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Briarwood Junior Selected for NASA Texas High School Aerospace Scholars Program

Briarwood Junior Selected for NASA Texas High School Aerospace Scholars Program

Student and head of school stand together outside of Briarwood building and smile. Student holds a newspaper, head of school holds an astronaut stature.

HOUSTON – The Briarwood School junior Luke Bruno has been selected to participate in the prestigious Texas High School Aerospace Scholars (HAS) program. This immersive STEM experience connects students with NASA’s missions and future space exploration initiatives. The year-long program begins in the fall and allows Texas high school juniors to engage in online coursework focusing on space exploration, Earth science, technology, and aeronautics.

Bruno, who has attended Briarwood since third grade, will spend five months completing rigorous online modules, learning about NASA’s work, and preparing for a possible invitation to the Moonshot summer experience. In this five-day virtual event, students collaborate with NASA scientists and engineers. Top-performing teams from Moonshot may receive an all-expenses-paid residential trip to NASA’s Johnson Space Center.

“Our students always reach for the stars, but Luke is proving that the stars aren’t so far away for Briarwood students,” Briarwood Head of School David Mendlewski shared. Next year, Bruno plans to apply to the U.S. Military Academy, the Naval Academy, and the Air Force Academy, aiming to continue his pursuit of excellence beyond high school.

Bruno’s father expressed his gratitude for the support Briarwood has provided. “I can’t explain in words what the school has done for our son and what it has to offer a child with learning differences.”

The Texas High School Aerospace Scholars program allows students like Bruno to dive deep into STEM education and opens the door to a potential future career in aerospace, engineering, and space exploration.

The Briarwood School congratulates Luke Bruno on this outstanding achievement and looks forward to seeing him soar in his journey with NASA and beyond.

Media Contact: Erin Gregg, egregg@briarwoodschool.org

Dyslexia Awareness Month: Highlighting Briarwood’s Director of Admissions

Dyslexia Awareness Month: Highlighting Briarwood's Director of Admissions

Header image with photo of Mallary as a child and a headshot style photo of her. Text on photo: October is Dyslexia Awareness Month.

Mallary Lattanze, M.Ed., LDT, CALT, Director of Admissions at The Briarwood and Tuttle Schools, has experienced the importance of literacy education and understands why raising awareness about dyslexia is crucial in a student’s journey to success.

What has been your journey with dyslexia? 

“I appreciate the opportunity to share my journey. My experience illustrates the challenges many individuals face when navigating educational systems that often lack adequate support for students with dyslexia. Despite these obstacles, I was determined to pursue my passion for helping others, which ultimately led me to become a certified academic language therapist.

Throughout my educational experience, I encountered numerous difficulties. Although my mother advocated for my evaluation at an early age, my teachers and administrators initially dismissed her concerns, believing I was a good student who simply needed to try harder. It was not until I was diagnosed in second grade with a specific learning disability in reading — commonly known as dyslexia — that my challenges were acknowledged.

Growing up in metro Atlanta, I faced significant limitations within the public school system. At that time, intervention services were non-existent. I was placed in special education resource classes alongside students with varying abilities, where I was advised to ‘practice my reading’ rather than being taught effective strategies for improvement. While I remember each teacher treating me with respect and care, unfortunately, they lacked the training necessary to effectively teach students with dyslexia.

During my eighth-grade evaluation renewal, I faced additional hurdles. The school claimed that my mother speaking Spanish (despite her fluency in English) would create an ‘unfit environment’ for the re-evaluation. My mother later expressed that this was merely an excuse to justify their inability to provide the necessary support for my transition to high school. As a result, I struggled throughout high school, resorting to cheating in a Spanish class (ironically). I managed to achieve decent grades with the help of several tutors, but I graduated with lingering challenges.

In college, I faced further setbacks, including being denied accommodations due to a lack of updated testing awareness. This led to failing a couple of courses and ultimately graduating later than anticipated. I chose not to attend my college graduation, opting instead to enter the workforce to demonstrate my skills as an educator. Initially, I vowed never to return to school; the thought of graduate school made me feel anxious. However, my passion for supporting students like myself motivated me to pursue certification as an academic language therapist.

I was fortunate to receive accommodations during graduate school, allowing me to graduate with a 4.0 GPA. Shortly after graduation, I completed the therapist program and obtained a license to be a licensed dyslexia therapist. This experience has reinforced my commitment to advocate for and empower students with learning differences, ensuring they receive the support I wished I had during my own educational journey.”

What are some accomplishments you’re proud of, and what do you do today?

“My greatest accomplishments and proudest moments as an individual with dyslexia have occurred over the past decade. Growing up, I was a very anxious girl, and many believed I would never move away from home. However, after facing challenges in college, I sought an opportunity to relocate to New Zealand to complete my final internship. This experience allowed me to break out of my shell, and I am now the only sibling living outside my home state.

