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Shelton's Charger Recharger can repurpose PET bottles that would otherwise wind up in a landfill into usable 3D printer filament.
Shelton Engineering and Film teacher Tripp Givens is leading the charge in sustainability with his students' creation of the "Charger Recharger." The invention turns recycled materials into 3D printer filament, showcasing the ingenuity and environmental consciousness of the Shelton Class of 2024.
 
The Charger Recharger can repurpose PET bottles that would otherwise wind up in a landfill into usable 3D printer filament. This allows students to create prototypes, lab parts and other projects using items that would otherwise be considered trash.
 
The engineering students began by researching existing designs online, using CAD software to modify them and then brought their vision to life through 3D printing. A highlight of the project was their resourcefulness in repurposing parts from a broken 3D printer to build the machine. They also constructed a device to cut PET bottles into uniform widths using a combination of wood, 3D-printed parts, and other recycled components. Their ingenuity extended to developing methods for preparing bottles for recycling, laying the foundation for future sustainable projects.
 
Several Shelton alumni played key roles in the Charger Recharger's development, including Alexander Arens, who is currently studying engineering at Purdue University, and Ben Stafford, now pursuing engineering at the Rochester Institute of Technology. Alumni Jack Jones and Will Killebrew also made significant contributions while at Shelton.
 
Current engineering students are excited to take the project further by collaborating with Shelton’s STEM Club, led by Sydney Davis, in their recycling efforts. Together, they plan to brainstorm creative ideas for useful things to 3D print, possibly even creating a display to showcase their work. The Outdoor Club will also join the recycling initiatives, making it a school-wide effort.
 
Givens is already thinking about the future, with a goal of creating a second machine made entirely from recycled materials. As sustainability becomes a key focus, the Charger Recharger serves as a beacon of innovation, community involvement and environmental consciousness at Shelton.
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The Shelton School is hosting a Preschool and Kindergarten Fall Admission event on October 19, 2024, from 3:00-4:00 p.m. at 17301 Preston Road, Dallas, TX 75252. Shelton's Preschool and Kindergarten classes are open to students between the ages of 3 and 6. Shelton's curriculum includes Montessori classrooms, oral language development, academic readiness skills, preparation for reading, multisensory learning, enrichment classes, individualized programs with small class sizes and speech and language therapy. 

 
Register for Shelton''s Preschool and Kindergarten Fall Admission Event at this link.
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By Amy Cushner, Associate Head of Early Childhood-Sixth Grade

Yes, it is a New Year! To be precise, it’s a new school year. Dawning is a flurry of actions. Setting alarms to wake up (not fun), having to think, planning and coordinating all the things: carpool, daily schedules, clothes for school, rushing to get the summer reading project done and spending a lot of money on clothes, supplies and swag.

Now breathe. When the list is long and time is short, we turn to multitasking, and that is not efficient. In The Organized Mind: Thinking Straight in the Age of Information Overload, Daniel Levitin emphasizes the importance of focusing on one task at a time rather than multitasking. He notes: "To keep information from being lost, the brain has to slow down, which means doing one thing at a time. Every time we switch tasks, we have to reorient ourselves to the new task, and that takes time and energy.”

What’s the solution? Here are some of my favorites!

  1. Make your sticky notes: Write one thing on each sticky note that needs to be done — make it easy, break it down into sub-tasks. (Example: talk with kiddo about what time school starts and decide what time to wake up each day.) Once written, line up the notes in order of priority. Next, choose the top three that you seek to accomplish today. You’ll find that once the top three are completed, you will feel a sense of momentum and synergy. Maybe you’ll choose another sticky note to tackle? Last, throw that sticky note away! Nothing feels better than crumpling it and shouting, “I’m done with you!” 
  2. Use the Pomodoro Technique: This time management method involves working in short, focused bursts (usually 25 minutes) followed by short breaks. This helps maintain energy and attention and prevents burnout. I use this technique all the time, especially on big, long tasks like cleaning my house. I can feel overwhelmed by the details and time involved, leading to procrastination. The Pomodoro Technique forces me to breathe and shortens the finish line to “just see what you can get done in 10 minutes, 15 minutes or 20 minutes.”
  3. Buy in and delegate: “Teamwork makes the dream work!” Involve others in the process, specifically, the kids. In John Maxwell’s 21 Irrefutable Laws of Leadership, Law 14 notes the value of buy-in and involvement in processes. For the first two suggestions, involve the participants it affects: the kids! Have them work alongside to create the sticky notes and use the Pomodoro Technique. Not only are they seeing how to break down a task and make it accomplishable, but the delegation can come when you ask, “Which one would you like to take?” “How many minutes do you want to give the Pomodoro clock?”

