VINE
& BRANCH A publication of River Oaks Baptist School
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Project-Based Learning: Beyond the Textbook
Rooted in a Firm Foundation, Growing in Excellence
Beyond ROBS, Beyond Houston
Summer 2026
p.58 Touching Hearts Through Toys
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Table of Contents 4 6 12 18
From the Head of School
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Rooted in a Firm Foundation, Growing in Excellence
24 32 36 42 46 54 58 62 68 72
Beyond ROBS, Beyond Houston
Project-Based Learning: Beyond the Textbook Where Wonder Takes Shape Best Buddies, Best Friends
Academic Achievements Athletic Accomplishments
Fine Arts Features 11 30 40 48 52 61
Prickly Perspectives Art Under the Surface A Symphony of Shapes Art in Another Key Landscapes to Make You Smile The Art of Being You
Character Awards Faculty Distinctions Portrait of a Graduate, Class of 2026 Touching Hearts Through Toys Catching Up with the Class of 2021 Class Notes Alumni Events
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From the Head of School In October 2024, the School formally adopted its 2024-2029 strategic plan, Rooted in a Firm Foundation, Growing in Excellence. As we come to the end of Year 2, this plan continues to guide many of the School’s decisions and priorities, ensuring student support, programs, and campus planning continue to help students, families, faculty, and staff flourish. You can read more about the plan on page 22, as well as throughout the magazine. You might remember that the plan is divided into three pillars: Ambitious Academics for Future Ready Students, Strong Community Rooted in Wellbeing, and Long Term Operational Success. As you read these pages, I think you’ll find the seeds of these pillars throughout. On the very next page, you’ll read about our approach to developing future-ready students through Project-Based Learning. In our Portrait of a Graduate, we pledge to prepare our students to think critically, creatively, and analytically. And to access, evaluate, and synthesize information effectively, while displaying emotional intelligence, empathy, and strong moral character. Project-Based Learning is an ideal teaching methodology to foster these ideals. As you read through some of the projects our students engaged in this year, I think you’ll see why. The skills outlined in our Portrait of a Graduate are universal, designed so our students are prepared to succeed in any high school setting. As you’ll read on page 24, sometimes this means beyond Houston. And if that’s the case…usually it’s beyond Texas, too. I’m so proud of our graduates who attend boarding school and perform with distinction, highlighting the global nature of a ROBS education. With a strong academic foundation rooted in Christian principles,
our graduates thrive wherever they go. And of course, ambitious academics would be nothing without our teachers. As part of the academic pillar of the strategic plan, we invest in our faculty members, so they have the support and resources needed to help every child grow. This year’s Faculty Distinctions can be found on page 46. If you need any further proof of ROBS’ success preparing kind, thoughtful leaders of tomorrow’s world, I hope you’ll read “Touching Hearts Through Toys” on page 58. We caught up with two of our graduates – Ava Black and Zoie Pierce – who just finished their freshman year of college. These young ladies have left a lasting impact on ROBS through the Fill Charlie’s Chest Toy Drive and are wonderful role models of how to lead with a servant’s heart. You can catch up with the rest of their 2021 classmates on page 62. With 128 academic awards, 48 service awards, and 125 student leadership positions between them, it’s clear the Class of 2021 is thriving. As you read these pages, I hope you’ll see our dual mission in action. ROBS is not just about academics and not just about faith – ROBS is a place where both grow together, shaping children to be confident learners and compassionate leaders of tomorrow’s world. Thank you for your support as we shape the future together. Many blessings,
Leanne B. Reynolds Head of School
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When students engage in project-based learning, the project is the vehicle for learning the important curricular skills tied to that unit. To answer a driving question and create high-quality work, students are asked to do much more than just remember information. They are taught to apply new skills, communicate effectively, and collaborate as a team, all integral pieces of our Portrait of a Graduate.
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PROJECT-BASED LEARNING:
Beyond the Textbook In August 2025, grades 3-8 faculty members participated in a multi-day training in Project Based Learning, a teaching method designed to help students gain knowledge and skills by investigating and responding to authentic, complex questions or challenges. PBL is different from “doing a project” to show your learning – in PBL, the project is the learning.
FOURTH GRADE: STUDENT ENGINEERS TAKE ON MEMORIAL PARK
All PBL units stem from an open-ended driving question that aligns with the learning goals, engages students in a meaningful way, and compels real action. This driving question doesn’t have a simple “yes or no” answer – it takes weeks of investigation, critical thinking, and collaboration to formulate a response. In the process, students learn content, hone skills, and internalize the importance of thinking about the bigger picture.
How should we design the planned pedestrian bridge to best serve Memorial Park, the Houston community, and the surrounding nature? Fourth graders engaged in a PBL unit this fall that put them right at the center of one of Houston’s most iconic landmarks – Memorial Park. Plans are already underway for a pedestrian bridge to connect the Uptown/Galleria area with the park. Within that framework and a set budget, our fourth graders got to work designing their own version of this pedestrian bridge. STEM skills like measurement, volume, and cost analysis became real considerations as students worked to fabricate physical models of their designs using dry pasta as their primary material. And persuasive writing skills were sharpened through written proposals that highlighted both student designs and the value of protecting nature. At the culmination of the project, a TXDOT representative provided feedback and commendations on student proposals.
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FIFTH GRADE: PLANT LIFE BEYOND EARTH How could humans grow plants while living somewhere other than Earth? If humans needed to sustain life on another planet, how would they breathe? What food would they eat? The key to answering these questions…plants! Fifth graders brought their study of plant biology out of a textbook and into the real world through hands-on investigations focused on sustaining plant life. And through this lens, they developed an enduring understanding of the differences between Earth and other planets. By developing their own Plant Growing Edu Kit – a resource future astronauts could use to sustain plant life in extraterrestrial habitats – students deepened their understanding of plant life cycles, photosynthesis and energy transfer, pollination, and more. But that was just the beginning! Through a cross-curricular collaboration between the science and math departments, students flexed their perimeter and area skills to engineer a realistic Extraterrestrial Garden Blueprint that would thrive in non-Earth environments. We can tell students how important plant life is on Earth, but through this PBL unit, they forged real-world connections that helped them understand why. Between the Growing Kit and the Blueprint – future astronauts are set for the next phase of space exploration!
THIRD GRADE: A DOG NAMED WINN-DIXIE As caring citizens, how can we use what we learn about character traits to help shelter animals find loving homes and support their needs? While reading Because of Winn-Dixie, third grade students learned to identify character traits through textual analysis. As part of this unit of study and inspired by its titular main character, students extended their knowledge through an in-depth exploration of shelter animals and a local Houston organization, Citizens for Animal Protection (CAP). A visit from a CAP staff member and their ambassador dog Wanda introduced students to the organization’s mission – to shelter and rescue animals for adoption and advocate respect and compassion for animal life. CAP speaks for those who cannot speak for themselves. Inspired by this mission, students used their knowledge of character traits (and the traits of Winn-Dixie!) to write friendly letters from the perspective of adoptable animals, imagining and highlighting their positive qualities and winning personalities. Our students learned – literally – what it’s like to give voice to the voiceless through their letters. Students then participated in a service project where they created dog and cat toys, blankets, and homemade dog treats, all benefiting CAP. Not only did students deepen their understanding of character traits and essential literacy skills, they also learned the value of leading with empathy, citizenship, and service in an authentic and impactful way.
PBL doesn’t just teach academic skills – it can also create an authentic path for teaching citizenship, morality, and living in service of others.
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SEVENTH GRADE: GONE TO THE GULF How do environmental stressors impact biodiversity and balance in a grassland ecosystem? Seventh grade students became biodiversity researchers in this study of the Houston Gulf Coastal Prairie ecosystem. An outdoor “schoolyard survey” grounded their research in real, experiential knowledge as they recorded the presence of organisms and their interactions. Using these observations, students created detailed food webs and assigned the roles of producers, consumers, and decomposers to our native organisms and species. With a firm grasp on the energy flow in this coastal prairie ecosystem, students investigated environmental stressors the Houston-area faces often, like water pollution, habitat loss from urban expansion, drought, invasive species, and significant temperature and climate changes. Armed with this understanding, they returned to their food webs, editing them to show just how our species’ populations would change under these stressors. Thinking like ecologists, students learned that even a small stressor in an ecosystem can create ripple effects for many organisms. Beyond scientific reasoning and problem solving, students internalized their role as caretakers of God’s creation to advocate for biodiversity and the health of the natural world – even the schoolyard just beyond the classroom.
