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Revolutionizing How Students Choose a Degree

Posted by Unknown Minggu, 09 Februari 2014 1 komentar

The following is a sponsored post by DegreeStory.com.

What degree should I get? Do I follow my passion and become a fine art major at the risk of financial stability? Do I pursue software engineering to land that great job out of college?

These are important questions.

In recent years, these questions have become more complex. Should I get an online degree or should I attend a brick and mortar school? Is a bachelor’s degree even valuable anymore or should I pursue a master’s? Are entry-level jobs available in our struggling economy? Do I even need to go to college? How much debt should I take on?

Finally, throw into the mix some personal questions. What am I best at? What can I see myself doing for the rest of my life? Do I need to move in order to pursue my career? Do I value financial rewards or work-life-balance? What if I want to start a family? Do I work to live or live to work?

These are tough questions for anybody at any age. Yet, these are the questions that we expect our college students to answer. They are bright and motivated but are not properly equipped to make a wise decision.

Ultimately, what they lack is experience. It’s almost impossible to draw on a part-time babysitting job to gain the requisite clarity to choose a professional career path. There is a world of difference between a restaurant hostess and an ‘8-5’ as a financial analyst for a REIT.

According to this article by the New York Times, students understand their dilemma and thus are postponing the decision. Unfortunately, this indecision can increase the already rising cost of higher education, further compounding the problem.

It’s a complex situation that has yet to be addressed in a meaningful way.

This is why we built DegreeStory.com.



Our mission is to connect these young adults with the experience of those who have gone before. Those with the most to contribute are not the professional journalists and writers but the people who are actually in the careers. Why have a journalist give a 3rd party analysis of software engineering when you could have a programmer just speak from experience?

DegreeStory.com gives a platform for professionals to write about their experiences. It is open format and we welcome any and all thoughts regarding careers and degrees. These students need to hear reality. They need to understand the ups and downs that are present in every profession.

While a single story is indeed helpful, the true power of degreestory.com is found when all of the stories are taken together. As a college student, imagine being able to browse through thousands of stories from real people who are actively working in the field that you might choose.

We categorize these stories and make them easy to find. Thus, a young aspiring clinical psychologist has the ability to call up stories by other clinical psychologists. Furthermore, he has the power to filter by salary, experience, school and more to find stories that perfectly match his search criteria.

This is the missing piece for these young people who are thrust into these decisions.

As somebody who is in education, your story is valuable. Thousands of potential teachers need to understand what it’s really like. Would you share your story? It’s simple. If you want to share your general experience, you can start writing here. If you want to enter one of our writing contests for teachers, you can click here.

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Why Do You Blog? A Student's Perspective

Posted by Unknown Rabu, 27 November 2013 0 komentar
The following is a guest post by New Milford High School sophomore Sarah Almeda. After learning about her Chemistry blog titled Avogadro Salad I asked her to share some insight on the importance of blogging from a student's perspective. I was so blown away by what she wrote below that I went against my long standing personal policy of not following my students on Twitter. Please take a minute to read Sarah's post below, share a comment with her, and check her out on Twitter. This is one amazing student!


...Um, because Ms. Smith made me?  

Lol, jk. (That’s, “laughing out loud, just kidding” in teenspeak, that fictional language adults seem scared of...?)

I’m Sarah Almeda, a sophomore at New Milford High School. Somehow, I can have twitter conversations with my teachers and my principal. Somehow, they led to Mr. Sheninger giving me the opportunity to write a guest post on the importance of student blogging. I’m a blogger at heart, as I have been since 4th grade. That’s probably why I was actually excited when my chemistry teacher, Ms. Smith, opened the year by telling us that part of our assessment in the course  would be the regular maintenance of a blog.  This included posts twice a week that connect chemistry to our world.

Image credit: http://gregmillerprincipal.com/tag/blogging/

Now, I’ve posted almost daily to a personal blog for years and I’m grateful for the decision. I’m told I’m a very good writer. I’m not trying to boast; my writing visibly improved when I started blogging and I can tell you why.  Teens turn to the internet for validation, myself included. Why? When I post to my blog, I don’t write to impress a teacher. My audience is the World Wide Web, which is literally worldwide. I attract viewers from all around the globe. When a post gets attention, some views, likes, comments, or even subscriptions, I look at the post and think, Wow; I had some valid ideas that a complete stranger could relate with. What did they like? How do I turn these visitors into regular readers? When a post gets no attention, I then think, What would be more interesting? What will lead viewers to my blog? How do I get a response? 

