1 Letter from Head of School Board of Directors A Pawsitive Presence on Campus A Dream Space Becomes Reality at The Tuttle School How the Workforce Program Is Shaping Futures at Tuttle Outdoor Learning Takes Root at Briarwood Community and Transformation The Mustang Volunteer Program Learning Beyond the Classroom The 2024–25 Speaker Series Brings Expert Voices
A Special Shout-out to our 2024-25 MVP Officers and Committee Chairs!
Empowering Communication
Speech and Language Services at The Briarwood and Tuttle Schools
Ready for Transformation Briarwood Athletics Reach New Heights in 2024-2025 Season
Returning to Their Roots One Tuttle Family Finds Their Way Home
Finding His Smile One Family’s Journey to Briarwood A Place to Grow
How Briarwood Changed the Munz Family’s School Experience
Honoring Our 2025 Scholarship Recipients
David Mendlewski HEAD OF SCHOOL
Dear friends,
At Briarwood and Tuttle, we have spent over five decades cultivating an environment where students are understood, celebrated, and empowered. Since our founding in 1967, our mission has remained the same: to teach students the way they learn best. Every child who walks through our doors is met with a learning experience designed just for them — one that fosters confidence, curiosity, and a deep sense of belonging.
We know that no two learners are the same, just as no two schools are exactly alike. What makes our community so special is the opportunity to have two distinct schools under one roof. While Briarwood and Tuttle serve different student populations, we are united in our mission, in our core values, and in the way we support one another. This shared purpose strengthens everything we do, allowing each student to grow in an environment where they feel seen, valued, and capable of success.
Our approach is rooted in the belief that every student deserves an education tailored to their needs. In our small classes, students thrive with individualized attention, structured support, and an atmosphere that encourages both academic growth and self-discovery. From thoughtfully designed sensory spaces to the beauty of our outdoor classroom, every corner of our campus reflects our commitment to providing students with the tools and environment they need to reach their full potential.
For many of our students, Briarwood and Tuttle are the first places where they feel truly understood. In a world that often defines learners by their challenges, we see their strengths, their creativity, and their capacity for transformation. Our diagnosticprescriptive approach ensures each student’s journey is uniquely shaped to meet their needs, empowering them with the skills, confidence, and independence they will carry for life.
The stories in this magazine are a testament to that impact. They highlight athletic champions and student accomplishments, new schedules and new families, an engaging speaker series, and powerful speech-language programs. From the wag of pet ambassador Winston’s tail to the joy of connection during Community Time, each moment we share here is one piece of a larger story. A story of growth. Of community. Of confidence.
As you read through the Mustang Review, I hope you feel the heart of our schools: the pride, the purpose, and the profound sense of possibility that define our community.
Head of School
Board
Vita Goodell
Mark Kelly
David VanHorn
Barbara Bellatti
Peggy McGaughy
Suzanne S. Shelton
Vivian Streit Shudde
Nicholas N. Shum
Yvonne Tuttle Streit
J. Scott Thompson
Aaron Young
of Directors Founder of The Briarwood & Tuttle Schools Board Chairman
Minds at Work
Amazing
Wired
The Lower School Science Fair was a dynamic showcase of curiosity and creativity, with students incorporating technology to enhance their presentations. From digital slideshows to videos documenting their experiments, students used a variety of tools to clearly communicate their scientific processes and findings. The integration of technology not only brought their projects to life but also helped develop their skills in digital communication and presentation — an essential part of 21st-century learning.
When Winston trots down the halls of The Briarwood and Tuttle Schools, smiles grow, and stress melts away.
The 2 ½-year-old Cavalier King Charles Spaniel is more than a cute face. He is the schools’ official pet ambassador. Since August 2024, he has provided comfort and connection to students, teachers, and staff.
Winston belongs to Erica Zack, executive assistant to the head of school, who saw the dog’s potential early on.
