

FINE ARTS Music and Art Fine Arts (Music, Art,or Drama focus)

Available as Elective

PHYSICALEDUCATION

Physical Education Physical Education Available as Elective

FOREIGNLANGUAGE

Latin Latin French, Latin,Mandarin, or Spanish

ELECTIVE No Elective No Elective Fine Arts, P.E.,or Other Elective

* This represents the standard course sequence forBASIS campuses operated by BASIS Schools, Inc. Thecourse sequence for af liated BASIS campuses mayvary in compliance with state or district standards.

NOTE: During their rs t several years of operation, new schools will implement modi ed course and assessment requirements for students in Grade 6 and higher.

5th grade students who are enrolled in Algebra 1 are required to take a comprehensive exam for the course.

CURRICULUM TABLE (GRADES 57)

GRADE 6 GRADE 7

English English

Biology Biology

Chemistry Chemistry

Physics Physics

Pre-Algebra,

Algebra 1,or Algebra 2

Algebra 1

or Algebra 2

U.S. History World History 1

Latin Foreign Language

ASSESSMENT TABLE

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Caleb KingBASIS Scottsdal e (2014)

Hannah Schmidt, Kathryn Bastien, Karrina Heinstein, Annika Jackson, Abigail RohyBASIS Scottsda le (2014)

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THE BASIS UPPER SCHOOL PROGRAMCurriculum (Grade 8)BASIS considers 8th grade a transitional year for students who have com-

pleted the BASIS Lower School Program (grades 57) and are preparing toenter high school. Our 8th grade students continue to build their alreadybroad knowledge with a wide variety of exacting coursework, comprisedof a full year of introductory level economics and an opportunity to enrollin advanced electives, including Environmental Science, Computer Science,and Psychology, which are aligned with the AP curriculum.

The Learning Enrichment Program (LEAP): Although BASIS provides a rigorousand accelerated program for all students, some students are ready to moveeven faster in certain disciplines. To provide these students the chanceto proceed and to develop further in the accelerated nature of the BASISprogram, we provide LEAP courses in select 8th grade core disciplines:mathematics, chemistry, physics, biology, and English. LEAP students

must apply for entry to each course, obtain a recommendation from ateacher in that particular subject, and maintain an acceptable overallacademic record.

Assessment (Grade 8)Comprehensive Exams: To ensure students grasp grade-level material, allBASIS students in Grade 8 are requi red to pass comprehensive exams atthe end of the year. The subjects for comps include English, mathematics,biology, chemistry, physics, history, and foreign language.

BASIS FACTS 8th grade students earn Uppe r School credit for Algebra 2 or Pre-Calculus, World History II, and Economics.

8th grade students take Chemistry, Biology, and Physics a total of ninehours per week.

8th grade students may choose from general elective offerings in FineArts, Mus ic, P.E., or advanced elective courses, such as EnvironmentalScience, Computer Science, or Psychology, which will prepa re themfor success on AP exams.


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COMPREHENSIVE EXAMS GRADE 8

MATH Algebra 2

ENGLISH English

SCIENCE Biology, Chemistry,and Physics

HISTORY** AP WorldHistory Exam

ECONOMICS Economics

LANGUAGE French, Latin,Mandarin, or Spanish

ASSESSMENT TABLE

GRADE 8

MATHAlgebra 2, Pre-Calculus A, Pre- Calculus AB,Pre-Calculus B, AP Calculus AB, orAP Calculus BC

ENGLISHEnglish, LEAP Engli sh Language,* or LEAPEnglish Literature*

SCIENCEBiology or LEAP Biology,* Chemistry or LEAPChemistry,* and Physics or LEAP Physics*

SOCIAL SCIENCEWorld History II** and Economics(Macro and Micro)

FOREIGN LANGUAGEFrench, Latin, Mandarin, or Spanish

ELECTIVEUpper School Fine Arts Elective (Band, Chorus,Digital Photography, Strings, Drama, etc.), P.E. Elective, or Advanced Elective option***(Art History, Music Theory, EnvironmentalScience, Computer Science, Art Studio [2D,3D, Design])

CURRICULUM TABLE

* Students must petition the School Director for approval;the course may not be offered every year.

** Curriculum is based on the AP World History Course and represents the standard course sequence for BASIS campusesoperated by BASIS Schools, Inc. The course sequence for af l i -ated BASIS campuses may vary in compliance with state ordistrict standards.