Rather than having a teacher hammer the importance of good writing into my head, I get to feel it in a very real world situation with immediate feedback. I don’t just learn about writing, either. Yesterday, my friends were genuinely interested to hear me talk about how one day our phones may literally be coated with nanodiamonds. I learned that from an article I blogged about. Now I’m always learning a great deal about topics that I decide are interesting to blog about, like the chemistry behind a bad hair day. Not to mention that my chemistry blog is a blessing for someone whose homework always seems to disappear rather inopportunely. I can put an assignment on my blog in the “Homework" category, protect it from copycat classmates, and email the password to Ms. Smith so she can view it whenever she needs to.  Not convinced yet? I learned HTML coding when finding ways to better format blog posts, and it’s become a very useful skill. 

A personal blog’s also the perfect place to vent my feelings. After articulating my emotions to an Internet audience, I realize I’m better understanding myself.  In an Internet world where that wretched teenspeak is the preferred language on nearly all social media platforms (bc my insta captions/ tumblr posts r like so articulate lol jk idec) blogging is a practice that expands learning way beyond the walls of the classroom. It encourages self-improvement and dedication in a way that I don’t believe can be taught as well as it can be experienced. And it's addictively fun!

So, pull a Ms. Smith move! Teach kids to blog! Start one yourself! Trust me, you’ll find the time, you’ll find the passion, you’ll find out a lot about the world, and you might even find out more about yourself.  And watch out for me! You can find my chemistry blog by clicking HERE, and I’m even building my own website with the awesome tools I learned in business class at NMHS.

Cheers!
-Sarah “Shmarah” Almeda

Please take a moment and leave a comment for Sarah. Not only is she a talented blogger, but an artist as well (see her self portrait below). She, like many of her NMHS classmates, fully take advantage of everything that NMHS has to offer to advance their learning and follow their passions.

Image credit: Sarah Almeda


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Teachers Hate Pep Rallies!

Posted by Unknown Kamis, 31 Oktober 2013 0 komentar
The following is a guest post by Danielle Shanley, Director of Curriculum and Instruction for New Milford Public Schools, NJ.  Here she reflects on what she say in New Milford HS on a Friday before our annual Spirit Week pep rally.

I am sure there will be plenty of people out there who will publicly chastise me for what may seem like my inner Scrooge, but the truth is most Teachers HATE pep rallies!  Let’s be real here.  Pep rallies are disruptive to the school day and to learning.  And I love learning.  That’s my priority.  Teachers have important jobs to do, and the distraction is, well, distracting.    On the day of the pep rally, the students are usually energized to the point where they have no desire to learn, to sit still for any length of time, or to engage in any meaningful academic experiences for the day.  Sometimes the “pep rally effect” begins DAYS before the rally itself, ugh.  

Of course, school spirit, colored shirts, face paint, tattered clothing, grade level competitions, posters, blow horns, drum rolls, cheers and all that good stuff is what the memories are made of for the kids.  I get it.  Don’t send me hate mail.  But trying to teach students on that day is NO easy feat.  Trying to harness that energy in a “spirited” fashion while you are trying to address “CCSS.ELA – Literacy.W.9-10.2” becomes nearly IMPOSSIBLE.  What about that very last dreaded hour of the day, moments before the pep rally is about to begin?  Feel the swell of students moving towards doorways?  Hear the rumblings of chants and distant sounds of horns?  It’s all about to erupt! …EXCEPT in this classroom. This is what Joanna Westbrook’s students at NMHS were doing moments before the insanity began:




Amazing!  These students were creating original documentaries.  They were so engaged in their work, they didn’t even notice I was taking pictures.  Every available technology was “in use” in this room. Most students were in the editing phase on the Macbooks, adding music, photos, video, audio and even subtitles from smart phones.  I hated to interrupt to ask questions, but I had never seen engagement like this.  This was JUST moments before a pep rally; I couldn’t help myself.  Usually, kids aren’t so quick to show their work.  Not these kids.  They rattled-off their methods used in the creative process, their personal experiences, human interest stories, and the inspiration for their pieces.  They were learning, creating, collaborating, applying, interacting, and proudly sharing.  I will guess Mrs. Westbrook doesn’t hate pep rallies.  They have no negative impact on the learning in her classroom.  The best defense is a great lesson.  Hats off to you, JW!  Go Knights!!     