“I knew the Cavalier temperament and how good they are with kids,” said Zack. “And I work at a school, so I knew it would be a good fit. It would enrich his life and the lives of students and be a great asset to the community.” After a few
A Pawsitive Presence on Campus
interviews with Human Resources, Winston showed that he’d be a great fit.
Winston became a certified Canine Good Citizen before beginning his campus duties. His calm demeanor and gentle nature have made him a trusted furry friend to many. From helping students manage anxiety around tests to serving as a cheerful classroom visitor, he has found his rhythm in the school day.
“I really love how Winston can walk up to anyone and just immediately calm them down,” said one Upper School student. “He distracts me from any stress I might be feeling.”
Teachers say Winston’s presence brings more than just cuddles. His daily potty breaks, often accompanied by staff, offer quick moments of peace during a busy school day and even a chance for creative outdoor learning.
“You can really tell the difference before and after Winston visits a classroom,” said Lilly Chapman, Lower School counselor. “He’s a great tool for taking away that common stress students can feel in a classroom.”
Lower School students agree.
“Thursdays are my favorite days because I know that’s when Winston is here!” said one student with a smile.
For Zack, Winston is more than her first dog. He is a piece of a lifelong dream.
“I’ve always loved the breed. My aunt Amie loved Cavaliers, and I’ve always heard that they’re the closest dog in personality to a cat,” she said. “And I have four cats — three Scottish Folds named Lilly, Panda, and Lion, and a tuxedo mix named Rexy.”
Zack never expected Winston to make such a quick impact.
“I’ve never had a dog before, and I think everyone should experience that in their life,” she said. “It really got my attention, the number of times people told me to get a dog because it would be such an adventure. They were right.”
Whether he is greeting students in the morning carpool line or curling up during a counseling session, Winston is proving that sometimes the best kind of support comes on four paws.
A Dream Space Becomes Reality at The Tuttle School
In 2025, The Tuttle School officially opened its new sensory room, welcoming donors, parents, and staff to celebrate the launch of a space built just for Tuttle students.
The ribbon-cutting event marked the debut of a room designed to provide Tuttle students with an immersive, engaging, and personalized environment that supports their physical and emotional regulation. It was a moment that had been months in the making.
“I can’t even begin to explain the impact that room has had on our students,” said Beverly Brinkmeyer, director of The Tuttle School. “It’s already making a huge difference.”
Amanda Perches, an occupational therapist and founder of Sensational Spaces, designed the sensory room. Perches worked closely with Tuttle’s students throughout the design process to ensure the space reflected their needs and preferences.
“I work with a lot of the students here during OT sessions, so when designing the space, I really valued their opinions,” Perches said. “I gave them different things to look at, play with, climb on — you name it, they tested it. The final result gives us
a space that every child can enjoy differently.”
The room features visual elements like adjustable lighting, calming color projections, soft music, and nature sounds to support auditory regulation. Tactile panels, plush seating, and weighted blankets allow for sensory engagement. Students also benefit from interactive equipment like fiber optic lights and motion-based features that invite exploration.
Kinesthetic tools, including swings, compression items, rock walls, and movement-based stations, help students feel more centered and in control of their bodies.
Before the room opened, teachers often had to help students manage emotional overload or sensory dysregulation in a traditional classroom setting. Now, they have a space that more effectively supports those needs.
“This is a dream space,” said Tyra
Stevens, director of athletics and assistant director of Tuttle. “It really has changed how we can assist our students.”
Whether it is a quiet moment to regroup or an active session focused on body awareness and movement, the new sensory room offers students a space to feel safe and supported.
“It was built with our students in mind,” Brinkmeyer said. “And you can see it in how they light up when they walk in.”
Class of 2025Congratulations
Ms. Anderson's Valediction
Each of you has the ability to say yes to the right invitation and each of youjust as vital- has the bravery to say NO to the wrong invitation.
Let moral intuition be your rudder as you sail on these new untested waters where you will discover your direction and your passion and where you will forge connections with people who support you in your journey.
Class of 2025, make supportive, sustaining connections and be smart and brave and safe.