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Artwork by Jacq Sumargono, Sixth Grade
PRICKLY PERSPECTIVES In this project, sixth grade art students explored composition and color through vibrant cactus paintings inspired by desert landscapes. By layering and overlapping cactus forms, they learned how artists create depth and dimension within a single composition. Through bold color choices and thoughtful arrangements, students transformed simple plant forms into dynamic works of art.
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While our core curricular classes build a strong foundation for learning, special areas are often where students discover something equally important: how to express ideas, take risks, solve problems, collaborate with others, and develop the confidence to become who God created them to be.
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WHERE WONDER
takes shape
If you walk down the third floor of the Hightower building, it can feel somewhat like a scavenger hunt. A Dash robot waits patiently in Makerspace for its next line of code. The sound of shaking maracas drifts through an open doorway. Clay sculptures dry on a shelf while a ukulele leans against the wall nearby. Across the hall, laughter spills from theatre class as students don costumes and step into character. At first glance, these clues seem unrelated. But together, they begin to tell one of the most exciting stories on our campus. And if you follow those clues carefully, they’ll lead you through Hightower and toward the Mosing Middle School Building, as students find their confidence and follow their passions, learning and growing the whole time.
CURIOSITY BEGINS HERE On the first floor of Hightower, the library is a place where wonder and inquiry are celebrated, and stories come alive. Preschool and Lower School students become explorers during Dinovember, when favorite characters jump off the page and into our library. Author visits – both in-person and on-screen – offer students a glimpse into the writing process and the power of imagination. And through beginning research, students learn to ask meaningful questions and evaluate sources. Head to the second floor and you’ll find the Lower School science classrooms. In the science lab, students extend their classroom knowledge as they design experiments, record observations, test ideas, and revise their thinking, learning that curiosity is essential to discovery and failure is part of the process. Just up the stairs, curiosity flourishes in Spanish, where students are exposed to culture and art, not just a language. They discover that language is about people and expression, not just words. Shaking maracas from Mexico, making music on Peruvian sikus, dancing to Spanish songs, and greeting one another with simple words and phrases – this is more than language acquisition, it’s cultural exploration designed to spark lifelong curiosity.
We start planting the seeds of curiosity early – even with our Preschoolers. In the library, students begin wondering about the world as they learn how to ask good questions. Those wonderings become experiences in art, when they’re asked to lie down on their backs and paint like Michelangelo. Or create their own world by drawing on paper-covered walls like Harold in Harold and the Purple Crayon. Students begin thinking about the world beyond ROBS when they learn how music can inspire and transport while listening to pieces like The Blue Danube by Johann Strauss and The Nile River by Brandon Fiechter. And for our PreK students, an introduction to Spanish opens the door to questions about language and culture. By encouraging exploration and imagination, we begin laying the foundation for curiosity, creativity, and confidence, even among our littlest learners.
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Second graders shape birds’ nests during art.
By the time students reach Middle School, those same sparks of wonder have grown into essential questions about the world. The child who once shook maracas in Spanish is now researching global cultures and presenting ideas with confidence. The student who eagerly gathered around a picture book has learned to evaluate sources, conduct research, and defend conclusions. Curiosity is just the beginning.
FAILURE BECOMES CONFIDENCE Time spent in any Makerspace classroom leads to one conclusion – success rarely happens on the first try. Those classrooms hum with imagination, providing space for creativity and resilience. In Makerspace, students don’t attempt to replicate a teacher’s model or follow a specific set of instructions – they rely on their own curiosity and imagination as they attempt to engineer a structure to withstand a gust of wind from the Big Bad Wolf or design a brand-new board game based on a famous individual from Texas history. Projects unfold through trial and error, as frustration gives way to success, uneasiness to confidence. Soon, the challenge of solving a problem without guidance turns into the freedom to discover their own path – taking risks, persisting, and trusting themselves as learners. Students begin to understand something powerful:
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mistakes are not an indication they are failing because really, they are growing.
CREATIVITY FINDS ITS VOICE Long before a child steps on stage or picks up a paintbrush, creativity is quietly developing. Curiosity, imagination, risk – these are the building blocks for creativity. All year long, through music, art, and theatre courses, our students are taking chances, trying new things, and developing their interests. It might start in PreK, with one line in “The Nativity” play. Then in Kindergarten music, a child sings softly to Winston the Puppet before finding the courage to sing in front of classmates. Growth happens
“While exceptional academic coursework builds in young students a firm foundation that prepares them for a lifetime of learning, it is the elective and special area experiences at ROBS that truly form well-rounded individuals and build a repertoire of happy childhood memories.” —Mea Ayers ’15, ROBS Graduate in small, intentional steps – first through play, then through practice, and eventually through the courage to audition for a solo in fourth grade and then the Variety Showcase in Middle School. In art, imagination and observation collide to create beauty. A Preschooler uses a squeeze bottle to paint like Jackson Pollock. A second grader carefully shapes a bird sculpture. A fourth grader designs a symbolic self-portrait. Years later, those same artistic instincts culminate in a seventh grader’s impressive study of tone and shade. With all masterpieces proudly displayed and then collected into a portfolio, we honor process over product – creativity over perfection. These early experiences do more than teach artistic technique – they teach students how to express ideas, take creative risks, and share something personal with others. What begins as creativity slowly becomes voice. And voice, when nurtured over time, becomes confidence.
Preschool students explore the library during Dinovember.
Lower Schoolers dance with Sra. Grovas in Spanish class.
CONFIDENCE BEYOND GRADUATION Ask an eighth grader to reflect on their years at ROBS, and the stories rarely begin with a test score. Instead, they remember the song they performed for the first time in front of an audience. The clay angel they carried home. The robot that finally moved exactly as planned. The character they brought to life in the Blue Box Theatre. The rocket that failed three times before it launched. These moments may happen in specials classrooms, but their impact extends far beyond them. The confidence built through performance becomes confidence in public speaking. The resilience developed in Makerspace becomes perseverance in advanced coursework. The curiosity sparked in Spanish becomes a lifelong love of discovery. At ROBS, special area classes are never simply extras. They are where joy takes shape, confidence takes root, and children begin discovering who God created them to be. Middle Schoolers inspect their rocket during Makerspace. SUMMER 2026 15
“May the God of hope fill you with all joy.” Romans 15:13 16 VINE & BRANCH
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Best Buddies, Best Friends What do a 14 year-old and a 4 year-old have in common? A lot more than you might think! Through our ROBS buddy program, we get to find out. Students in grades 4-8 are paired with counterparts in grades PreK-3 for activities throughout the year. Whether they’re singing together at Buddy Chapel or sharing laughs over playground games, students of all ages come together to build meaningful relationships that extend far beyond the classroom. Younger students gain trusted role models they admire, and older students discover opportunities to lead, encourage, and reconnect with the wonder of childhood. We sat down with two buddy pairs to reflect on the memories, laughter, and friendship they shared together this year.
WHY K-8? The ROBS buddy program is just one example of how the K-8 model creates unique opportunities to develop leaders while keeping childhood at the center of the school experience.
GAL PALS: TRUETT EDDINGTON & MARGARET SAIBI For Truett Eddington (PreK) and Margaret Saibi (8), many of their favorite moments together involved creativity and imagination. Whether drawing with sidewalk chalk, climbing the rock wall, or reading books together, the pair built a friendship centered around encouragement and joy. Favorite thing to do together? Truett: “I love reading books and playing with her.” Margaret: “I love doing activities with Truett that remind me of my time in Preschool, like drawing with sidewalk chalk.” If your buddy could be any animal, what would she be? Truett: “Maybe a lemur.” Margaret: “I think Truett would be a bunny because they are so sweet and cute!” If you could go anywhere together, where would you go? Truett: “I would go to the pool and have a competition to see who could make the biggest splash!” Margaret: “I would go to the beach and build sandcastles with Truett.” What is something your buddy has taught you? Truett: “I am Margaret’s teacher!” Margaret: “Well, Truett has taught me how to draw really well, and she even taught me how to climb a rock wall. She's a great teacher!” What do you think your buddy will do when they grow up? Truett: “I think she will be a tennis player.”