Graduating from both the Neuhaus Education Center’s therapist program and graduate school in the same year were significant milestones for me, especially considering that my experiences as a student had often been marked by feelings of failure and anxiety. Following both graduations, I was promoted within Houston Independent School District (HISD) to serve as the first dyslexia team lead for curriculum and as an in-house trainer for their dyslexia program. This promotion came after I single-handedly designed and organized the K-12 dyslexia content for HISD’s COVID-19 at-home learning initiative.

Currently, I hold multiple roles, including licensed dyslexia therapist, certified academic language therapist, and director of admissions. I continue to provide private dyslexia therapy to students after school, serve as a speaker at conferences and events, and act as the vice president of the Houston branch of the International Dyslexia Association (IDA). Additionally, I am actively involved at both the state and national levels with the Academic Language Therapy Association (ALTA).”

What does working at Briarwood mean to you?

“Although I have officially been at Briarwood for only four months, I have visited the school on several different occasions. My long-standing involvement in the dyslexia community and nonprofit organizations has allowed me to attend various community events hosted by Briarwood. I have recommended Briarwood to former students who needed more support than I could provide, recognizing that they would benefit greatly from its resources. Now that I am working here on campus daily, I find great joy in seeing some of my former students thriving and providing new students through admissions the opportunity for a life-changing experience.”

Lattanze ended by saying, “My dyslexia strengths and superpowers include thinking outside the box, generating innovative ideas, and maintaining a clear vision of the end goal. Despite facing challenges as a child, I am recognized for my strong organizational skills and attention to detail. I am also no longer afraid to speak in front of a large audience and tell others that I am a proud dyslexic!”

Media Contact: Erin Gregg, egregg@briarwoodschool.org

Celebrating World Literacy Day with Briarwood Structured Literacy Teacher Stella Mercker

Celebrating World Literacy Day with Briarwood Structured Literacy Teacher Stella Mercker

Stella sits on a desk and looks at a student who is holding flashcards.

World Literacy Day, celebrated on September 8, is a global reminder of the importance of literacy for all. At The Briarwood School, structured literacy is key in supporting students with dyslexia and other learning differences. In celebration of World Literacy Day, we asked Stella Mercker, a Structured Literacy Teacher in her ninth year at Briarwood, to share her thoughts on the impact of structured literacy and what World Literacy Day means to her.

Six structured literacy interventionists support Briarwood’s Lower School students. “Certified Structured Literacy/Dyslexia Interventionists provide targeted or intensive reading intervention services using structured literacy principles. They focus on phonological awareness, phonics (decoding and encoding), and fluency to help students improve their decoding skills,” according to the Center for Effective Reading Instruction (CERI).

When asked how structured literacy supports students with dyslexia and other learning differences, Mercker explained:

“Structured literacy supports all students! For one, it provides equity to the classroom and allows students to uncover the structure, complexities, and nuances of our language. People often assume that English doesn’t make sense and that it breaks all these rules — but if you use structured literacy in the classroom, students can see that English is wonderful and amazing. It has a structure, follows many generalizations, and the spelling of the words rarely breaks the rules. Structured Literacy means that literacy is taught systematically, sequentially, and explicitly — so nothing is left to chance — we cover it all.”

World Literacy Day holds special meaning for Mercker, as she reflected on the day’s significance.

“World Literacy Day is a day that we can celebrate equity in our learning — everyone deserves to learn how to read, and they should be taught in a way that helps them learn best. Structured literacy is designed to create strong, independent readers and writers. A reader is a leader, a change-maker, and an equalizer. ”

Mercker’s dedication to creating strong readers echoes the mission of our founder, Yvonne Tuttle Streit: Every child can learn and has the right to be taught in the way they learn best.

Introducing Winston: Briarwood’s First Official Therapy Dog Thursday

Introducing Winston: Briarwood's First Therapy Dog Thursday

There’s a new furry member of our Mustang community! The Briarwood and Tuttle Schools are thrilled to introduce Winston, an almost 2-year-old King Charles Cavalier, as the star of our Therapy Dog Thursdays. Winston, a certified therapy dog, spent the day visiting students across the Lower, Middle, and Upper Schools and The Tuttle School. He offered his calming presence and provided an awesome brain break for students and faculty. The school counselors, Ms. Chapman and Ms. La’Zurs, utilized Winston in their daily activities, doubling the emotional support.

 

Winston’s first day was a success. One student shared, “It was the best day ever — he helped me so much.” Owned by Erica Zack, Executive Assistant to the Head of School, Winston is set to become a cherished part of the school community, providing comfort to students, faculty, and staff alike.

 

Therapy Dog Thursdays with Winston are sure to bring even more smiles and comfort to our Mustang community. We can’t wait to see the difference he’ll continue to make!

A Successful Start to Our 2024-2025 Parent Education Speaker Series

A Successful Start to Our 2024-2025 Parent Education Speaker Series

On Tuesday, August 6th, The Briarwood and Tuttle Schools hosted Sarah Ward, M.S., CCC/SLP, for the first event in our 2024-2025 Parent Education Speaker Series. With over 25 years of experience in treating executive dysfunction, Ward is an internationally recognized expert in the field, renowned for her innovative 360 Thinking Executive Function Program.