How the Workforce Program Is Shaping Futures at Tuttle
When Tuttle Pathways students step into the kitchen at Lakeside Country Club, they’re all smiles.
Tuttle School students have the opportunity to participate in a unique partnership between Tuttle’s Pathways Program and Lakeside Country Club. Now five years strong, the partnership was born out of a simple question: how can we help our students build real-world skills that support lifelong independence?
Hailey San Juan, who has taught in the Pathways and Workforce Program at Tuttle for the past ten years, took the first step.
“I reached out to Lakeside’s general manager and shared our vision, which is that our students are looking for opportunities to grow their work skills and independence,” she said. “I asked if they’d be open to partnering with us. And they were.”
Since then, the connection with Lakeside has become essential to the workforce curriculum. Students work directly with Shannon Ladd, the club’s Banquets Director, who offers a range of hands-on tasks tailored to each student’s ability level.
Over the course of the semester, students have polished glasses, folded towels and linens, restocked pantry items, and even prepped food alongside professional chefs.
“Lakeside is a place where our students can build independence in a real work environment,” Hailey said. “It boosts their confidence and helps them start to think about what kind of job they might want one day. They’re practicing skills and planning for their futures.”
Two Tuttle students were awarded official sous chef jackets this spring and invited to make their own flatbreads with the kitchen team. They prepared pizza dough, sliced vegetables, and brought their creations to life with support from the chefs they’d spent the semester learning from.
“Experiences like this show our students what they’re capable of,” Hailey said. “And that kind of belief in themselves is where real growth begins.”
Outdoor Learning Takes Root at Briarwood
On a humid Houston morning, the delivery of several hundred pounds of tree desks and seats marked the arrival of a new outdoor classroom at The Briarwood and Tuttle Schools. Positioned just behind the playground, this natural learning space is now a favorite among students and teachers.
“Our students and teachers love the outdoor classroom space because it gives them a chance to step outside of that traditional classroom environment for a lesson or two,” said Amy Traynor, Director of Middle School. “It’s a refreshing change that enhances engagement.”
The outdoor classroom was designed and built by Bienenstock Natural
materials like logs, rocks, and plants to foster creativity and exploration.
Research supports the benefits of outdoor learning environments. According to the American University School of Education, outdoor classrooms can improve focus, reduce stress, and enhance cognitive function. They also encourage physical activity, which is linked to better overall health and academic performance.
This space also strengthens a key learning experience pillar at the schools: multisensory instruction. By incorporating movement, touch, sight, and sound into lessons, students engage more deeply
with content and build lasting connections to what they’re learning. The ability to move their bodies, feel the texture of natural materials, and learn in a dynamic environment supports the way many of our students process and retain information. Physical movement isn’t a break from learning — it’s an essential part of it.
Learning Beyond the Classroom: The 2024–25 Speaker Series Brings Expert Voices to Families
Supporting students also means supporting the adults in their lives. That’s the idea behind the Parent Education Speaker Series, a yearlong initiative offering free learning sessions designed specifically for Briarwood and Tuttle families.
Held in the fall, winter, and spring, the speaker series brings nationally recognized experts in education, child development, and social-emotional learning to campus. While faculty and staff participate in extended daytime sessions, parents are invited to talks tailored to family life and the home-school connection.
“Our goal is to equip families with tools that align with what we’re doing in the classroom,” said Matthew Giorgio, Director of Curriculum and Instruction. “These speakers are leaders in their fields, and each helped us deepen our shared understanding of how our student populations learn best.”
The 2024-25 speaker lineup began in August with Sarah Ward, M.S., CCC-SLP, an internationally recognized expert in executive function. Her presentation, “The 360 Thinking Model: Breakthrough Strategies to Develop Independent Executive Function Skills,” offered practical takeaways for building independence, time management, and planning skills in students with learning differences.
In January, Renee Attaway-Storer led a parent session on social thinking, offering strategies to support students with social-cognitive differences. A longtime clinician, educator, and camp director, Attaway-Storer also hosted a full-day professional development session for faculty and staff to explore how Social Thinking® can be embedded into schoolwide practice.