Margaret: “I could see her becoming a teacher because she loves to teach, but I could also see her becoming a coach since she loves sports, especially volleyball.” What do you think your buddy does for fun? Truett: “I think she plays catch with a volleyball.” Margaret: “I think she loves to play on the playground, go to the pool, and draw.” Though their ages may be years apart, these buddy pairs prove that friendship can grow at all stages of life. Somewhere between animal debates, playground games, and Chapel worship, friendships forge – and the memories last long after the school year is over.
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BEST BUDS: THATCHER GOSS & JADEN KIM For Jaden Kim (PreK) and Thatcher Goss (8), friendship quickly formed over a shared interest: animals. From wildlife books to imaginative debates, their buddy interactions revolved around adventure, curiosity, and discovery. Favorite thing to do together? Jaden: “Reading books and playing tag.” Thatcher: “I like when we play chase while riding our bikes.” If your buddy could be any animal, what would he be? Jaden: “A tiger.” Thatcher: “Hmmm... a scorpion.” Jaden: “Actually, I would prefer to be a megalodon.” If you could go anywhere together, where would you go? Jaden: “I would go to the zoo so I can see and pet an anaconda.” Thatcher: “I would take Jaden to the aquarium.” What is something your buddy has taught you? Jaden: “He taught me how to play basketball.” Thatcher: “He taught me that if a scorpion and a tarantula ever got into a fight, the scorpion would win.”
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What do you think your buddy will do when they grow up? Jaden: “A zookeeper!” Thatcher: “I think he’ll be a marine biologist or a zoologist.” What do you think your buddy does for fun? Jaden: “He plays with me!” Thatcher: “I think he reads a lot of animal books!”
“A day spent with you is my favorite day. So today is my new favorite day. ” —Winnie the Pooh
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STRATEGIC PLAN 2024-2029
Rooted in a Firm Foundation, Growing in Excellence The mission of River Oaks Baptist School is to prepare its students to meet life’s challenges and lead tomorrow’s world through a superior educational program undergirded by faith in Jesus Christ and Christian principles. With an eye toward tomorrow’s world, in October 2024 the Board of Trustees formally adopted our 2024-2029 strategic plan: Rooted in a Firm Foundation, Growing in Excellence. The plan is built around three key pillars that will help the School advance its mission in the coming years: 1. 2. 3.
Ambitious Academics for Future Ready Students Strong Community Rooted in Wellbeing Long Term Operational Success
Each pillar is accompanied by more specific goals and action items, as well as a fiveyear timeline for implementation. In the last two years, the School has made significant progress toward our five-year goals. Although there’s much more on the horizon, we’d like to share some of the progress we’ve made on our Year 2 objectives.
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Year 2 priorities included: •
•
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•
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•
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Expanding on Year 1’s assessment of the English Language Arts curriculum. In Year 2, Lower and Middle School faculty established a Morphology Plan to align and implement morphology instruction across grade levels and divisions, strengthening students’ understanding of word meaning, vocabulary development, phonetics, and language comprehension. Integrating Project-Based Learning experiences into the School’s core curriculum. All grades 3-8 faculty were trained in PBL in August 2025; read more about our approach to PBL on page 7. Reviewing Social Studies and Theatre curriculum to ensure vertical and horizonal alignment, assess current practices, and strengthen research-based pedagogy that enriches the student learning experience. Developing the Portrait of a ROBS Employee to connect professional responsibilities with the School’s mission and core values. Evaluating our compensation structure for market competitiveness. An outside consultant was engaged to conduct a thorough compensation audit to ensure we continue to attract and retain highly qualified faculty members. Updating the Master Campus Plan. The Facilities Master Planning Committee met several times throughout the 2025-26 school year working toward this goal; we look forward to sharing an updated plan with our community during the upcoming school year. Increasing annual support of the School. Since 2022-23, our annual giving total has nearly doubled, increasing by 95%. Changes made to the program include an enhanced volunteer structure, establishment of the 1955 Society honoring leadership donors, and rebranding annual giving as The ROBS Fund.
As we look toward the future, we are confident our students are prepared to lead – and thrive – in tomorrow’s world.
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BEYOND ROBS Beyond Houston For a growing number of ROBS families, high school doesn’t begin just across town—it begins hundreds, sometimes thousands, of miles from Houston. From the rolling hills of Virginia to the lakes of Connecticut, ROBS graduates are discovering that the foundation built during their years on campus can carry them far beyond the Bayou City. And while every boarding school journey begins differently, each one seems to lead to the same destination: greater independence, deeper confidence, and a clearer sense of who God created them to be.
When Winnie Hughes ’23 first broached the subject skepticism was replaced with a clearer picture – Winnie, of boarding school with her parents, she was met with thriving, away from home. For some families, that realization comes gradually. For some a lot of hesitation. Her mom, longtime ROBS parent Anne Hughes, admitted she threw up every roadblock others, boarding school is already part of the conversation. For Alexandra and Brady Knight, accepting the idea of she could think of to keep Winnie, her oldest daughter, in boarding school for their oldest son Houston. Then a trip along the East Thomson ’20 came a little easier. Coast changed a lot of things – most Brady attended boarding school while importantly, Anne’s perspective. he was a high schooler and so had After visiting Episcopal High School Alex’s brother. Unlike some families, of Virginia, where Winnie ultimately the Knights had family history with chose to attend, the mother-daughter boarding. In early 2020, before the duo headed north to The Lawrenceville COVID-19 pandemic sent the world School. Anne, fresh off a wonderful into a tailspin, Thomson spent three day sitting in on classes at Episcopal months of his eighth grade year and attending their student-parent participating in an education program chapel service, was beginning to see in Switzerland. Before he went abroad, the appeal. And when they pulled he had applied and been accepted to into Lawrenceville’s campus, what several Houston-area high schools. they saw was unexpected. Hundreds His plan had been to stay in town of students lining the entryway with and matriculate to high school with pom-poms and posters, cheering his peers. But after an eye-opening loudly and welcoming the next wave of Winnie Hughes ’23 and mom Anne visit experience in Switzerland, the idea of teenagers to their beloved school. For Anne, something about that moment Episcopal High School in Alexandria, Virginia. being in Houston lost some of its luster. just clicked. “I started crying,” she remembers, “Like total A last-minute summer application and engaging virtual waterworks. And all I could think was – you’re going to tours and videos led him to The Taft School in Watertown, boarding school. This is happening. I get it, and there’s no Connecticut – 1,700 miles away from home. High school beyond Houston wasn’t on Ben Who’s radar way you’re not going to follow this path.” Anne’s initial
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“My job is to get my children ready to fly out of the nest — not to keep them in it when they’re so ready to see what else is out there.” – Anne Hughes, Parent until he attended a ROBS-hosted panel with current boarding students. Meeting alumni who spoke candidly about their experiences opened a door he hadn’t even considered. After several school visits, countless conversations with faculty and students, and – perhaps most importantly, a summer spent convincing his mom – Ben, ROBS Class of 2020, chose to attend The Hotchkiss School in Lakeville, Connecticut. And although Ben had that gut feeling that he was making the right decision, the transition still proved challenging. But to its credit, Hotchkiss does a lot to help ease the transition – especially when it comes to keeping the students busy. Ben recalls that as a freshman, “It’s really easy to get homesick when you’re bored. So the school planned a lot of activities. It felt like there was something new for us to do every 30 minutes, which was really just to keep us occupied.” But still, he didn’t deny that first night feeling – the reality setting in that he was really on his own for the first time. It’s helpful to remember, he shares, that “everyone else is feeling the same thing, too.” Soon enough, strong bonds were forged out of those mutual feelings, along with independence, maturity, and growth. For Anne, those same challenges – homesickness, navigating adjustment, finding belonging – revealed something she didn’t anticipate. One of the biggest surprises about their experience wasn’t just how much Winnie grew – it was how many adults stepped in to help shape that growth. At Episcopal, teachers aren’t simply classroom instructors. They’re dorm parents, coaches, advisors, college counselors, and advocates – sometimes all at once. When Winnie found herself navigating the college recruiting process, one of those trusted adults quietly picked up the phone and advocated on her behalf without prompting. “It’s just different,” Anne says. “They’re with these kids 24/7. They know them. They fight for them.” That network of support reminded Anne of something Winnie had first experienced at ROBS: the confidence to seek help, build relationships, and trust the adults God placed in her corner. A few holidays ago, Winnie was scheduled to fly home to Houston to spend her break with her family. Weather delays and cancellations landed her a late-night flight connecting through the Charlotte airport. Anne was nervous about the
Thomson ’20, Alexandra ’87, Truett ’22, and Brady Knight ’87.