*** Students must petition the School Director for approval;the curriculum is based on the AP course for the subject;

students have the option to take the AP exam for the course subject.

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Lauren FarrierBASIS Peori a (2014)

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BASIS UPPER SCHOOL PROGRAMCurriculum (Grades 911)The BASIS Upper School offers an accelerated science and liberal arts

program that is among the most versatile and rigorous in the country. Thecurriculum prepares students to work hard to reach their academic poten-tial, offers the assurance of comprehensive benchmarking and expertteaching, and holds students accountable for their own success. Studentsbuild a strong base of knowledge and are challenged to think criticallyabout that knowledge and how to apply it constructively and creatively.The innovation in the BASIS Upper School curriculum is that we set preciseexit criteria and then work through the academic program to set formidableyet reachable checkpoints throughout the Upper School grades.

Assessment (Grades 911)AP Board Examination Program: BASIS Upper School students take theAP exams as nal exams for many of their courses. The AP exams act

as an external benchmark to demonstrate that students have masteredthe material in the BASIS core curriculum. The innovation in using AP testsas nal exams also holds our teachers and students accountable forachievement at the very highest levels. AP exams are accepted in mostfour-year colleges and universities in the U.S., as well as in more than sixtyother countries.

BASIS FACTS

Unlike most schools that offer AP courses and exams, the BASIS Upper

School curriculum is AP-based, meaning al l students are required totake AP courses and exams as a part of the core curri culum.

All BASIS st udents are required to take six AP exams by the time theygraduate.

AP exams also count as nal exams for AP courses. This helps ensureBASIS is successful in holding students to the highest standards.

BASIS covers the cost of AP exams for all students to ensure that everystudent has access to academic opportunities and success.


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Rosemary HauserBASIS Scottsda le (2014)

GRADUATING CLASS 2011 2012 2013

AP EXAMS PER STUDENT 8.7 9.8 9.7

AVERAGE SCOREON AP EXAMS

3.6 3.8 3.6

AP EXAMS PASSED 79% 89% 84%

GRADUATING WITHAP EXCELLENCE**

65% 81% 73%

AP PROFILE TABLE

GRADE 911

MATHPre-Calculus A, Pre-Calculus B, Pre-Calculus AB,AP Calculus AB, AP Calculus BC, and Post AP (e.g.,Differential Equations, Game Theory, and Category Theor y)

ENGLISHHonors Language, Honors Literature, Honors English,AP English Language, AP English Literature, Post AP English,and Post AP Humanities

SCIENCEHonors Biology, Honors Chemistry, Honors Physics, AP Biology,AP Chemistry, AP Physics B, AP Physics C: Electricity andMagnetism, AP Physics C: Mechanics, Post AP Biol ogy,Post AP Chemistry, and Post AP Physics

HISTORY/SOCIAL SCIENCEAP U.S. Government and Politics, AP European History,and AP U.S. History

FOREIGN LANGUAGEFrench, Latin, Mandarin, Spanish, AP French, AP Latin:Virgil, AP Chinese, AP Spanish, Post AP French, Post APLatin, Post AP Mandarin, and Post AP Spanish

ELECTIVEDigital Photography, Art, Theater, Music, P.E., AP Art History,AP Music Theory, AP Environmental Science, AP Economics:

Macro & Micro, AP Computer Science A, AP Psychology,AP Statistics, and AP Art Studio [2D, 3D, and Design Portfolio)

CURRICULUM TABLE

* Refers only to campuses withgraduating classes in 2011,

2012, and/or 2013. (BASIS OroValley, BASIS Scottsdale andBASIS Tucson North).

** Students graduate with thedistinction of AP Excellence bypassing (obtaining a score of 3or higher) an AP exam in eachof the core AP disciplines.

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2014 BASIS CHARTER SCHOOLS SENIOR PROJECTS

BIOLOGY Cosmetics With A Side of Infertility Creating an On-Demand Switch for the P21 Gene Engineering a Better Tracking System

for Small Mammals Kinesiology and Muscle Development

Relationship Between Sports Making Penguins Speak Chinese Music Therapy and Autism:

Reaching through the Barrier One Note at a Time Shattering an African Rice Species Tackling Concussions One Hit at a Time:

mTBI Biomarkers

BUSINESS & ECONOMICS Effective Female Leadership - Challenges,

Tactics, and Success Internet Society, Social Media, and Business The Startup Process:

Website Development and Mobile Apps An Analysis of Offshoring and Outsourcing

in the Global Market Beast of the Far East: An Analysis of Factors

Behind Singapores Economic Success Going Public: Whats In Stock for Sprouts? Power Generation Technologies and Financing

COMPUTER SCIENCE Mind Over Matter: A Lesson to Remember Solving an Age-Old Problem:

An Examination of Robotic Assistance

CULINARY ARTS The Formation of Recipes You Are What You Eat: Whats on Singapores Plate?