Ah, now, that felt good! A deep, calming breath. The adjective has shifted from overwhelming to accomplishable. Be the tortoise: slow and steady always wins the race! Like the tortoise, you’ll be able to breathe, stop for moments to rest and finish a winner. 

Amy Cushner is Associate Head of Early Childhood-Sixth Grades at the Shelton School in Dallas, Texas. She holds an M. Ed., is a CALT, Qualified Instructor in MSLE programs for written language disorders and is Montessori certified, Elementary 1. Most important to Amy, she has 30 years of joyful experience in working with children with learning differences and their families.

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Shelton alumnus Matthew Rapier (Class of 2014) and Shelton Upper School history teacher Morgan Rapier with their daughter Mary Alice.

By Angelo Piersanti

The Shelton School has been serving the DFW area since 1976. Consecutive generations of families have attended our school, made lifelong friends, and contributed to our success in multitudinous ways. Matthew Rapier, Shelton Class of 2014 alumnus, and Morgan Rapier, Shelton Upper School History teacher, are one of those families.

When Matthew’s needs were not being met in traditional school, his parents transferred him to Shelton by the first grade. He fondly recalls our welcoming environment and supportive teachers, including memories of seeing Shelton School Founder, Dr. June Shelton, around the old campus. Over the years, Matthew participated in theater, football, soccer and choir, which were the perfect outlets for his physicality and creativity. Matthew attended Shelton through twelfth grade.

Matthew was finishing college, and Morgan was in the middle of a teaching internship when they met through a dating app. This led to some long talks, a first date, and eventually marriage. The couple later settled in Plano with their two cats and first child, Mary Alice, who was born last September. Morgan and Matthew recently reminisced on how overcoming setbacks has brought them closer and made them stronger. 

For example, a fire destroyed most of their belongings while they were away on their honeymoon. This unexpected hardship proved to be a defining moment in their relationship. Starting a life together can be difficult enough, but starting from scratch gave them a new perspective on what is essential. This includes building a relationship of trust, communicating clearly and honestly, and leaning on each other’s strengths. 

The little things, like Matthew’s ability to make Morgan laugh and Morgan's ability to find joy all around her, are what they appreciate most. These are also a poignant reminder of what cannot be taken away. Knowing they can absolutely rely on one another has bolstered their confidence in their ability to confront whatever else they may encounter in the future, no matter how difficult. Morgan and Matthew’s relationship also affected their career paths. 

With Morgan’s encouragement to pursue his dreams, Matthew currently works in business development. With Matthew’s influence, Morgan gained a deeper understanding of people with learning differences, far more than she gleaned from her education courses or teacher training. This led to her applying for a position in Shelton’s Upper School, where she has worked since 2019. Today, her experience and compassion continue to shape her approach to teaching.

Morgan and Matthew take great pride in their Shelton connections. Matthew still answers when Shelton calls, whether speaking to a group of parents or sitting down for an interview. Some of Matthew’s best friends are the ones he met early on at Shelton. This tight-knit circle of friends now includes Morgan, and this addition has created fresh opportunities to renew their Shelton bonds. As for Morgan and Matthew, this dynamic duo is ready for whatever may come next.

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Amy Cushner is Associate Head of Early Childhood-Sixth Grades at the Shelton School, which specializes in educating children with learning differences.

By Amy Cushner, Associate Head of Shelton School


Yes, it is a New Year! To be precise, it’s a new school year. Dawning is a flurry of actions. Setting alarms to wake up (not fun), having to think, planning and coordinating all the things: carpool, daily schedules, clothes for school, rushing to get the summer reading project done and spending a lot of money on clothes, supplies and swag.

Now breathe. When the list is long and time is short, we turn to multitasking, and that is not efficient. In The Organized Mind: Thinking Straight in the Age of Information Overload, Daniel Levitin emphasizes the importance of focusing on one task at a time rather than multitasking. He notes: "To keep information from being lost, the brain has to slow down, which means doing one thing at a time. Every time we switch tasks, we have to reorient ourselves to the new task, and that takes time and energy.”

What’s the solution? Here are some of my favorites!