Throughout the day, Ward presented division-specific information to our faculty and staff members in Lower, Middle, and Upper Schools and The Tuttle School. She focused on executive function — a critical skill set that helps students manage their time, plan their tasks, and achieve goals. Parents attended a dedicated session in the evening, where Ward shared practical strategies for supporting their children’s executive function skills at home.

One parent enthusiastically shared how they were able to immediately apply what they learned, using Ward’s strategies to help their child visualize the process of getting ready for the day.

“We are excited to continue our Parent Education Speaker Series, which helps to create an informed and collaborative school community. We look forward to upcoming sessions in the winter and spring. Renee Attaway-Storer will share insights on integrating Social Thinking across our classrooms, while Erik Shonstrom will guide us in understanding the impact of embodied cognition and outdoor play on student learning and development. These sessions will enhance our journey to excellence at our schools,” said David Mendlewski, Head of School.

Briarwood Athletes Shine in Spring Sports Season

Briarwood Athletes Shine in Spring Sports Season

As the spring season draws to a close, the Briarwood Mustangs have again demonstrated their athletic skills in tennis, track and field, and golf. At Briarwood, our students begin their student-athlete journey in Middle School, a unique aspect of our athletic program. Daily movement and participation in sports offers numerous benefits to students with learning differences, such as enhancing motor skills and boosting focus and self-esteem.

Briarwood is a proud member of the Texas Association of Private and Parochial Schools, or TAPPS, enabling our students to compete with other schools across Texas. 

Tennis

Our boys’ varsity tennis team secured the TAPPS 1A State Championship, capping off a rewarding season after a 1A District championship win. Ian J. and Andres B. continued their district success and won the 1A boys’ doubles state championship. Senior Brandon H. finished third place in the individual state rankings.

District awards were also earned by Andres B. and Ian J. (district doubles champions), Brandon H. (runner up), Sawyer K. (5th), Carter C. (5th), and Ashton K. and Christopher Y. (3rd in doubles).

In Middle School, doubles team Paolo C. and Cal G. won 3rd place.

Track and Field

Our Middle School track teams concluded their season on a high note at their final meet, bringing home several awards and breaking multiple records – both personal and school-wide. Record breakers included Parker B., Sydney C., William F., Hunter H., Ryan S., and Jaden S. The boys’ team successfully defended their 1A conference championship title for the second consecutive year, while the girls’ team finished third. Our Mustangs broke seven records this year, including the boys’ 100 m, 200 m, 400 m, 4×100 relay, 4×200 relay, discus, and girls’ 55 meters.

There were also several record breakers in Upper School throughout the season: Kate B., Brooke M., Petra S., Ellie R., and Nate S. At the state level, Christiane G. placed 7th in the 3200m. Boys’ relay team Nate S., Rhys D., James W., Graves G., and Landon B. (alt.) secured 7th in the 4×200 relay and 4th in the 4×400 relay. Girls’ relay ream Kate B., Brooke M., Petra S., Ellie R., and Christiane G. (alt.) placed 4th in the 4×400 relay.

Golf

The varsity golf team had a successful season, ending in a trip to the TAPPS 1A State Championship. The girls’ team placed fifth in the state. Their skill, focus, and determination were evident throughout the season.

Each of these achievements represents the talent and commitment of our Mustang student-athletes and the support from our coaches and community. Congratulations to all our student-athletes for a successful sports season.

 
Media Contact: Erin Gregg, egregg@briarwoodschool.org

Career Day Inspires Briarwood Students

Career Day Inspires Briarwood Students

“I’m not sure what I want to be when I grow up, but I bet I’ll have some good ideas later!” This was just one of the statements made by Lower School students on Wednesday, April 3, during The Briarwood School’s second annual Career Day.
 
Thanks to the participation of our Mustang parents, students had the chance to explore a diverse range of professions. From chefs to engineers, ballerinas to pediatric doctors, airline pilots to chief administrative officers, graphic designers to financial advisors, and even senior medical consultants to the Department of Defense, ICU nurses, media directors, and more, there was a wealth of career options to discover.
 
Unfortunately, it’s not uncommon for students with learning differences to be told that they won’t succeed in higher education or certain careers. At Briarwood, we reinforce the belief that you can do hard things and anything you set your mind to. We equip our students with the tools they need to succeed, such as diagnostic-prescriptive instruction and a voice and choice in their learning. Career Day takes that mission a step further, showing students the vast array of opportunities available to them.
 
A special thank you to faculty members Evelyn O’Krinsky, Thaint Elliott, Chelsea Glenn, and Kate McCauley for their student-centered focus, passion, and effort in making Career Day a success.
 
Media Contact: Beth Anchondo, banchondo@briarwoodschool.org