EARTH SCIENCE Critical Discourse Analysis:

Glaciers and Pascua Lama Farm to Table Food Farming in the Desert: Are Bugs Our Achilles Heel? Sustainability Strategies for University of Arizona

Students

EDUCATION A Comparison of the U.S. and Mexican College

Application Processes Elementary Math and Science Education Learning How to Teach Music

ENGINEERING Characterization of Effects on Laser Ef ciency

and Yield Copper Metallization for Thin, Silicon

Heterostructure Solar Cells Graphics Cards and their Scienti c Application Human-Computer Interaction Rocket Design and Fabrication The Engineering/Design Process: Is it Worth It? Volatilis Cinere:

A New Application of Model Rocketry

LITERARY THEORY Graf ti, Dipinti and Twitter:

From Ancient Walls to Digital Walls Carl and Rachels Literary Adventure:

Writing a Novel Drawing for Children is Not Childs Play How Its Made: Novel Edition

MATHEMATICS Data Analytics and the Modern World:

Big Data and Big Problems Mathematical Modeling: Maximizing Ef ciency Sprouting Growth: The Future of Predictive Analytics

MEDICINE A Comparison of Geriatric Dentistry in India

and the United States Burn Trauma Treatment Methodologies Effectiveness of Robotic Surgery for Bladder

Cancer Treatment Interleukin-6 in Bone Metastasized Cancer

and Cancer Pain Isolating Circulating Tumor Cells through

Micro uidic MicroChannels Leukemia and Human Growth Hormone Life After Surgery:

A Study on Post-Operative Depression Lipid and Carbohydrate Metabolism:

The Management of Chronic Disease Medical Science Education and Health Literacy MLH1 Gene and Cancer Pictures of the Mind: How Alzheimers Develops RNA granules and their connection to ALS,

TDP-34 and glia cells in the neuromuscular junction Sepsis Associated Kidney Injury and Multiple

Organ Dysfunction Syndrome The Correlation between Macular Thickness

and Age of the Eye

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CLUBS AND EXTRACURRICULAR ACTIVITY OPTIONS

Acting for the Camera 1

Art Club

Art Society

Badminton

Band

Basketball

Biotech Club

Board Game Club

Bogglers

Brazilian Soccer Club

Chess Club

Chinese Club

Comedy Club

Cricket

CSI Investigation

Dodgeball

Drama Club

Enviroclub

eSports

Fencing

Filmmaking Club

Flag Football

Floor Hockey

Foosball Club

French Club

Guitar

Hiking Club

Improvisation Club

International Club/Model UN

Journalism

Juggling Club

Junior HighCross Country

Junior VarsityCross Country

Lacrosse

Latin Society

Leadership Program

Literary Arts Magazine

Math Counts

Minecraft Club

Music

National Honor Society

National JuniorHonor Society

Newspaper

Orchestra

Philosophy ClubPhysics Olympiad

Piano

POWER

Puppet Club

Quizbowl

Recycling andEnvironmentalCommunityService Club

Red Cross Club

Renewable Energy

Robo-Rocketry

Rock Climbing Club

Science Bowl

Soccer

Spanish Club

Spelling Bee Club

Strings

Tennis

The Web Dev Club

Theatre

Toastmasters

Tri-M

Typing Club

United Studentsof BASIS Society

Volleyball

WordMasters

Yearbook

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CLUBS AND EXTRACURRICULAR ACTIVITIESEach BASIS charter school offers a wide array of clubs and extracurricular activitiesand each schools offeringsare aligned with the desires and talents of students on that campus. Thousands of BASIS students, each year,partake in and explore their interests outside of the classroom. Some of our extracurricular activities are the sameevery year, but some arise organically, just like the minor variations i n the daily happenings in our schools, eventhose merely miles from one another. Our students are the lifeblood of our campuses, and just as they ll our classrooms with aptitude and intellect, their focus on activity before and after school thrums with ardent effort,nuanced attention, and well-earned success.