  1. Make your sticky notes: Write one thing on each sticky note that needs to be done — make it easy, break it down into sub-tasks. (Example: talk with kiddo about what time school starts and decide what time to wake up each day.) Once written, line up the notes in order of priority. Next, choose the top three that you seek to accomplish today. You’ll find that once the top three are completed, you will feel a sense of momentum and synergy. Maybe you’ll choose another sticky note to tackle? Last, throw that sticky note away! Nothing feels better than crumpling it and shouting, “I’m done with you!” 

  1. Use the Pomodoro technique: This time management method involves working in short, focused bursts (usually 25 minutes) followed by short breaks. This helps maintain energy and attention and prevents burnout. I use this technique all the time, especially on big, long tasks like cleaning my house. I can feel overwhelmed by the details and time involved, leading to procrastination. The Pomodoro effect forces me to breathe and shortens the finish line to “just see what you can get done in 10 minutes, 15 minutes or 20 minutes.”

  1. Buy in and delegate: “Teamwork makes the dream work!” Involve others in the process, specifically, the kids. In John Maxwell’s 21 Irrefutable Laws of Leadership, Law 14 notes the value of buy-in and involvement in processes. For the first two suggestions, involve the participants it affects: the kids! Have them work alongside to create the sticky notes and use the Pomodoro technique. Not only are they seeing how to break down a task and make it accomplishable, but the delegation can come when you ask, “Which one would you like to take?” “How many minutes do you want to give the Pomodoro clock?”

Ah, now, that felt good! A deep, calming breath. The adjective has shifted from overwhelming to accomplishable. Be the tortoise: slow and steady always wins the race! Like the tortoise, you’ll be able to breathe, stop for moments to rest and finish a winner. 

Amy Cushner is Associate Head of Early Childhood-Sixth Grades at the Shelton School in Dallas, Texas. She holds an M. Ed., is a CALT, Qualified Instructor in MSLE programs for written language disorders and is Montessori certified, Elementary 1. Most important to Amy, she has 30 years of joyful experience in working with children with learning differences and their families.

 

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Will Eckles, who attended Shelton from 2002-2013, opened GoGogiri, a restaurant at 17421 Preston Road, in September. He says his favorite menu item is CEO Riceball.

Will Eckles, who attended Shelton from 2002-2013, opened GoGogiri, a restaurant at 17421 Preston Road, in September. Will opened the restaurant with Ian Greenberg and Harrison Nguyen. Culture Map's Teresa Gubbins called it Dallas’ “first Japanese restaurant obsessed with onigiri.” GoGogiri’s signature item, onigiri, is “a portable treat consisting of rice formed into a ball or triangular shape, stuffed with a pickled or salted filling and wrapped in dried seaweed,” Gubbins wrote. Will graduated from Michigan State University in the summer of 2021 with a Bachelor’s degree in Advertising and a Minor in Business Analytics. The restaurant also has locations in Abilene and Lubbock.

What's the concept behind the restaurant GoGogiri?

We wanted to provide a fast-casual product in a niche market with little representation in the American market. The initial idea was during Covid to provide a product through a ghost kitchen with a focus on delivery services and a multi-channel strategy to maximize our profits. We found onigiri through a trip to Japan as a group between high school and college. We thought it was perfect for what we were trying to do. We wanted something that represented us, a comfortable space with video games, some anime and EDM music. 

What’s your role there?

I'm a minority owner as well as the company's financial controller. I do not like calling myself the CFO as I taught myself accounting and finance roles through a CPA I knew, YouTube, Chat GPT and online resources. I also manage filings and our Vice President of Operations with a focus on our satellite locations. 

What's your favorite dish on the menu?

My favorite item is our CEO Riceball. It's our wagyu marinated overnight in soy sauce, pears, and our special seasoning with our pressure-cooked pork. It also comes with our Chili Aioli sauce, which is a mayo base, honey, garlic and lime sauce.

What are your memories of Shelton?

My favorite memories from Shelton were our yearly retreats to Sky Ranch and Mo-Ranch and Mrs. Hatch's Middle-School English class.

How did Shelton prepare you for what you are doing now?

I have ADHD and had a hard time organizing the important information the school was teaching us. The organizing methods taught at Shelton are skills I still use today.

What's your advice to Shelton students?

Nietzsche once said, "I know of no better life purpose than to perish in attempting the great and the impossible." The more daunting the challenge, the more you should do it. Greatness dies in satisfaction and mediocrity. The only times in my life when I struggled and thought things were impossible was when I limited myself.  You should always be pushing your comfort zone, and once you do that, there is nothing to worry about because the biggest challenges will become small speed bumps in your life.