WORDS OF ADVICE
“It’s ok to be nervous, to be worried about living away from home without your parents. Every single person who applies to boarding school is nervous. But I would encourage anyone to step outside their bubble. Because everyone ends up finding their place.” —Truett Knight ’22
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Ben Who ’20, pictured with his two brothers, graduated from The Hotchkiss School in 2024.
tight connection and expressed her concerns to Winnie. “I just started asking,” Anne says, “What if you miss the connection? What if it gets canceled? What if you get stranded in Charlotte overnight? And without missing a beat, she says to me, ‘Mom, I know like eight families in Charlotte. I’ve got this.’” That kind of independence – the kind that stems from necessary resourcefulness – can’t be taught, it comes from experience. Ben remembers how Hotchkiss intentionally structured students’ time and scaffolded increasing freedom over the four years. As he gained more freedom, more responsibility came with it. Managing calendars, balancing a social life with schoolwork, learning to advocate for himself – all on his own. The best thing about that? According to Ben, it made the college transition a breeze. He’s now a student at Harvard studying government and philosophy, just
While each student’s boarding school journey looked different, everyone had a common starting place – ROBS. The courage they needed to open the door to unfamiliar places, dream big, and thrive – that foundation started here.
BOARDING SCHOOL 101 WITH BEN WHO ’20 Best part of boarding school? The friends
Worst thing? Spaghetti Pizza
Worst part? No cell service between buildings
Favorite memory? Off-campus Sundays as a senior
Best thing in the dining hall? Chicken Parm
Favorite class? Supreme Court 101
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finishing his sophomore year. After visiting Thomson on Taft’s campus, Truett Knight ’22 decided he wanted to follow in his brother’s footsteps. And though their personalities differ – Thomson’s more introverted, Truett very outgoing – Taft proved to be the right environment for both. Truett was swayed by the lacrosse team, the campus’ family feel, and his brother’s presence. He couldn’t imagine going through the experience without him. And for the Knights, that was a blessing. They cherished weekend trips to campus, visiting the boys and meeting their friends. Brady is adamant – boarding school didn’t weaken their family relationships, but in fact deepened them. As Brady now tells hesitant parents considering boarding school for the first time, “This isn’t about you.” It’s about them, and discovering who they are in a controlled, supportive environment. Alexandra remembers hearing at Taft orientation, “You’ve planted the seeds, now let us water them.” And the growth they saw was unmatched. Outside of their bubble, away from home, challenged, and supported, she says, “The boys grew into exactly who they are meant to be.” Truett says boarding school forced him to step outside the comfort of the life he’d always known in Houston. “I was kind of in a bubble,” he reflects. “And now I love trying new things.” At Taft, surrounded by students from dozens of countries, that bubble expanded quickly. But Alexandra is quick to point out that in the midst of growth and change, the boys never lost the foundation of faith ROBS instilled in them. They continue to rely on their faith – in the good times and the hard ones – a constant reminder of ROBS’ legacy in their lives. After four years at Taft, Thomson just completed his sophomore year at the University of Texas. His younger brother Truett will once again follow in his footsteps when he joins him as a freshman in August 2026. And although he’s returned to his roots, Thomson wouldn’t change anything about his experience. “My time at Taft was the best four years of my life,” he says. “It shaped me into a wellrounded person and helped develop the independence, maturity, and discipline needed for college.” So what really drew Thomson back to Texas from the east coast? “Easy,” he laughs. “The weather.” While each student’s boarding school journey looked different, everyone had a common starting place – ROBS. The courage they needed to open the door to unfamiliar places, dream big, and thrive – that foundation started here. As Winnie prepares to begin her senior year at Episcopal this fall, Anne knows another goodbye is already on the horizon. College is coming. Another launch. Another leap of faith. But if boarding school taught her anything, it’s that parenting was never about keeping her children close – it was about preparing them to go. “My job,” Anne says, “is to get my children ready to fly out of the nest – not to keep them in it when they’re so ready to see what else is out there.” And thanks to the foundation built at ROBS, these students are doing exactly that.
BEYOND HOUSTON In our Portrait of a Graduate, we pledge to provide students with the foundation to perform with distinction at the high school level and beyond, whether that high school is in Houston or states away.
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Students attended boarding school from the Classes of 2022-2025
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Students will attend boarding school from the Class of 2026
ROBS graduates selected these boarding schools over the last 5 years: Baylor School (TN) Episcopal High School (VA) IMG Academy (FL) Middlesex School (MA) Phillips Academy Andover (MA) Phillips Exeter Academy (NH) St. George’s School (RI) St Swithun’s School (Winchester, England) The Thacher School (CA) The Taft School (CT)
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Art Under the Surface
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Using the grid method to accurately map out their subject matter, seventh and eighth grade art students carefully drafted contour lines, shapes, and spatial relationships before layering watercolor to build depth and texture. Through expressive brushwork, thoughtful composition, and bold color choices, students brought their animal paintings to life while exploring realism, movement, and the unique qualities of watercolor painting.
Artwork by Henley Holmes, Eighth Grade
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Academic Achievements Our students live out our mission of ambitious academics rooted in abiding Christian values each day. Throughout the year, they’re also recognized by national organizations for the exceptional quality of their academic efforts. We are so proud of the students who received recognition this year.
Scholastic Art & Writing Awards Regional Gold Key Catherine Weitzel (8) Regional Silver Key Ian D'Cruz (8) Amelia Dunahoe (7) Regional Honorable Mention Tristan Lin (8)
For over 100 years, the Scholastic Art & Writing Awards has been regarded as the most prestigious recognition program for young artists in the United States. Since 1923, many iconic artists, authors, actors, and filmmakers have been recognized as teens in the program before achieving national and global fame. Notable past recipients include Andy Warhol, Stephen King, Joyce Carol Oates, and Alan Arkin. Three scholastic keys were awarded to ROBS students this year.
Crushing the Competition The ROBS Quiz Bowl Team, coached by Dr. Mary Furman, was recognized by the National Academic Quiz Tournaments (NAQT) as the National Middle School Team of the Week following their outstanding performance at the Howdy Bonanza Tournament in October 2025. They participated in the Middle School National Championship Tournament, where they placed 33rd out of 192 schools. Team Photo: Grayson Phan (8), Jayden Jiang (8), Catherine Weitzel (8) and Addison Smith (7)
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The team prays before competition.
“A well-educated mind will always have more questions than answers.” —Helen Keller
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”Don’t let anyone look down on you because you are young, but set an example for the believers in speech, in conduct, in love, in faith, and in purity.” 1 Timothy 4:12
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Athletic Accomplishments Students in grades 6-8 compete against middle school teams in the Houston Junior Preparatory conference. ROBS is the only school in HJPC to field sixth, seventh, and eighth grade teams in every sport we offer.
Eighth graders Irene Yan, Caroline Synnott, Frances Harper, Emma Sudduth, Lexi Marquez, and Olivia Marquez helped lead the girls cross country team to victory.
Eighth grader Emma Sudduth fist bumps Coach Neighbors at the Track & Field Championship Meet, where the seventh and eighth grade girls team captured the title.
Conference Champions Cross Country (Girls 7-8) Track & Field (Girls 7-8)
Finalist Teams (second place): Football (Boys 8) Volleyball (Girls 8) Tennis (Boys 8) Track & Field (Girls 6)
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Eighth grader and team captain Noah Chan is the HJPC Tennis Singles Champion! He’s the third boy in ROBS history to capture the title.
“ROBS had another outstanding year. We are proud of all of our athletes and appreciate their dedication, commitment, and sportsmanship.” – Jesse Martin, ROBS Athletic Director
Record-Breaking Accomplishments ROBS athletes perform at the highest level, as evidenced by the two school records that were broken this year.