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2013 AIMS MATH

PERCENT EXCEEDING | BASIS VS. AZ

GRADE 5

GRADE 6

GRADE 7

GRADE 8

HIGHSCHOOL

0 20 40 60 80 100%

2013 AIMS MATH

PERCENT PASSING | BASIS VS. AZ

GRADE 5

GRADE 6

GRADE 7

GRADE 8

HIGHSCHOOL

0 20 40 60 80 100%

2013 AIMS WRITINGPERCENT EXCEEDING | BASIS VS. AZ

GRADE 5

GRADE 6

GRADE 7

HIGHSCHOOL

0 20 40 60 80 100%

2013 AIMS WRITINGPERCENT PASSING | BASIS VS. AZ

GRADE 5

GRADE 6

GRADE 7

HIGHSCHOOL

0 20 40 60 80 100%

AIMS RESULTSThe Arizona Instrument to Measure Standards, or AIMS, is a Standards Based Assessment administeredby the state of Arizona Department of Education. The exam is administered to students in all Arizonapublic schools, including charter and district schools. AIMS measures student pro ciency of the ArizonaAcademic Content Standards in wr iting, reading, mathematics, and science, and is required by stateand federal law.


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DEMONSTRATED EXCELLENCE:

AP TESTINGADVANCED PLACEMENT RESULTSThe College Boa rds AP exams are formulated as a means of assessingcollege readiness. Exams are scored on a scale of 1 to 5. A score of 3 points orhigher indicates that a student is capable of completing introductory level col-lege coursework successfully. Students who score 3 points or higher are grantedplacement and/or credit at about 90% of four-year colleges and universities inthe U.S., according to The College Board.

While most American schools allow only top-performing students to take APcourses and AP exams beginning in 10th or 11th grade, BASIS charter schoolsrequire all students to participate in AP courses and testing beginning in 9thgrade. Our academic program involves students taking a minimum of eightAP courses and at least six AP exams during their high school tenure, with theseexams counting as nal exams in a given course. Despite being younger and inlower grade levels, BASIS students perform exceedingly well on AP exams whencompared with their peers across the country.

ADVANCED PLACEMENT PERFECTIONIn the autumn of 2013, BASIS schools celebrated with BASIS Scottsdale sopho-more student Young Han Kim for earning a perfect score on an AP exam.

Kim, known as Eric to his friends, family, and BASIS teachers, was just a freshmanat the time of the test in May 2013 and one of 104,612 students who took theAP Calculus BC Exam. Of those students, just eleven received perfect scores,and this i ncludes answering every multiple-choice question correctly, as wellas receiving maximum scoring on each of the essays in the free-responsesection of the exam.

Eric obviously received the top score of 5 on this AP test, something that wasearned on only 14.3% of the 3,938,100 total AP exams taken in 2013. Erics mathteachers at BASIS were extremely proud of his incredible accomplishment, aswere his classmates and the entire BASIS community.

Eric also became something of a local television star after receiving his score,as several Phoenix-area news outlets ran pro les on him. Besides being anexcellent studentparticularly in mathematicsEric is also an excellent singerand musician, among other pursuits.

Source Graph (right): The College Board (2013), AP Data.

DISCLAIMER: AP is a registered trademark of the College Board, which was notinvolved in the production of, and does not endorse, thi s product.


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ART HISTORY

0 20 40 60 80 100%

BIOLOGY

CALCULUS AB

CALCULUS BC

CHEMISTRY

CHINESE LANGUAGE & CULTURE

COMPUTER SCIENCE A

MACRO-ECONOMICS

MICRO-ECONOMICS

ENG. LANGUAGE & COMPOSITION

ENG. LITERATURE & COMPOSITION

ENVIRONMENTAL SCIENCE**

EUROPEAN HISTORY

FRENCH LANGUAGE & CULTURE

GERMAN LANGUAGE & CULTURE

COMPARATIVE GOV. & POL.

U.S. GOVERNMENT & POLITICS

HUMAN GEOGRAPHY

PHYSICS B

PHISICS C: MECHANICS

PSYCHOLOGY

SPANISH LITERATURE & CULTURE

SPANISH LANGUAGE & CULTURE

STATISTICS

U.S. HISTORY

WORLD HISTORY**

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2013 AP RESULTSTEST TAKERS SCORING 3 OR HIGHER (%) | BASIS* VS. GLOBAL

BASIS*Global

*Based on the results for matureBASIS Schools:BASIS Oro Valley,BASIS Scottsdale,BASIS Tucson North.