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By Amy Cushner

Shelton Associate Head of School

Summer is the season of many adventures and much advice on keeping kids busy to avoid boredom and survive summer. However, for the next two minutes, I’d like you to be bored with me. Be bored: think, stare, huff and puff. Within those two minutes, you may find yourself restless, thinking, ruminating and problem solving about how to end the boredom. Hooray! You’re bored!

Boredom is a gift.

Boredom is a gift rarely given to children. Boredom is empowering! It allows children to persevere through nothingness to get to somethingness. (Very Seussical!) Invention rises out of moments of transition and inaction. Sculptor Anish Kapoor says, “I've learned over the years… that it’s precisely in those moments when I don’t know what to do, boredom drives one to try.”

How to be bored?

  • Model boredom: Show kids that it's okay to be bored sometimes. Engage in quiet activities yourself, like reading, drawing, or simply sitting and thinking, to demonstrate that boredom can be a natural and positive part of life.
  • Schedule downtime: This can be a period after school or on weekends where children can relax and find their own ways to stay entertained (sans technology!)
  • Go on a walk: Walking encourages activity without intended result. The slower pacing allows new thoughts to creep in, nature to be noticed and considered, or a problem to be solved.
  • Create a "Boredom Space": Designate a space in your home where kids can go when they feel bored. Stock it with open-ended toys, art supplies and books to inspire creativity and independent play.

It takes two to make a thing go right!

Both structure and boredom are equally important. Benjamin Franklin, who was a gifted inventor, published his schedule that included both focused work and time to “Put things in their places, supper, music or diversion, conversation, examination of the day.” With a little of both, a survivable summer awaits with a little added sprinkle of invention.

“Think left and think right and think low and think high. Oh, the thinks you can think up if only you try!" 

— Dr. Seuss

Amy Cushner is Associate Head of Shelton School, Early Childhood-Sixth Grades at the Shelton School in Dallas, Texas. She holds an M. Ed., is a CALT, Qualified Instructor in MSLE programs for written language disorders and is Montessori certified, Elementary 1. Most important to Amy, she has 30 years of joyful experience in working with children with learning differences and their families.

 

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Shelton's Scholars program helps students with learning differences develop skills in oral and written spelling, reading, grammar, vocabulary, cursive handwriting, and auditory discrimination and memory.

By Angelo Piersanti

The Shelton School is a bustling place in the summer, hosting any number of training classes, enrichment opportunities, and academic courses. This includes our Scholars program for students with language-based learning differences who are 6 years of age and above. Students come from all over the metroplex with some families driving from over an hour away.

The Scholars program, part of Shelton’s Outreach Department, is designed for students from the community at large who for various reasons are not enrolled at Shelton. The program offers an intensive three-week summer course called Summer Scholars. The program continues to operate in the fall and spring with a 13-week Saturday-only course.

Families typically seek out the Scholars program after realizing that their children are struggling with reading, writing, and spelling. The Scholars program supplements services received at the students’ schools or takes the place of these services when students are no longer eligible to receive them. Families come for Shelton’s resources and reputation, in addition to the convenience and affordability of the program. They stay for the results. 

Students are admitted into the program after completing an informal assessment or submitting test results from other evaluation centers. Students are placed into small groups according to ability. In the process of receiving needed intervention, students may realize for the first time that there are many others who share their learning differences. This often sparks engagement and friendship. It turns out that kids like to learn with others who are like them. 

Summer Scholars students meet Monday to Friday from 9:00 a.m. to 12:00 p.m. between June 12 and July 3. At the heart of this densely packed program is the Sequential English Education (S.E.E.) curriculum, a comprehensive, multisensory, structured approach to language remediation written by Dr. Joyce Pickering, Shelton‘s Executive Director Emerita, based on the work of Dr. Charles Shedd.

Dr. Shedd’s model for training volunteers to help students with dyslexia proved to be a highly effective and low-cost method for providing remediation services. Following this model, Dr. Pickering pioneered the Scholars program at Shelton in 1990 to address the unmet needs in the broader community. Since that time, hundreds of tutors have received extensive training and supervision in the delivery of the S.E.E. curriculum to work in the Scholars program.  

Tutors include college students, Shelton alumni, current and former teachers, retirees, parents, and grandparents. Some tutors are experienced professionals working towards advanced certification or licensure; others are embarking upon a voyage of discovery that may lead to a future in teaching. In all cases, they are committed to the mission of serving students with learning differences. 