Track & Field Records: Sloan Easterling (Grade 7) | 200m Kaiden Seltzer (Grade 7) | Shot Put
Seventh grader Sloan Easterling brought home two individual conference titles this year in both the 100m and 200m races. Her remarkable time of 27.32 seconds in the 200m broke the ROBS school record, setting the pace for a great eighth grade season ahead.
Seventh grader Kaiden Seltzer celebrates after setting a new ROBS school record in shot put with a throw of 39.10 feet.
HOUSTON JUNIOR PREPARATORY CONFERENCE SCHOOLS Annunciation Orthodox School
First Baptist Academy
Presbyterian School
The Awty International School
The John Cooper School
River Oaks Baptist School
St. Francis Episcopal School St. John’s School
Duchesne Academy
The Kinkaid School
Second Baptist School
The Village School
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A Symphony of Shapes Inspired by Wassily Kandinsky’s abstract works and unique experience with synesthesia, second graders explored a new approach to printmaking using everyday materials. Students used plastic bags, markers, sponges, and water to create colorful monoprints before layering acrylic paint inspired by the movement and sounds of the orchestral music playing around them. Through vibrant shapes, bold colors, and expressive brushstrokes, students transformed sound into art, creating imaginative masterpieces full of movement, creativity, and joy.
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Artwork by Park Steele, Second Grade SUMMER 2026 41
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Character Award Recipients 2025-26 Rooted in our school’s core values - the biblical “fruit of the Spirit” - character formation is woven into every aspect of the ROBS experience, including Bible class, social-emotional learning, daily devotionals, prayer, and weekly Chapel. Each month, one Middle School student from each grade is recognized with a character award, honoring their consistent demonstration of these Christ-like virtues.
Love
Joy
Peace
Stella Nieminen (5) Lindley Proler (6) Sloan Easterling (7) Frances Harper (8)
Henley Frazier (5) Daman Konduru (6) Piper Goss (7) Eddie Patton (8)
Taryn Kral (5) Ethan Essigmann (6) Chris Ayres (7) Kathryn Gonzalez (8)
Patience
Kindness
Goodness
Faithfulness Gentleness
Self-Control
Mila Casarez (5) Genevieve John (6) Claire Smith (7) Ben Martin (8)
Harper Heard (5) Hattie Thompson (6) Bo Bawcom (7) Audrey Bazin (8)
Beau Thompson (5) Jacq Sumargono (6) George Kennard (7) Ian D’Cruz (8)
James Marshall (5) Kate Albrecht (6) Elena Garza (7) Lexi Marquez (8)
Lilly Steele (5) Oliver Johnson (6) Mason Booker (7) Isabella James Berry (8)
Peter Phan (5) Carlos Buchanan (6) Cameron Blanton (7) Harrison Moye (8)
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Faculty Distinctions MILESTONE YEARS OF SERVICE This year, we honor a remarkable group of educators, administrators, coaches, and staff members who together have given a combined 245 years of service to ROBS. Through their wisdom, compassion, and undeniable commitment, they have helped shape our students and our community.
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Erin Breen Assistant Head of Lower School
Dawn Hanson, Ph.D. Campus Minister
Claudia Barrios PreK Teacher
Martha McDaniel ’91 First Grade Teacher
Christa Pryor Director of Library Services
Gabriela Flores Irwin Middle School Spanish Teacher
Tony Brown Security Suzanne Buchanan Director of The ROBS Fund & Alumni Relations
Eleanor Zook PreK Teacher
Kate Jeter ’96 English Department Head Rachel Merren Director of Data & Logistics
Katie Davis Lower School Art Teaching Assistant Tara Currin Head of Lower School Rachel Meiss Preschool Music & Art Teacher
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YEARS Mike Honn Director of Maker Education
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MIKE HONN For 35 years, Mike Honn, widely known across ROBS community as “Mr. Makerspace,” has faithfully served ROBS in a variety of roles across both Lower and Middle School. From PE teacher and Yearbook Coordinator to his current role as Director of Maker Education, Mr. Honn’s dedication, creativity, and leadership have left a lasting impact on generations of ROBS students and families.
“Whatever you do, work heartily, as for the Lord and not for men.” – Colossians 3:23 46 VINE & BRANCH
SEE YOU LATER Dr. Mary Furman leaves ROBS this year after 24 years teaching Middle School math. Known for her humble presence, generous spirit, and unwavering faith, Mary has devotedly served the ROBS community since 2002. Throughout her tenure, she has answered every request with an enthusiastic “yes,” – from teaching new courses to coaching the Middle School Quiz Bowl team. Her colleagues describe her as both gentle and remarkably strong - a steady presence whose patience and care have impacted countless students over the years. As one eighth grader shared with Mrs. Reynolds this year, he didn’t like math until he was taught by Dr. Furman. We are deeply grateful for Mary’s faithful service and the lasting impact she has made on the ROBS community. Marguerite McHard retires from ROBS this year after 29 years in the Business Office as our Financial Manager. Marguerite first joined the ROBS community as a parent before becoming a dedicated member of the Business Office team in 1997. Over nearly three decades at ROBS, she has become known for her kindness, professionalism, and steadfast commitment to the community. A treasured colleague and a friend to all, Marguerite has reflected the heart of ROBS in all she does. We thank Marguerite for her years of faithful service and the countless ways she has supported the financial health and well being of the School.
LIFELONG LEARNERS Committed to our mission of ambitious academics rooted in abiding Christian Values, ROBS faculty members continually pursue opportunities to grow as educators of both the mind and the heart.
Mackenzie Wilhide
Sarah Graham
Codi Fillmore ’14
Liliana Gamez
Assistant Head of Middle School Mackenzie Wilhide received a Master of Education in Educational Leadership from Stephen F. Austin State University and completed Leadership Partners’ Executive Education Academy through the Jones Graduate School of Business at Rice University. Head of Preschool Sarah Graham also completed Leadership Partners’ Executive Education Academy through the Jones Graduate School of Business at Rice University. Sixth Grade Science Teacher Codi Fillmore ’14 received a Master’s in Public Health from Lamar University. PreK Teaching Assistant Liliana Gamez received a Master of Science in Learning, Technology, and Design from Houston Christian University.
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Art in Another Key ALL THINGS NEW For orchestra students at ROBS, preparing for each semester’s concert showcase requires months of dedication and performance rehearsal. But the sound of major harmonies and lilting melodies wasn’t the only artistic expression spilling out of our Orchestra classroom this year. Beyond chords and scales, students found inspiration and challenged their artistry through an unlikely medium – a handful of broken, discarded instruments. Dr. Courtney Ruth, ROBS Orchestra Director, has long used Houston’s Lisle Violin Shop for instrument repairs and classroom supplies. In 2024, an employee at the shop introduced her to the concept of “disco violins” – broken, unusable violins usually spray-painted silver and covered in rhinestones. Disco violins were growing in popularity and being sold as works of art on online marketplaces like Etsy, giving these instruments a renewed purpose. Dr. Ruth looks for a project each year – beyond music – that will challenge her students creatively and serve as an artistic outlet after periods of intense preparation. Creating disco violins seemed like a natural fit. In December 2024, Dr. Ruth introduced the idea to her students. And while they were intrigued by the concept, she soon realized the disco theme was limiting. Her students needed more creative freedom for this project to really come to life. This fall, she revisited the project with a broader vision. She asked the shop to begin setting aside damaged violins and spent weeks gathering supplies. Soon paint, rhinestones, sculpting materials, fabric, markers, and mixed media supplies filled the orchestra room, where music and visual art would soon collide. With a little direction that encouraged personal inspiration and style, students were given the freedom to create something that mattered – to them. From a violin devoted entirely to a student’s favorite superhero, Captain America, to one covered from scroll to end pin in colorful stars, no two creations looked alike, each shaped by the
imagination of the artist. Dr. Ruth knew her students displayed strong artistic talent, but even she was surprised by the way this process – taking something broken and making it beautiful again – inspired such deep creativity and dedication. In moments of downtime during rehearsal, students reached for their violins, adding to their design in a quick, creative reset. Some students even took their projects home over long weekends and breaks, spending hours experimenting with texture, layering different elements, and refining details long after class was over. Soon, students outside the orchestra program were asking to design an instrument. What started as a simple project had ballooned into a collaborative, creative outlet for students across the Middle School. Without expectations or requirements – just a blank “canvas” – inspiration flowed freely and masterpieces emerged, reflecting the unique vision and perspective of each talented student artist. In Orchestra, students spend most of the school year focused on musicianship and technique. For a few stolen moments, this took a back seat to pure imagination, as our musicians flexed their creative talent through an entirely different – though familiar – medium. Though these instruments no longer produce music, they continue to inspire, now as an art installation in the Mosing Middle School Building foyer. Because what was once broken can always be made new again. SUMMER 2026 49
AMELIA DUNAHOE (GRADE 7)
Amelia created two violins: one incorporated a collection of green (her favorite color) household objects and the other was covered entirely in Pokémon cards she already had at home.