**Majority of BASIStest takers were 8thgrade students.


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MERIT AWARDS AND DISTINCTIONSBASIS graduates earn a great deal of scholarshipawards and money, based on their academic

achievement throughout their high schoolcareers. BASIS works tirelessly for our students tosucceed in our classrooms and on exams, bothfor the sake of acquiring knowledge, and asa way to light the path of learning for the nextacademic challenge.

We stand shoulder-to-shoulder with our studentsand fully advise and assist them as they embarkon the process of applyin g to colleges anduniversities. In fact, we use it as a learning andteaching opportunity, and one of great import.Of course, we are also always extremely proud

when our students earn awards and scholarships,which provide a great deal of signi cance astheir next academic quest begins to take shape.

National Merit ScholarshipApproximately 1.5 million students participatein the Preliminary SAT/ National Merit ScholarshipQualif ying Test (PSAT)/NMSQT). Roughly 1% ofhigh school seniors nationwide receive recogni-tion as a National Merit Finalist; in 2013, morethan 10% of BASIS seniors earned that samerecognition.

BASIS Scholarship Money Awarded: In 2013,

BASIS graduates applied more than $2,600,000in merit scholarships to the colleges they choseto attend. Additionally, 2013 BASIS grads eachearned an average of $138,572 in mer it aid,combining for a total of $14,392,656 in earnedscholarship money.


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COMMENDEDSCHOLARS

SEMIFINALISTS FINALISTS HISPANICFINALISTS

NATIONALACHIEVEMENT

13.3%

2%

13.3%

1%

10.6%

0.9%

5.3%

0.3%0.9%

0.1%

BASIS

U.S.

2013 NATIONAL MERIT SCHOLARSHIPAWARD RECIPIENTS

BASIS VS. U.S.

*Refers only to BASIS schools with graduating classes in 2013(BASIS Oro Valley, BASIS Scottsdale, and BASIS Tucson North).

Source: National Merit Scholarship Corporation (2013).

MERIT AID

TOTAL MERIT AIDEARNED BY ALL 2013

BASIS GRADUATES

$14,392,656

AVERAGE MERIT AIDEARNED BY EACH 2013

BASIS GRADUATE

$138,572


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DISTRICT/CHARTER* GRADE POINTS

BASIS SCHOOLSA 161

BENSON UNIFIED SCHOOL DISTRICT A 161

VAIL UNIFIED DISTRICT A 157

CATALINA FOOTHILLS UNIFIED DISTRICT A 155

QUEEN CREEK UNIFIED DISTRICT A 154

CAVE CREEK UNIFIED DISTRICT A 153

HIGLEY UNIFIED SCHOOL DISTRICT A 151

ARIZONA AGRIBUSINESS & EQUINE CENTER HIGH SCHOOLS A 150

BALL CHARTER SCHOOLS A 150EDUPRIZE SCHOOLS A 150

2013 TOP SCHOOL DISTRICT & CHARTER HOLDER RANKINGSBASED ON ARIZONAS A-F LETTER GRADE ACCOUNTABLE SYSTEM THAT MEASURESSTUDENT GROWTH (50%) AND ACADEMIC OUTCOMES (50%)

2013 BASIS GRADUATESMEETING CAMBRIDGE & OXFORD

ADMISSIONS CRITERIA

CAMBRIDGE OXFORD

27.1%

37.4%

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*Districts and Charter holders were required to operate multiple school sites to qualify.

Source (graph - left): College Board (20082013).Source (graph - right): calculated based on AP data provided by the College Board (2013).Source (table): Arizona Department of Education (2013).

AP PASSING POINTS

2008 2009 2010 2011 2012 2013

1000152

12421857

3818

5332

1104189 258 338

948 1535 1015

16842496

3445

6512

10869

Passing Points

Enrollment

Test Takers


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OECD TEST FOR SCHOOLS (BASED ON PISA)The BASIS mission is to offer American students the type of education that students receive in top-performing school systems around the world. BASIS Tucson North and BASIS Scottsdale were two of105 U.S. high schools that participated in a 2012 pilot program of the OECD Test for Schoolsbasedon the highly respected Program for International Student Assessment exam, or PISA.