The series wrapped up in March 2025 with Erik Shonstrom, an Assistant Professor at Champlain College and author of The Wisdom of the Body. His talk, “Bodies Matter in School,” focused on the connection between embodied cognition, movement, and outdoor learning — a timely topic as our schools continue to expand outdoor education offerings.
Each speaker’s visit is thoughtfully structured to include time with teachers and time with parents — a model that ensures the entire school community benefits.
“The opportunity to learn from the same expert voices together as educators and families is powerful,” said Giorgio. “It creates continuity, shared language, and a greater sense of purpose in how we support our students.”
All parent sessions are free and open to Briarwood and Tuttle families. To view the 2025-26 Parent Education Speaker Series schedule, please visit briarwoodschool.org/events-at-briarwood.
Community and Transformation: The Mustang Volunteer Program
At The Briarwood and Tuttle Schools, “community” isn’t just something we say. It’s something we live every day.
At the center of that spirit is the Mustang Volunteer Program (MVP), a group of dedicated family members and friends who help make our schools stronger. Formerly known as Friends of Briarwood, the MVP supports both schools through volunteer work and fundraising, all while upholding our mission and values.
This year, MVP President Kim Dadd is leading members with heart and enthusiasm.
“The MVP is a special place for all of us, just like Briarwood and Tuttle are home for our children,” Kim shared. “We give our time and talents to support events, classroom activities, and the faculty and staff who show up for our kids every day. Whether this is your first or fifteenth year here, the MVP is for you. Join us for a monthly meeting, enjoy breakfast, and grab a fancy coffee from the Pathways Café. We’d love to have you.”
Volunteers Mustang
A special shout-out to our 2024-25 MVP Officers and Committee Chairs!
Kim Dadd, MVP President
Elizabeth Jennette, MVP Vice President
Amy Ghiselin, MVP Secretary
Kim Osborn, Hospitality Chair
Jane Petty, Open House Chair
Aileen Fox, Book Fair Chair
Marissa Morgan, Staff Appreciation Chair
Danielle Burkhart, Friends for Life - Tuttle Liaison
Marci Boyd and Christina Grandy, Mustang Roundup Chairs
Hollie Casas and Stephanie Gabelnick, Booster Club Chairs
Stefanie Marsh, Homecoming Chair
Heather Huddleston, Mum Making Chair
Shannon McNally and Meghan Westcott, Fall Fest Chairs
Alison Technik and Sara Morton, Parent Liaisons - Primary
Natalie Meade, Victoria Clites, and Kim Dadd, Parent Liaisons - Intermediate
Audrey Brown, Parent Liaison - 5th
Elizabeth Jennette, Parent Liaison Chair and Parent Liaison - 6th
Laura Filippone, Parent Liaison - 7th
Carol Neslony, Parent Liaison - 8th
Allison Cattan, Parent Liaison - 9th and 10th
Jane Petty, Parent Liaison - 11th and 12th
Danielle Burkhart, Parent Liaison - Tuttle
For corrections with our apologies, please email jerickson@briarwoodschool.org
A Night to Remember
What a night! On March 1, more than 200 guests joined us for a sparkling evening in Monte Carlo at this year’s Annual Gala. From cocktails and casino games to dancing the night away with a live band, Le Casino Mustang was full of fun and community spirit.
Thank you for raising your paddles, your glasses, and your voices in support of our students, faculty, and Mustang Athletics. Because of your incredible generosity, the funds raised will have a meaningful impact across campus by supporting athletes on the field, enhancing classroom technology, empowering teachers through professional development, and providing tuition assistance to families.
Empowering Communication Speech and Language Services at The Briarwood and Tuttle Schools
At The Briarwood and Tuttle Schools, speech and language services are integral to supporting students with learning differences and intellectual and developmental disabilities. The dedicated teams of licensed and certified Speech-Language Pathologists (SLPs) provide individualized therapy during the school day, ensuring students receive the support they need without disrupting their after-school routines.