CHARLES HILLIARD (GRADE 7)
“I love seeing what happens when bubbles hit the light; they reflect a bunch of colors.” Charles designed a violin filled with colorful reflective patterns and layered tones inspired by the water bubbles he noticed during swim season. His design explored movement, light, and color through a simple everyday observation.
ELAINE YAN (GRADE 7)
Elaine designed a violin that incorporated school colors, character themes, and lessons students explored during their years as ROBS. Particularly recognizable is the tree design from this year’s theme: Firm in Faith, Joyful in Praise. Elaine gifted this ROBSthemed piece of art to Head of School Mrs. Reynolds.
REBECCA HOU (GRADE 7)
“I thought of the idea as soon as I saw the violin. It was old and weathered just like the violins on the Titanic.” Rebecca’s violin was inspired by discussions in Choir class surrounding the Titanic musicians. She transformed her violin into a 3D historical piece using sewing measuring tape and sculptural elements.
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Landscapes to Make You Smile Guided by contemporary artist Claire West’s vibrant landscapes and joyful artistic philosophy, third graders crafted bright, expressive paintings designed to spread joy. Students used a combination of chalk pastel, liquid starch, and acrylic paint to create colorful landscapes full of depth, texture, and movement. Through bold color choices, layered techniques, and imaginative compositions, students transformed simple scenery into uplifting works of art.
Artwork by Claire Nguyen, Third Grade
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PORTRAIT of a GRADUATE RIVER OAKS BAPTIST SCHOOL PROVIDES STUDENTS THE FOUNDATION TO PERFORM WITH DISTINCTION AT THE HIGH SCHOOL LEVEL AND BEYOND, BY PREPARING GRADUATES:
To think CRITICALLY, CREATIVELY, and ANALYTICALLY, with CURIOSITY and a GROWTH MINDSET
To ACCESS, EVALUATE, SYNTHESIZE, and COMMUNICATE INFORMATION EFFECTIVELY
To lead HEALTHY LIVES, EMBRACING MENTAL, PHYSICAL, and SOCIAL WELLBEING, of self and others
To develop ROBUST INTERPERSONAL SKILLS including EMOTIONAL INTELLIGENCE, EMPATHY, APPRECIATION FOR HUMAN DIFFERENCES, and COLLABORATIVE WORK HABITS
To UNDERSTAND THE CHRISTIAN FAITH, EXHIBIT STRONG MORAL CHARACTER, LEAD WITH A SERVANT’S HEART, and MODEL THEIR LIVES ON CHRISTIAN PRINCIPLES
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CLASS OF 2026
HIGH SCHOOLS CHOSEN THIS YEAR’S GRADUATING CLASS WILL MATRICULATE TO 16 SCHOOLS ACROSS THE COUNTRY – FROM HOUSTON TO TENNESSEE TO MASSACHUSETTS. WE CAN’T WAIT TO SEE WHAT GOD HAS IN STORE FOR THESE RAIDERS AS THEY TAKE FLIGHT.
Strake Jesuit College Preparatory Memorial High School St. John’s School Kinder High School for the Performing & Visual Arts Lamar High School St. Agnes Academy Phillips Exeter Academy The Kinkaid School Episcopal High School St. Thomas High School The Ensworth School (TN) Baylor School (TN) Episcopal High School (VA) Duchesne Academy The Thacher School (CA) IMG Academy (FL)
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Ava and Zoie returned to campus as high school juniors for Fall Fair in November 2023.
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TOUCHING HEARTS THROUGH TOYS In fall 2021, ROBS graduates Zoie Pierce and Ava Black, both ’21, joined forces on a toy drive honoring Charlie Raymond as part of their Girl Scout Silver Award. After five years, the Fill Charlie’s Chest Toy Drive is now one of ROBS’ most meaningful traditions. In December 2025, Ava and Zoie returned to campus to discuss their project’s lasting impact.
In fall 2021, ROBS renamed its annual Fall Fair in honor of Charlie Raymond, a beloved student who passed away during his Kindergarten year at ROBS. At the time, ROBS graduates Ava Black and Zoie Pierce, both ’21, were high school freshmen. Although Ava was at Episcopal High School and Zoie was studying painting and drawing at the Kinder High School for the Performing and Visual Arts, the girls returned to campus to dedicate their Girl Scout Silver Award Project to Charlie, coordinating a toy drive benefiting MD Anderson. After five successful annual drives – each one bigger than the last – what began as an idea between two high schoolers has quickly become one of the most meaningful traditions in our community. “I remember my mom talking with Mrs. Raymond one day,” Ava shared. “She was talking about how much the kids in the hospital, Charlie especially, loved picking a toy from the toy chest after they finished a round of chemo. And it sparked an idea for us – maybe we could do something to help fill the chests.” For Charlie, those small moments of joy after difficult treatments mattered. Ava and Zoie wanted to make sure other children could experience that joy, too. And for Zoie, the inspiration was deeply personal. Her younger brother had experienced significant health challenges as a child, so she knew firsthand how it felt to watch a child suffer. “We just wanted to do whatever we could to help,” she explained. Ava and Zoie, best friends since Kindergarten,
immediately knew they wanted to tackle the project together. Why? “Because we do everything together!” they laughed. But turning the idea into a reality was not that simple. The toy drive launched as part of Fall Fair 2021, during the uncertainty of the COVID-era. “There were so many logistics to figure out,” Ava recalled. “We were young,” Zoie added, “and we couldn’t drive ourselves. And hospitals had strict safety rules. Having people around us who supported the idea made all the difference.” That very first year, the girls and their families loaded their cars with the donations and handed them off to hospital staff outside the building. “I wish we could have seen the kids’ smiling faces,” Ava remembered feeling, “But even without seeing it, we could imagine how meaningful it would be.” While the girls were in high school, they continued to return to campus on Fall Fair day as their schedules allowed. And each year, they were amazed by the toy drive’s continued growth. “It’s honestly insane to think about,” Ava said. “We were really young when we started this, and now we’re in college and it’s still going and getting bigger each year.” Today’s families — many of whom never knew Charlie personally — continue to enthusiastically support the drive each year. For Ava, that ongoing commitment is simply the
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culture and ethos of ROBS. “I’m not even surprised,” she said of the drive’s growth. “Growing up in this community, I know all the love that pours through this place. Whether people knew Charlie or not, it’s such a loving community filled with people who want to help each other.” Zoie echoed that sentiment. “I’m grateful people are still passionate about it and want to continue it, even though we’re not here anymore.” These days, the girls are in college – Ava studying communications at the University of Texas and Zoie focusing on political science and English at Tulane University, with plans to go to law school. They will begin their sophomore year in fall 2026, and both carry a passion for serving others in their daily lives. In high school, Ava spent a lot of time working with students at the Nehemiah Center. Now, she volunteers with her sorority at a local Austin elementary school. “ROBS taught me the importance of service,” she shared, “and that helped me realize I really enjoy working with others, whether or not it counts for hours.” On Tulane’s campus, Zoie tutors students and participates in community outreach programs. In fact, service is a graduation requirement at Tulane, one of the reasons Zoie wanted to attend the school. “Growing up at ROBS, service just became instinctive,” Zoie recalled. “We learned from such a young age the importance of giving back.” When asked what they hope current students understand about serving others, both girls emphasized that meaningful change often begins with simple compassion and the courage to act. “Talk about your ideas,” Zoie encouraged. “That’s how you build support and find people who care about the same things.” “And honestly, never give up,” Ava added. “Sometimes dreams seem too big, but if you put your mind to something, you really can succeed.” As part of our Portrait of a Graduate, we pledge to prepare our students to exhibit strong moral character and lead with a servant’s heart. Ava and Zoie’s commitment to serving their communities is the embodiment of this goal. When asked to describe the toy drive in a single word, the girls paused thoughtfully. “Rewarding,” Ava said. “Love,” Zoie answered. Five years in, both words feel exactly right.