The OECD Test for Schools is a school- level assessment tool that measures critical thinking skills andhow well 15-year-olds can apply their knowledge of reading, math, and science to real-worldproblems. PISA is unique in that it assesses a students ability to think critically, reason, solve prob-lems, and communicate their thoughts in a compelling way. The standardized test is taken by morethan a half-million students worldwide and it also enables participating schools to benchmark theirresults against other educational systems and countries around the world that participate in PISA.

The results of the pilot showed that BASIS.ed students outperformed students in every country thatparticipated in the 2009 PISA, scoring in the top 1% of the worlds schools in reading and math

and the top 5% in science:

In 2012, teenagers at two Arizona BASIS schools took a special new version of the PISAtest The results were breathtaking. The average BASIS student not only outperformed thetypical U.S. student (by nearly three years in reading and science and four years in math) butoutscored the average student in Finland, Korea, and Poland, as well. These kids even did betterthan the average student from Shanghai, China, the nation that ranked number one in the world

Amanda Ripley (Simon & Schuster, 2013). The Smartest Kids in the World and How They Got That Way

Further, the PISA test shows what a vast number of teachers, parents, and analysts already know:

that a large percentage of American middle class high schools have not kept pace with schoolsfrom the same socioeconomic backgrounds in a vast number of high-per forming or evenaverage-perfor ming countries. The outstanding results from BASIS charter school students,however, were a bright lighta true exception to this nding.

In the 201314 academic year, 15-year-old students at four BASIS charter schools took the OECDTest for Schools: BASIS Chandler, BASIS Oro Valley, BASIS Scottsdale, and BASIS Tucson North (resultsnot available at time of publication). In the coming years, students at additional BASIS campuseswill take the exam when those campuses meet the threshold for the requi site number of15-year-old students.


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MATH READING SCIENCE

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GLOBAL COMPARISON2009 PISA RESULTS AND 2012 OECD TEST FOR SCHOOLS RESULTS | BASIS VS. OTHER EDUCATIONAL SYSTEMS

Source: OECD, How Your School Compares Internationally: OECD Test for Schools (Based on PISA)Pilot Trial,BASIS Scottsdale, http://www.oecd.org/pisa/pisa-basedtestforschools, 2012.


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Lily ParishBASIS Oro Valley (2013)

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COLLEGE ACCEPTANCEUpon completing our accelerated, rigorous academicprogram, BASIS graduates are prepared to enter some ofthe nations and the worlds most distinguished collegesand universities. In fact, many of our graduates enter col-lege as rst or even second semester sophomores andcontinue the academic success they began at BASIS.


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2013 BASIS GRADUATES COLLEGE ACCEPTANCES

Princeton University Harvard College Columbia University Columbia/Sciences

Politiques Stanford University University of Chicago Duke University Dartmouth College John Hopkins Univ. Brown University Cornell University Univ. of Notre Dame Emory University Georgetown University University of California,

Berkeley Carnegie Mellon Univ. University of California,

Los Angeles Tufts University University of North

Carolina, Chapel Hill Brandeis University New York University Georgia Institute of

Technology Case Western Reserve

University Pennsylvania State

Univ. Univ. of California, Davis University of California,

San Diego Boston University Lehigh University Rensellaer Polytechnic

Institute University of California,

Santa Barbara University of Illinois-UC Northeastern University Univ. of California, Irvine University of California,

Irvine Honors George Washington

University

University ofWashington, Seattle Fordham University Univ. of Connecticut Syracuse University Purdue University Michigan State Univ. American University Baylor University Clark University Stevens Institute of

Technology University of California,

Santa Cruz University of Colorado,

Boulder Auburn University Florida State Honors University of Denver Drexel University Loyola University North Carolina State

University Illinois Institute of

Technology University of Oregon

University of California,Riverside University of Dayton University of Arizona University of Arizona

Honors Colorado State Univ. Seton Hall University University of Arkansas Hofstra University New School Arizona State University Howard University

Arizona State University- Barrett Honors St. Johns University University of Alabama University of Alabama

Honors University of Wyoming

Azusa Paci c Univ. Kent State University Northern Arizona Univ. Northern Arizona

University Honors University of

Massachusetts Boston McGill University University of British

Columbia Rose-Hulman Institute

of Technology Amherst College Swarthmore College Bowdoin College Middlebury College Pomona College Carleton College Davidson College Haverford College Harvey Mudd College Grinnell College Colgate University Smith College Bates College Macalester College Oberlin College Bryn Mawr College Colorado College Barnard College Kenyon College Bard College Mount Holyoke Coll. Occidental College SOKA University Skidmore College College of Wooster Illinois Wesleyan Univ.