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The Voice: Student Edition

Posted by Unknown Kamis, 24 Oktober 2013 0 komentar
The following is a guest post by Cristy Vogel (@msfrenchteach).  She is a High School French Teacher in Columbia, SC, 2013-14 SCFLTA President, and #langchat Co-Moderator.  She blogs at theslantedapostrophe.blogspot.com.

This post is not about a special episode of teen singing sensations on The Voice. Hope you’re not disappointed! However, the show did come to mind when thinking about student voice. If you haven’t seen the show, essentially, it’s a contest for aspiring singers who must wow the judges and audience with their vocal abilities. The hope is that the judges will hit the buzzer and declare interest in mentoring the vocalist.  The judges are experienced and very successful celebrities who have industry insights from which the contestants can greatly benefit, in theory. 


Image credit: http://www.educationthroughleadership.com/giving-students-a-voice/

Much like our students, each contestant hopes to have his or her voice heard in order to learn, grow, and excel.  The classroom may not be a ridiculously loud contest like what we see on The Voice, but it is a place where all learners should have the opportunity to direct their learning. Recent interactions with my own students have inspired me to reflect on voice and its implications in the classroom. In fact, it has only been in the past couple of months that I have really gotten out of my comfort zone and given students the microphone so as to make decisions about their own learning.  It is my pleasure to share with you a few tips that are based on my personal experience. 

Get informed.
Giving students a voice is not an exact science, especially since each classroom is unique. There are ways to prepare yourself for such a risk-taking endeavor, so I recommend that educators take some time to engage in discussion with others who have done it before putting learners on the stage. Read a blog on the topic, talk to on-site colleagues who have success with it, ask your PLN for ideas, and maybe engage in a Twitter chat. Then, ask yourself how your students might direct their own learning in your particular environment. You know your students best!  

Tell stories.
Our learners need a little direction when we give them voice. In fact, all of us -- not just the learners in our classroom -- want to know how and why we’re doing what we’re doing. As educators, anecdotal stories can help as they have the potential to capture students’ attention and guide them to make meaningful recommendations. I tell my students that there are non-negotiable tasks that we must do in life, but we can suggest ways to tailor them to our needs.

My first anecdote this year was about the professional development sessions that our school faculty must attend every other Thursday.  I told them that the PD is non-negotiable, but that teachers can make recommendations for future meetings. I explained that I shares my ideas with our administration in hopes that we will get to try something different. Then, I transitioned into an explanation of the non-negotiable part of the project that we are doing with students at other schools.  We discussed some aspects that they could direct before I gave them a feedback form to complete. I found that the responses were more meaningful than they had been when I had made past attempts at seeking feedback, and I believe my anecdote and our discussion impacted the results.

Just as the contestants on The Voice are prepped before hitting the stage for their first performance, our learners also benefit from a little coaching. After all, don’t we want to make that empowering moment on the stage as successful as possible? Students might not have a voice in many of their classes, so make this time count!

Listen carefully and empower your learners. 
Now that your learners have spoken, reflect on what they said. Sometimes you may receive several comments that are not helpful, but concentrate on the serious ones. Stay positive! Even if only one or two students provide you with meaningful feedback, do your best to make their voices heard. Most students are going to use the power of voice at some point, and that might be when they are making individual, rather than collective, decisions. At any rate, announce the changes that you are going to make as a result of student feedback. I recommend that you let them know repeatedly how much you appreciate it.  In my own experience, learners are happy to hear, more than once, that their voice was heard and that it made a difference. 

The fact is, there is more potential for buy-in when the learning is student-directed. Let’s let our learners shine with the mic in hand!

I would like to thank Eric Sheninger (@NMHS_Principal) for inspiring and inviting me to contribute to his blog. It was my first time doing so!  He wrote a fantastic post on the need for educators to tell their classroom stories, and it inspired me to ask him about guest blogging. As a result, I wrote this post AND already invited one of my own students and colleagues to guest blog. Yet another example of the power of my PLN!

Check out Eric’s post HERE. 

Thank you, Eric, for giving me a voice! 


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Our Doors Are Always Open

Posted by Unknown Minggu, 10 Maret 2013 0 komentar
The following is a guest post by Steve D’Ascoli.  Steve visited New Milford High School on Thursday February 28, 2013.  NMHS routinely hosts visits from outside educators, schools, and organizations in an effort to provide insights on our initiatives.  Below is a reflection by Steve on his recent visit.