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Ava Black and Zoie Pierce, both ’21, visited campus in December 2025 to reflect on five years of the Fill Charlie's Chest Toy Drive.
Zoie and Ava pictured with Raymond family members in front of donations collected during the first-ever toy drive in fall 2021.
Each year around Fall Fair, ROBS families are encouraged to Fill Charlie’s Chest through a donation to the toy drive.
The Art of Being You Seventh and eighth grade students explored identity and self-expression through imaginative name designs. Students first brainstormed symbols and imagery that reflected important aspects of their personalities, interests, and experiences before creatively incorporating those ideas into the letters of their names. Through meaningful design choices, students created personal works of art that were both visually dynamic and uniquely representative of who they are.
Artwork by Ari Akhter, Seventh Grade
Artwork by Mayuri Thyagaraja, Seventh Grade
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CATCHING UP WITH THE CLASS OF 2021 At ROBS, we provide students with the foundation to perform with distinction at the high school level and beyond, which is exactly what these young men and women have done. With pride, we share these achievements of ROBS graduates from the Class of 2021.
CLASS OF 2021 ACCOMPLISHMENTS
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Collegiate Scholarships
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Collegiate Athletes
88 128 69
National Honor Societies
Academic Awards
Athletic Awards
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Girl Scout Gold Awards
11 Eagle Scouts
48 46 23 125 Service Awards
Arts Awards
Athletic Team Captains
Student Leadership Positions
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WHERE ARE THEY NOW?
STUDENTS FROM THE ROBS CLASS OF 2021 JUST COMPLETED THEIR FIRST YEAR OF COLLEGE
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Class of 2021 Avery Afseth Episcopal High School University of Texas
Jake Davis Episcopal High School University of Colorado - Boulder
Peyton Gildea St. Agnes Academy Southern Methodist University
Ronin Ballesteros Episcopal High School Texas Christian University
Libby Davis Episcopal High School Texas A&M University
Charlie Grace St. John's School Wake Forest University
Ava Black Episcopal High School University of Texas
Tomas DePinho Greens Farms Academy Boston College
Anna Guerrini Deerfield Academy Harvard University
Maddy Bos Episcopal High School University of Mississippi
Jake Dobson Lamar High School University of Texas
Robert Hamner St. John's School University of Texas
Alex Boylan The Kinkaid School United States Naval Academy
Scarlett DuBose Episcopal High School University of Texas
Rob Hankamer The Kinkaid School Texas Christian University
Caden Brandt St. John's School College of William & Mary and University of St Andrews
Marshall Dunahoe St. John's School Amherst College
Henry Hilliard St. John's School Colorado School of Mines
Amanda Brantley St. John's School University of Texas
Christian Ellul Strake Jesuit College Preparatory Texas A&M University - Galveston
Chloe Hollis Episcopal High School Louisiana State University
Carter Burke Episcopal High School Duke University
Daniel Fanning Episcopal High School University of Texas
Alex Jenks St. Thomas High School Indiana University
Mikey Campbell Episcopal High School The Ohio State University
Carter Field Strake Jesuit College Preparatory University of Texas
Mo Jimoh St. Agnes Academy Fordham University
Caroline Chiao St. John’s School St. John’s College - Annapolis
Claire Field St. John's School Auburn University
Reid Johnson Episcopal High School Baylor University
Bella Chramosta Episcopal High School University of Texas
Bethanne Fitts Episcopal High School University of Texas
Hardy Johnston Episcopal High School Texas A&M University
Zoe Chung St. Agnes Academy University of Arkansas
Ella Fox The Kinkaid School University of Florida
Darnell Joseph The Kinkaid School University of Texas
Amelia Cooper Houston Christian High School University of Alabama
Emma Freeman Episcopal High School University of Texas
Trace Langin St. Thomas High School Johns Hopkins University
Bennett Cooper Houston Christian High School San Diego State University
Joshua Freeman St. John’s School Georgia Institute of Technology
Henry Larzelere Strake Jesuit College Preparatory St. John's College - Santa Fe
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Leighton Lewis Episcopal High School Texas A&M University
Meredith Pryor St. Agnes Academy Miami University
Izzie Wheelock St. John’s School University of Texas
Johnathon Li St. John's School University of Texas
Charlie Puckett The American School in Switzerland University of Texas Mary Martha Rabalais Episcopal High School University of Texas
Thompson White Episcopal High School University of Texas
Charlotte Loweth St. Agnes Academy Pepperdine University
Cody Ray Episcopal High School Sewanee: The University of the South
Callie Yeager St. Agnes Academy Louisiana State University
Avery Mirza St. John's School Texas A&M University
Mac Riser St. John’s School Washington and Lee University
Harper Young Dublin School Indiana University
Eva Misso Episcopal High School Georgetown University
Jordan Roberts The Kinkaid School University of Texas
Alice Zhang St. John's School Rice University
Max Mithoff Episcopal High School University of Texas
Oliver Zhang Strake Jesuit College Preparatory University of Texas
Matthew Mithoff Episcopal High School University of Texas
Lily Rogers Challenge Early College High School Texas State University Hashim Saeed Episcopal High School University of Texas
Aidan Murphy Episcopal High School University of Texas
Hunter Sauer Episcopal High School Texas Christian University
Luke Newsome Episcopal High School Texas A&M University
Jogi Sidhu Strake Jesuit College Preparatory Chapman University
Bella Perdue Episcopal High School Baylor University
Vivian Turbidy Episcopal High School University of Georgia
Catherine Pfeiffer St. Agnes Academy Santa Clara University
Cate Turlington Episcopal High School University of Texas
Zoie Pierce Kinder High School for the Performing & Visual Arts Tulane University
Annie Wareing Episcopal High School University of Texas
Haden Low Episcopal High School
Riley Pratka Episcopal High School Texas A&M University
Claire Whitehead Episcopal High School Sewanee: The University of the South
Hayden Wetmore Episcopal High School Texas Tech University
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Class Notes 1988 Taylor Landry and wife Kirsten welcomed baby boy James Allen Landry II on December 15, 2025. (1) Meredith McCord married Collin Huff in September 2025.
2002 Taylor Croley and husband Davis welcomed baby girl Betty Anne on August 21, 2024.
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Christopher Cassidy and wife Veronica welcomed baby boy Walter. (2)
Morgan Prasher married Wil Fischer on July 19, 2025, in Santa Barbara, California. Alina Valera Mitchell and husband Benjamin welcomed baby boy Parker Joseph on May 19, 2025.
2011 Ava Leigh Bryan married Ross Pellegrin on January 11, 2025, in Marathon, Texas. (8)
2006 Emily Matteson Thomas and husband Cody welcomed baby boy Greyson James on March 9, 2026.
Haddon Hughes is engaged to Ben Crawford.
2008
Lindsey Munson married Mac Baird on June 14, 2025, at Westwood Country Club in Austin, Texas. The wedding party included Sophia Ortega ’11 as a bridesmaid and Bill Munson ’08, Lindsey’s brother, as a groomsman. (9)
Bill Munson and wife Olivia welcomed baby boy Robert in October 2025. (3)
2012
2009
George Buckley and wife Claire welcomed baby girl Lillian Lorraine in January 2026. (10)
Perry Mazzone is now Vice President at Oxford Partners.
Courtnay Buaas Gorham and husband Alex welcomed baby boy Mason Laurence in June 2026. Mia Gerachis starred in The Last Five Years at Queensbury Theatre in Houston, Texas. (4) Isabelle Graham Wagner and husband Jack welcomed their third baby boy. Clare Hewitt married Matthew Greskoff on March 1, 2025, in Houston, Texas. (5)
2010 Anna Louise Buckley Roberston and husband Walker welcomed baby boy James Walker in March 2026. (6) Courtney Favaloro Tran is a pediatric dentist in private practice in Dallas, Texas.
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Jack Murphy married Colette Eymontt on October 18, 2025, in York Harbor, Maine.