Lewis and Clark Coll. Reed College St. Marys College Allegheny College New College of Florida Bennington College Hampshire College

Coe College San Diego Christian

College Sarah Lawrence Coll. Carrol College Creighton University Trinity University Fair eld University Gonzaga University Mills College Seattle University Chapman University Rochester Institute of

Technology Ithaca College University of Portland California Polytechnic

State University Emerson College College of Charleston University of Redlands Evergreen State Coll. Univ. Puget Sound California State

University, Fullerton Kings College Humboldt State Univ. San Francisco State

University Univ. of New Haven Caldwell College Grand Canyon Univ. Montana Tech Boston University CAP 21 Imperial (UK) Keele University New York University,

Shanghai Univ. of Washington

Honors University of Maryland

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Hyun JunBASIS Tucson Nor th (2014)

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BASIS GRADUATES: WHATS YOUR STORY?The BASIS academic program is among the best in the country when it comes to preparingstudents for the intense study required at the upper levels of college. BASIS keeps tabs on ourgraduates as they venture off into the wide world of higher education and the workforce.


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Alum Story #2ANDREW SHABILLA BASIS Scottsdale, Class of 2010ASU Barrett Honors, Chemical Engineering

Since graduating from BASIS, I have been attendingASU Barrett Honors College and studying chemicalengineeringwhich has allowed me to conduct alot of hands-on lab work. I am involved with ASUsScience is Fun program where I am part of a teamthat travels to elementary, middle, and high schoolsto speak and show students how fun science reallyis. We teach them about learning science from adifferent perspective, and making learning sciencefun. I enjoy working with kids, and showing them adifferent way of looking at science.

Right now, Im in my last semester of work to ear nmy degree, and working as a consultant to the labI rst worked in when started at ASU. Im also excitedto be focusing my research in a different direction

reverse osmosis membranes while activelyinterviewing for chemical engineering jobs.

I was recently asked how to describe myself. I wouldsay inquisitive, strong willed, loyal, and hard working.

Next up for me is nding a Technical Engineering joband in ten years, Id hope to have a Mastersin Engineering, and working to advance public well-being, via the eld of environmental engineering.

When I think of my BASIS experience, I think ofteachers who are actively interested in the successof their students. Regarding my AP science coursesand exams, I would say that the material gave mea very good foundationI still use what I learned inall my AP science courses today. I have no regretsabout my BASIS academic experiencealthoughI would say I loved hearing teachers teach from their

own professional experience, and it would be greatif teachers (at BASIS and everywhere) did a lot moreof that. When I think of how I was challenged atBASIS, I would say its just the right amountneither

too much nor not enough. It wasnt quite like thechallenge I faced when I entered the engineeringprogram at the universit y levelbut it taught mehow to deal with challenge and the bene t of chal -lenge. I like challenge. BASIS prepared me for it.

I was able to skip many of the 100 level/pre-requisitecourses in college, mostly because BASIS gives a

broader experience in scienceemphasizingbiology, chemistry, and physics instead of limitingfocus on science as one general area or course.The emphasis on English language and writing(while I didnt always care for it at the time) wasreally a big help at the college level. Being ableto write coherently and effectively convey theintended message is very helpful. BASIS gave methe foundation needed to pursue my chemicalengineering study, and future career in that eld.

If I had to deliver advice to my younger self, whenI started my BASIS schooling, I would say, rst, dontsweat the tests so much. And even though you thinkhomework, tests, etc., are all a big pain, in the grandscheme of things it is actually a very powerful toolfor your futu re. Its not always what you learn butwho you become when you learn.

Finally, I was also recently asked to describe one ofmy most memorable BASIS moments. I guess I wouldsay there were many great moments, but getting tohang-out with D-Mose when not in the class-room was excellent.*

*The 2010 seniors affectionately referred to Diane Moser, the founding Di rector and Head of Sch ool

of BASIS Scottsdale, as D-Mose. Her guidance and support forged a friendship that exists to this day.


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Harsh PatelBASIS Fla gstaff (2014)

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Lauren TraasdahlBASIS Mesa (2014)

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SUPPORTBASIS

Public funding is often insuf cient to support excellence. For BASIS to continue providinga world-class education to all who choose this program, we must rely on the supportof our parents, community members, local busi nesses, and foundations to meet our

funding needs.