“Having in-house services allows our students to maintain a typical after-school routine, participating in activities like sports and art,” said David Mendlewski, head of school. “This continuity helps them feel more confident both in and out of school.”
At The Briarwood School, SLPs specialize in addressing language disorders, cognitive communication disorders, and social communication disorders. Therapy sessions, conducted individually or in small groups one to
four times weekly, focus on enhancing language literacy and executive function skills.
The Tuttle School’s Speech and Language Department focuses on receptive and expressive language disorders, social pragmatic communication disorders, and speech sound disorders. “Tuttle SLP Olivia Murphy, M.A., CCC-SLP, emphasizes context and functional communication, helping our students build confidence and independence in both work and life skills,” said Beverly Brinkmeyer, director of The Tuttle School.
Collaboration with parents and teachers is a cornerstone of the therapy process, ensuring a cohesive approach to each student’s development. By providing these services on campus, the Briarwood and Tuttle Schools foster an environment where students can
Ready for Transformation
By David Mendlewski, Head of School
This fall, Briarwood will introduce a new daily schedule to align with how students learn best. This change is the result of years of planning, research, and feedback from faculty and leaders in learning differences education.
Beginning in August, students will follow a rotating block schedule with fewer daily classes, longer instructional periods, and intentional breaks. This format allows for deeper learning, more time for reflection, and targeted intervention or enrichment when needed. It also mirrors students’ college or workplace structure, helping them develop independence and time management skills.
The new schedule is built on a foundation of best practices in education, including recommendations from Independent School Management, the National Association of Independent Schools, and insights gained from the Learning and the Brain conference. Research shows that students retain information more effectively through spaced repetition, experiential learning, and time for focused, uninterrupted work. In classrooms, this means more opportunities for hands-on projects, small group instruction, and conversations that help students make meaningful connections with what they are learning.
We know that change is most successful when introduced with care, so we spent the spring preparing both students and teachers. In April, we held our first “Blueprint Week,” a trial run of the new schedule. Teachers explored new instructional strategies, while students had the chance to adjust to the new flow of the day.
This schedule is not just about changing when students go to class. It is about making space for more meaningful learning. With longer class periods, teachers can take time to teach, check for understanding, and provide feedback in the same session. Rotating class times allow students to approach subjects at different points in their energy cycles, which can reduce frustration and improve focus. And structured time for remediation and enrichment ensures that all students get what they need to succeed.
At Briarwood, we are committed to preparing students for academic success and life. This new schedule is one way we are meeting that commitment. We are grateful to our families for their trust and support as we begin this next chapter.
Briarwood Athletics Reach New Heights
in 2024-2025 Season
From state titles to record-breaking performances, this school year was a standout for the Briarwood Athletics program. In the Upper School, teams from nearly every sport competed at the highest levels. The flag football team capped off an undefeated season with a second consecutive state championship, led by a roster stacked with All-State talent and back-to-back tournament MVP James Whaley. Cross country
runners placed ninth in the state for both boys and girls, while volleyball, basketball, swimming, golf, tennis, and track athletes also saw major success, including broken school records, playoff qualifications, and state recognition. Junior Luke Bruno qualified for state in swimming and earned the title of 2025 TAPPS Male Swimmer of the Eastern Region for Division 3. He was also a regional champion in the men’s 200 IM and
100 Fly. “These students are the heart of our program,” said Rayna Williams, Director of Athletics. “Briarwood students are the hardest-working and most sportsmanlike group of student-athletes I’ve ever seen. Their teamwork and leadership made this year unforgettable.”
The momentum carried over to Middle School, where young Mustangs continued to shine. The girls’ track
team brought home a WHCAC championship title, while athletes across swim and track broke longstanding school records. Kathryn Cliburn was among the standout performers, setting new records in track and helping lead her team to the top. All-Star nods in flag football, volleyball, and basketball recognized individual excellence, and middle school tennis and soccer players rounded out a strong year of participation and growth.