Today I had the opportunity to meet with Eric Sheninger before he headed off to the 2013 NASSP Conference.  I reached out to Eric to gain insight into the technologically driven mindset that has encapsulated New Milford High School. It was a great opportunity to not only get to exchange ideas with Eric regarding technology’s role in the classroom, but to see the learning community that has been nurtured and developed at his school.


Probably the most interesting idea Eric shared with me is how his school has structured their schedules to provide time for daily professional development.  In order to foster growth and development, a “PGP” (Professional Growth Period), allows teachers to have time to search for resources, share current practices, and collaborate with one another. An amazing, transformative decision, which can spur innovation and afford teachers the opportunity that no one ever has... time!  I don’t know if Eric was the brainchild behind that idea, but I have to tip my cap to whoever came up with that model.

It is also interesting that at New Milford High School, there are no mandates for teachers to use technology. Eric shared that teachers  are beginning to welcome the role of technology, as they are able to see how it not only makes their instruction more engaging, but also in many circumstances, easier on the teacher!  Through self-directed personal learning communities, and support from administration, Eric shared how teachers are empowered to take a different approach towards instruction because THEY want to.

As we navigated the hallways and classrooms, I was able to experience firsthand the school culture that is fostered at New Milford High School.  The students recognize their opportunities to use devices in school, and understand what the expectations are for appropriate use.  It was eye-opening to see that in a cafeteria filled with high school students that are allowed to use personal devices,95% of them were eating lunch, doing homework, and interacting in the same old fashioned ways!

Reflecting on this experience it is important to see how at my school district, we must establish specific goals that we intend to achieve by initiating a BYOD program at Valhalla Middle High School.  One interesting component that Eric mentioned is that part of the New Milford outlook is that cooperative learning is stressed, and that devices should be connecting students together.

I really appreciated the opportunity that Eric arranged for me to spend time together and demonstrate the educational climate at New Milford. I hope that I am able to use this experience to influence the teachers and students at my school in similar ways. I look forward to meeting Eric again soon and definitely at Edscape in October!

Steve D’Ascoli is a 5th year educator at Valhalla Middle High School in Valhalla, NY.  He has dual NYS certification in Secondary Social Studies and as an Educational Technology Specialist- daily utilizing both skill sets. As part of Valhalla’s Technology Committee, he is one of the leaders in driving the vision for  the District.  Steve is also currently leading Educational Technology instruction as an Adjunct Professor at Pace University and is obtaining a degree in School District Leadership.

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Second Chances

Posted by Unknown Senin, 04 Maret 2013 0 komentar
The following is a guest post from Jeff Fiscina, one of my math teachers at New Milford High School.

Today is the day after a test.  I walk around to hand back tests to the students. Students, who did well, put a smile on their faces.  Students, who did poorly, sink into their chairs in displeasure.   I come back to the board to review the problems which created the most difficulty.  The students who did well are so excited they don’t want to listen.  The students who did poorly are so upset with themselves they can not concentrate.  So, what am I doing?  I’m pretty much talking to no one.  I’m not helping those students who received a bad grade and the students who were successful are now bored.


Image credit: Steven Depolo

After about two and a half years of doing this in my classes, I realized something must change.  Some students were not successful on a test.  The only way they can help their grade is to do better on the next test.  But they need the material from the previous test to help them.  So what service am I providing to my failing students?  How am I motivating them to do better?  I used to say, “You are going to need to learn this to do well on the midterm.  Don’t just put the test away and not look at it.  Study it and learn from it.”  After thinking about how I would take that statement as a student, I realized how little impact it actually has.  Something needed to change in my grading philosophy, and change fast.

Everyone deserves a second chance, right?  You fail your driver’s test; don’t you get another shot at it?  You do poorly on the SAT’s; you can take them again right?  So for a test in class, why are students only getting one chance?  After much questioning, research, and consideration, I decided to implement a re-take policy for my classes.

After students receive their test and are not happy with the score, they can come to me and inquire about a re-take.  I give the student a contract that lists the steps they must follow in order for the opportunity for a retake.  The contract must be signed by the student and their parent/guardian.  The steps are as follows:
  1. Get the test paper signed by a parent/guardian
  2. Attend extra help session for corrections on the test
  3. Complete given assignment on your own (if necessary)
  4. Make an appointment after/before school to take your re-take
(You can see my full written policy and contract HERE)

Once students take the re-take, I look at how much knowledge they have gained, and use my professional judgment to assign a new grade.  Students are appreciative of the second chance and are taking full advantage of it. Students are recognizing how much more work they need to put in if they are unsuccessful.  This gives them some motivation to do well the first time.  And it also gives them an opportunity to right the wrong.