Madelyn Hilyard Van Brunt and husband McCartney welcomed baby girl Greer on July 12, 2025.
2007
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Peyton Levy is engaged to Cassidy Moss. (7)
Cole Johnson married Livia Greene on October 4, 2025, in London, England.
Sellars Levy married Preslie Sandidge on March 22, 2025, in Galveston, Texas.
2013 Ed Bayouth married Ferrell Harper on October 18, 2025, in Midland, Texas. Sydney Beckham married Jack Zook on July 12, 2025, in Oxford, Mississippi. (11) Catherine Craft Greenhut and husband Kyle welcomed a baby girl in January 2025. Catherine is a Speech-Language Pathologist in Charlotte, North Carolina. Cleo Epley married Brady Stringer on October 4, 2025, in Capri, Italy. (12) Harrison Williams is engaged to Lily Mozisek.
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16 2014 Will Edens married Savana Blahitka on April 18, 2026.
2015 Elizabeth Allen married Caleb Feste on July 26, 2025, in Houston, Texas. (13) Matthew Boling is engaged to Sophia Baker. Caroline Peterson graduated from the University of Houston Law Center. (14)
2016 Avery Elizabeth Edens is engaged to Knox Childress. Mason Morris is engaged to Sarah Jane Keilen.
2017 William Allen married Avery Brazelton on September 27, 2025, in Crested Butte, Colorado. (15)
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17 Emma Claire White graduated from Georgetown University in May 2026 with a Master of Science in Finance. (16)
2020 Stephen Gill plays football at Colby College. Mary Shepherd traveled to Scotland in December 2025 for a mission trip with Reformed University Fellows.
2022 Kori Hagins will begin her freshman year at the United States Naval Academy in fall 2026.
2023 Parker Allen committed to playing field hockey at the University of California, Berkeley. Patrick Guerrini just completed his junior year at Kinder HSPVA in the Instrumental Department, where he plays cello in the orchestra. Patrick was a winner of HSPVA’s 2025 Concerto Competition and is also
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a member of the Texas Music Educators Association All-State Orchestra. Patrick will spend this summer at Meadowmount School of Music in upstate New York to study with violinists, violists, and cellists from around the country. (17) Evie Laskaris is a junior at St. John's School and the founder of CheckmateFORKids, along with her brother Nicholas ’24. She published a research article in Chess Life Online in September 2025. Locally, she was recognized by Houston Mayor John Whitmire and City Council Member Mary Nan Huffman when May 23, 2026, was proclaimed "Evie Laskaris Checkmate for Girls Day.” (18) Thea Popovic broke the St. John's School Track & Field record in both the 400-meter and 200-meter races. (19)
2024 Taylor Synnott broke the St. John’s School Track & Field record for the one-mile race. (20)
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Alumni Events ALUMNI HAPPY HOUR November 18, 2025 Alums from the Classes of 1997 and 2016 – and many in between! – gathered for an Alumni Happy Hour at Kirby Ice House.
ALMOST ALUMNI LUNCH May 18, 2026
Eloise Pannier, Kai Hofstetter, Avery Hofstetter, and Evan Gildea, all ’25, visit with Ms. Allison.
Mrs. Atkins visits with Sela Olan, Lucy Rogers, and Valentina Marks, all ’25.
Jesse Martin, Margaret Brewer, Gay Lee Pearce, Rachel Merren, Barbara Luengas, and Janet Atkins
Jack Bresnahan ’24, Fisher Bresnahan ’25, and Charlie Adams ’24
Our eighth graders and their parents celebrated the day before Graduation at the Almost Alumni Lunch. Head of Middle School Connor Cook shared special parting words and presented eighth graders with their academic awards. Campus Minister Dawn Hanson spoke about the importance of their faith foundation, then presented the soon-to-be graduates with personalized Bibles. Eighth grade students and parents also exchanged touching letters reflecting on their years at ROBS.
Ursula, Drew, and Kevin Williams
Zach and Reagan Wellins
ALUMNI LUNCH WITH FACULTY & STAFF January 5, 2026 All alumni were invited to campus for lunch with Faculty & Staff during our January in-service. Graduates visited with current teachers along with the Raiders on the Road, our beloved retired faculty members.
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Sarah, Beth, and Bryant Lee pray together.
WELCOME BACK TO CAMPUS CLASS OF 2022! ALUMNI CHAPEL January 24, 2026 In February, members of the Class of 2022, current high school seniors, returned to campus for a special Alumni Chapel service. Several of our alumni participated in a panel sharing their high school experiences. After Chapel, all alumni in attendance visited with eighth grade advisory groups to answer questions in a smaller setting.
Members of the Class of 2022
Olivia Major, Anna Claire Otto, Lauren Bohn, Marisol Hess, Josephine VanHoutan, and Elizabeth Patton
Dawn Hanson and Bryanna Micu
Gray Sullivan, Catherine Cox, Coltan Blossom, and Andrew Wright visit with eighth grade advisory groups.
CLASS OF 2022 RECEPTION May 6, 2026 Members of the Class of 2022 joined us on campus for one last visit before college! Every spring we invite ROBS graduates who are current high school seniors back to campus for a celebratory reception. Our Class of 2022 alums sported their college t-shirts and enjoyed catching up with each other and their teachers. They also enjoyed opening up their time capsules and hearing Mrs. Reynolds reminisce about their years at ROBS. Once a Raider, always a Raider!
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2025-26 Leadership BOARD OF TRUSTEES
ADMINISTRATIVE TEAM
Katie Stanton ’90, Chair Brian Bravo, Vice Chair Kristy Bradshaw Jaime Casas Nell Frances Connally Angie Gildea-Mahan Anne Good Brandon Holcomb Terry Huffington, Emerita Heather Kyle Corby Martinez Mike Poe Joe Poff Gail Stewart, Emerita Ryan Synnott Gigi Valera Reagan Wellins
Head of School Leanne Reynolds
Ex-officio: Dr. Steve Laufer, River Oaks Baptist Church Pastor Leanne Reynolds, Head of School
Head of Lower School Tara Currin
Associate Head of School for Academics Amy Womack Associate Head of School for Advancement Paige Martin ’85 Associate Head of School for Operations Paul Mayhew Associate Head of School for Student Support Deborah Harper Head of Preschool Sarah Graham
Head of Middle School Connor Cook, Ed.D. Campus Minister Dawn Hanson, Ph.D.
ACCREDITATION ISAS, ACTABS, Praesidium
PUBLICATIONS Managing Editor: Kara Neumann Contributors: Suzanne Buchanan, Molly Edington, Ashleigh Hess, Kara Neumann, Carson Nicodemus, Liz Wleczyk Photographers: Three Smudges Photography, Bailey Reynolds, ROBS faculty, staff, and parents Designer: C2-Studios, Inc.
Director of Enrollment Management Kealey Johnson Director of Development Tany Klaes Director of Marketing & Communications Kara Neumann Director of Safety & Security Chris Baltazar
We have made every effort to ensure the accuracy of the information contained in the magazine. If we have made an error, please accept our apologies. You may contact Kara Neumann at kneumann@robs.org regarding the publication.
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River Oaks Baptist School 2300 Willowick Houston, Texas 77027 713.623.6938 www.robs.org
be the example
Ambitious academics rooted in abiding Christian values WATERCOLOR TREE Alight with playful color, the watercolor tree represents the beautiful potential and possibility-filled expanse of a child’s life. ACADEMIC PATH Deliberately engineered, research-based, and comprehensive, the School’s thoughtful academic curriculum builds upon itself from grade-tograde, laying a self-reinforcing foundation for students to be ambitious, courageous, resourceful thinkers. FRUIT BUDS Growing naturally from the academic path, the fruit buds represent the practice-based, immersive character curriculum that permeates every lesson and action at ROBS. The nine fruit buds known as the Fruit of the Spirit nourish children’s lives well beyond their time at ROBS. STYLIZED TREE Fastening together the academic path and the fruit buds, the stylized tree presents a child’s journey through ROBS—the way ROBS guides students toward shaping life direction, forming connections, and preparing them for all that comes next. LAYERED IMAGERY Layering the artistry of the watercolor tree with the technological imagery of the stylized tree signifies the School’s commitment to Science, Technology, Engineering, the Arts, and Math—each a priority in our ongoing curricular enhancements and our new master campus plan.