“This is where we plant the seeds of sportsmanship and school spirit,” Williams said. “Watching our younger athletes develop into confident competitors is one of the best parts of this job.”
Coaches across both divisions emphasized the role of connection and community in these wins. “It’s more than a trophy,” said varsity flag football coach Josh Dolan. “It’s about
coming together every day, holding each other accountable, and doing the work. I’m proud of this team — not just for the wins, but for how they carried themselves on and off the field.”
From the first whistle to the final buzzer, Mustang athletes gave us plenty to cheer for this year. Their efforts reflect the school’s core values and set the tone for even greater seasons to come.
Rising 6 th Congratulations
Returning toTheir Roots: One Tuttle Family Finds Their Way Home
positive as Tuttle. It felt like a family from the beginning, and we knew that’s where we wanted our home base to be.”
The next time you walk through the halls of The Tuttle School, you might spot Owen Vieselmeyer laughing with friends, shooting hoops at recess, or waving goodbye to a teacher he loves.
For the Vieselmeyer family, coming back to Tuttle after several years away felt like returning to where they were always meant to be.
Owen first enrolled at Tuttle when he was 5 years old. His dad, Brad, works in a field that requires the family to move every two to three years. After living in Midland, Texas, and then California, they recently relocated again and immediately knew where they wanted Owen to be.
“Our experience at Tuttle had been so amazing,” said Dana, Owen’s mom. “When you move a lot, you see a lot of schools. We’ve been to public and private ones, large and small. Each has its strengths, but none have been as
With only a few months to find a house and enroll their older son in school, they centered everything around Tuttle.
When they returned, the family was overwhelmed in the best way. Many of Owen’s friends and teachers were still there, including his former teacher, Mrs. Brinkmeyer, who is now the Director.
“To have those familiar faces was incredible,” Dana said. “It felt like no time had passed. The programs we loved are still great, and now they’re even better. Coach Stevens started when we were here the first time and has really grown the PE program. Everything we appreciated before has only gotten stronger.”
Most important to the Vieselmeyers is the change they’ve seen in Owen.
“At his last school, we didn’t see much progress. Since coming back, he’s made huge strides. He’s identifying letters, numbers, and colors,” Dana said. “But the biggest shift has been socially. He’s excited to go to school. He talks about his best friends and their basketball games at recess. That kind of confidence and happiness wasn’t there before.”
Transitions are often hard, especially for a child with special needs, but Owen adjusted right away.
“He remembered the campus, the teachers, and his routine. He just jumped back in,” Dana said. “It’s made a big difference in our whole family. Moving can come with a lot of guilt for parents, but this time it felt like the right step for all of us.”
One moment confirmed it.
“Owen doesn’t say ‘I love you’ to many people,” Dana said. “One day I was picking him up and he said, ‘Love you, Miss C!’ That told me everything I needed to know. He feels safe and loved, and he’s giving that love back.”
Now, Owen sets out his uniform each night and looks forward to what’s happening the next day.
“The consistency and joy he feels has been a gift,” Dana said.
For the Vieselmeyers, the reason is clear. The Tuttle team works together in a way that lifts up every student.
“Everyone is focused on bringing out the best in each child,” Dana said. “You see Mrs. Murphy in Speech Pathology helping Owen work through social situations, and Coach Stevens encouraging him to be active. Everyone is talented at what they do, and they all work together to help him grow.”
For a family that has seen schools across the country, the decision to return to Tuttle was never in question. They didn’t just find a school that fit. They found home.
Finding His Smile: One Family’s Journey to Briarwood
Whitney and Ashley Gomila first noticed that their son, Edward, had stopped smiling at school.
By first grade, he was beginning to feel behind in school. Although he was smart, he had started saying he wasn’t. His parents had already completed diagnostic testing a year earlier and were exploring options. What they wanted most was a school that would support his learning needs without taking away the parts of school he loved most.
“He was being pulled out of PE and art, which were his favorite things,” Whitney said. “It was making school feel like a chore instead of something to look forward to.”