What is our goal as educators?  My goal is for every student to have the best opportunity at succeeding in my class.  If my students have only one chance at every test, then they really don’t have the best opportunity at succeeding.  I want my students to learn and one of the best ways to learn is from your mistakes.  I have a little saying I like to use:  “Failure is not an ending, it’s a beginning.”




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With Students Lagging Globally in Science, the U.S. Looks to Inspire an Untapped Resource

Posted by Unknown Rabu, 20 Februari 2013 0 komentar

The following is a guest post by Westfield Public Schools Assistant Superintendent Paul Pineiro.

Underlying the lagging performance of U.S. students in global assessments in math and science is another troubling statistic: According to the Organization for Economic Cooperation and Development, fifteen-year-old girls in 65 countries generally outperformed boys worldwide, but in the United States, boys outperformed girls in quantitative studies. We are left scratching our heads and wondering why it’s only our female students that “can’t do science.”

Image credit: http://www.psmag.com/news/a-new-view-of-why-women-shun-science-careers-19392/

The fact is they can, but culturally, we may be dissuading them from doing so. Consider that even for those female students who do pursue college studies in science, technology, engineering and math (STEM) they are more likely to change majors than their male counterparts, despite relative success. "Women drop out of engineering programs with higher average grades than the men who stay in engineering programs," reported CEO of the Society of Women Engineers, Betty Shanahan, at last summer at U.S. News STEM Summit 2012. And of the women who do earn STEM degrees, the U.S Department of Commerce, Economics and Statistics Administration shows their typical career paths diverge substantially from men. “About 40 percent of men with STEM college degrees work in STEM jobs, whereas only 26 percent of women with STEM degrees work in STEM jobs” (August 2011). 

While girls in most other nations thrive in science-related studies, there is a disconnect for them in the U.S. This drop-off of interest in STEM subjects among young female students is typically attributed to how our culture views women who demonstrate an interest or ability in the STEM fields. In subtle but impactful ways, our culture pushes away young women from STEM fields by often painting aspiring engineers as geeks with thick glasses and curious sense of fashion (see Amy in “The Big Bang Theory”). “One of the things that we can do to help disband that stereotype,” says executive director of technical research at AT&T Labs, Alicia Abella, in an interview with U.S. News and World Report, “is to really expose these young girls and young women to role models who are in the field to make them recognize that, in fact, you don't have to fit that stereotype.” 

For this reason there is an all-call out to U.S. industry and educators at all levels to undo the stereotypes that could be costing the country some of its best and brightest future innovators. Young STEM-inclined females need role models, and to this end, “Introduce a Girl to Engineering Day” was established in 2009 to promote their connection with accomplished women in the STEM fields.

This year, “Introduce a girl to Engineering Day 2013” is dedicated to the memory and legacy of Sally Ride, physicist and first American woman in space. Here is a list that includes links to the accomplishments of Sally Ride and eleven other women and organizations with whom we should want young, STEM-inclined female students to be introduced.  Introduce a Girl to these STEM Role Models:


If that was not enough here is a list to 100 more.

# # #

Sources: 

Hopkins, Katy, “How to Encourage Women to Consider STEM Majors,” U.S. World News and Report.

Organization for Economic Cooperation and Development

Sheehy, Kelsey, “STEM Disconnect Leaves Women, Minorities Behind;” U.S. World News and Report.

U.S Department of Commerce, Economics ad Statistics Administration

Bio notes: 

Paul Pineiro is the Assistant Superintendent for Curriculum and Instruction in Westfield Public Schools (Union County, NJ) and a “Generation STEM” enthusiast. You can follow Paul on Twitter at @paulpineiro.



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The Meaning of Valentine's Day

Posted by Unknown Kamis, 14 Februari 2013 0 komentar

I know I have said this before, but I really love my job.  I love my job mainly because of the students and staff that I am blessed to work side by side with each day at New Milford High School.  This morning Doreen Zacher, my Student Assistance Counselor (S.A.C.) demanded that I stop what I was doing to listen to an example of how great our students are. Her story moved me so much that I demanded in turn that she write it up for me so that I could share this wonderful example of character embodied by our students.  In education we work so hard to teach our students important life lessons that focus on the respect and caring for others.  Based on the summary below it looks like our commitment to creating and supporting such a culture is paying off. I hope you all enjoy this guest post by Doreen as much as I did.