THE ANNUAL TEACHER FUNDThe Annual Teacher Fund helps BASIS recruit, retain, and reward high-per formingteachers. With private contributions from BASIS parents and community members,BASIS rewards teachers for student learning gains through merit-based bonuses. As acharter school, BASIS receives less state and local funding per student than traditionalpublic schools, maki ng it unfeasible to pay faculty much more than the averageteacher salary without the help of the Annual Teacher Fund.

THE NEW SCHOOLS DEVELOPMENT FUNDAfter fteen years of operating two now nationall y ranked schools and followingthe beginning of an expansion process that has opened eight more excellent BASIS

charter schools in Arizona since 2010, BASIS continues to grow, with hopes of offeringa world-class education to even more students. The New Schools Development Fundcovers the costs associated with starting new schools, thus continuing our mission toraise the standards of American K12 education to internationally competitive levels.Plus, in the future, we would like to have the capability to identify and support locallevers of change to create a charter-friendly environment in additional states.

STARS TUTORING PROGRAMRecognizing that incoming BASIS students come from all levels of academic prepared -ness, BASIS created the STARS Tutoring Program to support students in achieving gradelevel readiness. STARS not only introduces BASIS expectations and school culture topre-enrolled students, but also helps prospective students to develop the core compe-tencies necessary for long-term academic success at BASIS.

EXTRACURRICULARS FOR ALLAny additional programs or activities that are scheduled before and after theInstructional Program, during weekends, and during the Summer Term not coveredby state funding, are funded through a student fee associated with each activity. Toprovide greater access to these programs and activities for all BASIS students, BASIS hascreated a fund to defray the program costs for families unable to pay the student fee.

SENIOR PROJECT DEVELOPMENT FUNDA BASIS education cultivates students who are highly engaged, inquisitive, andautonomous learners. The Senior Project is the culmination of the BASIS high schoolexperience. After three-and-a-half years of intensive academic college preparation,BASIS seniors are ready to spend the nal months of their high school careers applying

what they have learned in previous years to an independent project that explores theirindividual path of learning and future course of study. Students embark on a mentor-guided program of academic inquiry with l imitless possibilities. Senior Projects varyfrom internships in university level research laboratories to eldwork abroad. Thisprogram has been rmly established in our legacy schools, but additional funding isrequired for scholarships and to continue rolling out Senior Projects in our newer schools.


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BASIS SCHOOLS EXPANSIONSince BASIS Tucson opened in 1998, followed by BASIS Scottsdalein 2003, the charter schools managed by BASIS.ed have grown toserve more than 7,500 students on twelve campuses, including tenin Arizona, one in Washington D.C., and one in San Antonio, Texas.

The rst BASIS charter primary school opened in 2013 in Tucson,extending the reach of the now-renowned academic programto younger students. These students have proven just as eageras their older counterparts to learn from smart teachers wholove teaching.

BASIS.ed continues to manage our successful BASIS charter schoolsand will manage several new charter schools in the 20142015academic year. In addition to the unending focus on charter

schools, BASIS.eds Independent School Division is also now man-aging applications and admissions for BASIS Independent Brooklynand BASIS Independent Sil icon Valley, both opening in 2014.

The mission of BASIS.ed and BASIS charter schools has always been,and will always be, to raise the standards of American educationto the highest international l evels.

In many places, that is attainable via the charter school model. Butin other locations, a private school is a better t. The private schoolgives BASIS.ed the opportunity to expand access for more students.BASIS.ed will continue in its efforts to provide an outstanding, world-class education to the maximum number of students, no matterwhere they live.

2014 BASIS Schools, Inc. Al l rights reser ved.

BASIS is a trademark or registered trademark of BASIS Schools,Inc. BASIS Educational Group, Inc., BDC A Public Charter School,Inc., BTX Schools, Inc., and BASIS Independent Schools, LLC.


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BASIS SCHOOLS, INC.BASIS AhwatukeeBASIS Chandler

BASIS FlagstaffBASIS MesaBASIS Oro ValleyBASIS Oro Valley PrimaryBASIS PeoriaBASIS PhoenixBASIS Phoenix CentralBASIS PrescottBASIS ScottsdaleBASIS Tucson NorthBASIS Tucson K6

ASSOCIATED SCHOOLSBASIS San AntonioBASIS San Antonio NorthBASIS Washington D.C.

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