That all changed after Edward visited Briarwood for a shadow day with his older brother.
“He had such a great experience. Everyone was so kind and welcoming,” Whitney said. “We thought the transition might not be so hard. And now, he’s getting the support he needs in the classroom and still gets to enjoy PE, art, and everything else that makes school feel real.”
It didn’t take long for the change to show.
“The first thing we noticed was his smile came back,” Whitney said. “He used to have a strong aversion to writing. His teachers looked into it and found that using a pen instead of a pencil helped him focus more on his ideas than the frustration of getting them out. Within a month, he was taking pride in his writing. He even told me, ‘Mom, I’m so smart.’ That was huge for us. Last year, he came home saying he was dumb. Now he knows he’s not.”
Moments like that reminded the Gomilas that they had made the right choice.
It wasn’t just the academics that made a difference. It was the people. From the beginning, the Briarwood community made them feel at home.
“Our room mom started a group chat and helped us with everything from uniforms to school supplies. Before the year even started, we had a get-together where the kids could meet each other. It helped Edward start school already knowing someone,” Whitney said. “Everyone has been so supportive. It feels like every family here has something a little
different going on, so there’s no judgment. It’s a place where you can be real, and Mrs. Hall (primary teacher) is always right there if you need her.”
Edward also flourished with the opportunity to be himself in the classroom and beyond.
“He’s very imaginative, so music, PE, and theater have been huge for him. Those outlets help him focus and stay engaged. Mrs. Stewart saw that he liked informational books, so that’s what she gave him during his reading time,” Whitney said. “He’s learning the same things as everyone else, but in a way that works for him.”
Looking ahead, Whitney is hopeful about what’s still to come.
“He really loves being there. He does miss being with his brothers a little, but we’re getting close to where he needs to be. I think by December, we’ll really see it,” she said. “He’s gaining confidence, and that makes all the difference. Before, he would shut down and be defiant because he didn’t feel good about school. Mrs. Hall told us that if homework becomes a struggle, to stop. They’ll figure it out at school. That was so reassuring to hear as a parent.”
Now, Edward is excited to learn and eager to share.
“His imagination is incredible. Once he gets the tools he needs, he’ll be able to tell all of his amazing stories,” Whitney said. “I’m just so happy with how Edward has fallen in love with Briarwood. It’s an amazing place. The kids are happy. We’re happy about all of it.”
Athletics Mustang
A Place to Grow: How Briarwood Changed the Munz Family’s School Experience
For Chris Munz, the decision to find a new school for his daughters, Evelyn and Ruby, came after feeling like he had run out of options.
“I felt like I was at the end of my rope,” he said. “Their old school just couldn’t give them what they needed. It wasn’t that they weren’t trying, but 30 minutes of support a day wasn’t enough when other kids are getting eight hours.”
Frustrated and worried, Chris began asking around. He talked to counselors, researched
schools, and looked for places that really understood students with dyslexia. That search eventually led him to Briarwood.
Making the switch came with nerves.
“We were all anxious before the first day. The girls were nervous about making friends, and I didn’t know what the school year would look like,” he said. “It was a big leap into change.”
But it didn’t take long to see the difference.
“Their confidence shot up. Before, every day was a struggle. They’d say they hated school. Homework was a nightmare,” he said. “But within a couple of months at Briarwood, everything changed. They started smiling when they came home. Homework stopped being a fight. Evelyn, who used to avoid it at all costs, started doing it on her own.”
One moment stood out the most.
“It was Evelyn’s birthday,” Chris said. “The year before, she couldn’t read her cards. One
of the other kids had to read them for her. This year, she read every single one on her own. No help. That was it for me. I knew we had made the right choice.”
Beyond the academic progress, Chris found something deeper at Briarwood.
“Any time I have a question, I get a quick response. Mrs. Picard (lower school teacher) even messaged to check on Evelyn after she had appendicitis,” he said. “The teachers make themselves available, and I never feel uncomfortable sharing concerns. It feels like a family.”