Image credit: http://www.shopcoralgables.com/blog/2013/02/07/valentines-day-in-downtown-coral-gables/

It seems in our society that Valentine’s Day has turned into a manufactured holiday.  If one does not receive roses, a present or a card they may think they are not loved.  Today, I was able to experience the true meaning of unconditional love by strangers. A young middle school student was very upset because she felt as if none of her friends would recognize her and offer her a Valentine’s card.  Her emotions were so intense that her tears ran freely from her eyes.  When I received notification of this, I realized the true meaning of Valentines Day.  I purchased a card and asked high school students to sign it for the young girl who felt alone today.  Within minutes I had multiple signatures and well wishes on this card.  Even though they were strangers to this young girl, they felt a connection.  Everyone, one time in their life has felt alone. Before I knew it, the New Milford High School students made a care package for her full of cookies, candy and snacks.  They went the extra mile just to offer their support to this young girl that they never met or even knew.

When the package was dropped off at her school,  she read the card and saw all of the goodies, her face lit up like a Christmas Tree.  She felt the support and love from strangers, but from this day forward the high school students will be her support.  As a result of this experience, I have learned the  true meaning of Valentine’s Day, treat others with the love and respect and you can change the life of a stranger. 

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What Matters to Students

Posted by Unknown Senin, 29 Oktober 2012 0 komentar

It is always great to hear back from alumni once they have left our buildings.  The feedback we sometimes receive provides us with a sense of whether or not we are doing a good job preparing them for success at the next stage in their lives.  Below is an email that I recently received from Amanda Howell, a 2012 graduate of New Milford High School.  Amanda's reflection on her time at NMHS put into perspective what really matters in an educational experience.



Mr. Sheninger,

            I just wanted to take the time to thank you for all of my experiences at New Milford High School. As I am embarking on my college career, I am thankful for all that I learned at New Milford. There are few people here who have had experiences as great as I had in High school, and I believe that much of that is due to the positive changes and environment you have created. The technology, the experiences, and the educators all play a positive role in the drive I have in furthering my education.

            I was able to take part in so many great experiences during high school. There were so many great opportunities I am glad that I took part in. I was able to attend a trip to the Liberty Science center to watch an open-heart surgery as a part of my AP biology course, and the S.T.E.M Academy. It was a great experience because the educators really ensured that we were taking everything we possibly could from everything presented to us. We traveled to the Google offices in New York City, which was a great learning experience because much of the technology I used in high school, and still do in college, runs with something from Google. I was able to sample and provide feedback on the Chromebook, which helped me choose the technology I wanted for college. I traveled to many competitions to work on my debate and public speaking skills through the Ethics Bowl and Mock Trial, where we had to research and formulate opinions and strategies on current issues. As I am getting involved in groups, clubs, and organizations in college I am learning just how important and valuable it is that I was immersed in those issues and I have to tools to become informed, formulate an opinion, and defend it.

            But beyond all of the experiences, and beyond all of the technology are the educators. The teachers of the school who encourage you to get involved, and make you want to be all you can be and do all that you can do. All of the teachers I had at New Milford helped to make me who I am today, but being a Biology major I need to point out Mr. Devereaux. His enthusiasm and passion for what he does really shines through in his teaching. He extended himself to be available to his students inside and outside of the classroom, always responding to e-mails and going out of his way to make sure all of his students were being the best they could be. He provided excellent resources, using social media such as twitter, to communicate with the students and provide them with further information beyond the topics covered in class. Even today in college, I still refer back to his notes and utilize his website, still enjoying his famous PowerPoint animations, to help me be the best I can be. Moreover, I know that if I ever have a question, or needed help with something all I would have to do is send him an e-mail and he would still help me today.

            My roots and New Milford are stronger and richer than most. I am extremely thankful for all that I was able to take part in during my time at New Milford. I am thankful for all that Mr. Sheninger has done to make the educational experiences at New Milford better, for I feel I was given to tools to reach my potential. I am also thankful for the educators who go above and beyond the call of duty and because of them I will forever be reaching for the stars!

Thank you,
Amanda Howell


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