As he looks ahead, Chris is focused on the future.
“When we started, they told us to give it three years. I’m excited to see how far they go,” he said. “I want to look back and say we gave them that time and saw real progress when they’re re-tested.”
“Everyone here is about the kids. It’s not about test scores or pressure. It’s about growth, support, and helping each child in the way they need it,” he said. “That’s how school should be. And that’s what we found at Briarwood.”
Honoring Our 2025 Scholarship Recipients
Each spring, The Briarwood and Tuttle Schools take a moment to recognize students who reflect the heart of our school community: students who show kindness, perseverance, creativity, and a love of learning.
These scholarships, established by families and friends who care about our mission, honor both the students receiving them and the individuals for whom they are named. We are proud to announce the 2025 recipients:
Upper School
Presented at the Upper School Academic Awards on May 1
James Wills Scholarship –Ixchel Mendoza
Awarded in memory of James Wills, son of former Head of School Carole Wills and her husband James Wills. Recognizes students who show artistic interest, perseverance, and kindness to others.
Carole Wills Scholarship –Channing Hall-Dixon
Awarded in honor of former Head of School Carole Wills to a student who demonstrates leadership, a strong
commitment to learning, and kindness toward others.
Marcy Schroeder Scholarship – Ellie Ritter
Established in memory of Marcy Schroeder by her family. Awarded to a female student in Middle or Upper School who exemplifies perseverance and hard work.
Middle School
Presented at the Middle School Academic Awards on May 2
James Wills Scholarship – McKinley Berry
Recognizes a student who demonstrates artistic interest, perseverance, and kindness.
Carole Wills Scholarship – Landon Woolsey
Awarded to a student who demonstrates leadership, dedication to learning, and kindness.
Ashley Ackerman Scholarship – Sadie Cox
Established by Susan and Asche Ackerman in honor of their daughter Ashley, Briarwood Class of 2012. Awarded to a female Middle or Upper School student who is kind, compassionate, enjoys learning, and is dedicated to their education.
Ross Ackerman Scholarship – Anthony Casas
Established by Susan and Asche Ackerman in honor of their son Ross, Briarwood Class of 2014. Awarded to a male Middle or Upper School student who shows kindness, compassion, and dedication to learning.
Lower School
Presented at Lower School Community Time on May 6
James Wills Scholarship – Julian Nelson
Awarded to a student who demonstrates artistic interest, perseverance, and kindness to others.
Carole Wills Scholarship – Madison Edwards
Recognizes a student who demonstrates leadership, dedication to education, and kindness.
Grant Briers Scholarship – Maddox Delph
Awarded in memory of Grant Briers, a former student, to a Lower School student who shows a love for learning, perseverance, and a joyful spirit.
Tuttle School
Presented at the Tuttle Sports Banquet on May 9
James Wills Scholarship – Isabel Foley
Recognizes a student who shows perseverance, kindness, and a strong interest in creative expression.
Carole Wills Scholarship – Daniel Phillips
Awarded to a student who demonstrates leadership in their own unique way, commitment to personal growth, and care for others.
Congratulations to this year’s recipients, who remind us of what’s possible when students are taught the way they learn best and supported every step of the way.
Assistance League presented scholarships to 4 seniors from the class of 2025, to be used for college tuition:
Michael Wood
Graves Gardiner
Carter Camfield
Kate Brookby
Assistance League Merit Scholarships to returning students:
Briarwood Upper School - Vianne Smith
Briarwood Middle School - Isabella Montalvo
Briarwood Lower School - Colin Shelley
Tuttle School - Shiloh Santibanez
Headed
Where They are
Off to New Adventures!
Congratulations to the Briarwood Class of 2025! We are so proud of each of you and all that you have accomplished during your time here. As you prepare to take the next steps beyond Briarwood, we celebrate your growth, determination, and the bright futures ahead. You’ve made a lasting impact on our community, and we can’t wait to see how you continue to shine in the world beyond our walls.