The Shelton Scholars program provides critical services for many students in the DFW area. At the cost of trading in some of their summer break, a time when most students experience a learning loss, these students are developing skills in oral and written spelling, reading, grammar, vocabulary, cursive handwriting, auditory discrimination and memory. 

Students are having fun, too. Whether shooting hoops during a break or making playdates with newfound friends, their increasing confidence becomes plain to see. The pep in their steps as they enter the building or smiles on their faces as they join their cohorts are a joy to behold and an inspiration for everyone to continue with their work. 

For more information about Shelton's Scholars program, visit this link.

With special thanks to Jessica Newman, Director of Shelton S.E.E., for her insights into the Scholars program and her ongoing dedication to the students it serves.

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Shelton Executive Director Emeritus Joyce Pickering and Associate Head of School Amy Cushner are featured in a Greenspring Center for Lifelong Learning podcast on "Early Signs of Learning Differences to Look for in the Primary Classroom." Pickering and Cushner outline development during the Primary years, emphasizing the importance of early identification and intervention for children with learning differences. They highlight how Montessori materials and lessons can be adapted to support diverse learners and caution against a "wait and see" approach, which can result in missed opportunities for early intervention and additional suffering for the child. Instead, they recommend implementing adaptive strategies as soon as a child is identified as at risk, ensuring that the child receives necessary support. 

Dr. Joyce Pickering is a 50-year Montessorian, speech and language pathologist, and learning disabilities specialist who has devoted her life to addressing the needs of students with learning differences. She is the author of "Montessori Strategies for Children with Learning Differences: The MACAR Model," with Sylvia O. Richardson, M.D. 

Amy Cushner is certified in Sequential English Education and the Association Method programs for the remediation of written language disorders, as well as advanced levels of Montessori Applied to Children at Risk. Amy holds a M.Ed. in Educational Leadership, Montessori-credentialed (E1) MACTE, is a Licensed Dyslexia Therapist (Texas), Certified Academic Language Therapist, QI, and has worked at the Shelton School for 30 years.

Listen to the podcast at this link.

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Travis Lee Ratcliff (Shelton Class of 2009) is director and editor of "Dynasty and Destiny," a film appearing in the Tribeca Film Festival.
Travis Lee Ratcliff and Brody Carmichael, both from Shelton's Class of 2009, are executive producers of the film “Dynasty & Destiny,” which will be showcased at the Tribeca Film Festival June 11-13. Travis serves as the film's director, screenwriter, and editor, while Brody is the cinematographer. The film will have its Dallas premiere at the Oak Cliff Film Festival on Sunday, June 23, at 3:45 p.m. at the Bishop Arts Theater Center. It tells the story of Kanesha Jackson, a third-generation barrel racing champion, who is training her 13-year-old daughter, Kortnee, to carry on the family tradition. “‘Dynasty and Destiny’ is a portrait of how traditions ripple through a family,” Ratcliff says. “My goal as a filmmaker has always been to present Texan stories that re-contextualize our western heritage and showcase the deep values, traditions and heritages that have made the state what it is today. Presenting this Texas-spun story to an audience of this scale feels like a realization of that vision.” Here’s an interview with Ratcliff, who graduated from the Savannah College of Art and Design and has a production company, Movement House, in Austin.

When did you attend Shelton? 
I attended Shelton starting in the sixth grade. Brody and I both graduated from Shelton in 2009. Brody and I became friends working in the high school theater and film program. We both felt that the challenges of our Dyslexia, ADD, Dyscalculia and auditory processing disorders also contained secret strengths and gifts that were best revealed by our mentors in the arts. From our work in the theater department, we soon found an even deeper calling in the form of filmmaking. Telling stories visually became a way to communicate on a deeper level than through the limits of written or spoken language. 

What was your role in creating “Dynasty and Destiny”? 
I was the director and editor of the film. As the director, I helped develop the artistic vision for how to tell the story. My job is to find the theme and emotional core of the movie and develop a visual language with my collaborators that best expresses those ideas. With this film, I was fascinated with the way that tradition ripples through a family. The theme of the film, to me, was: "How does what was old become new again with each generation?" In order to express that, I collaborated with Brody as a cinematographer. As a cinematographer, Brody is responsible for helping me dream up the best way to design and execute my thematic and emotional vision for the film. Brody suggested that we use a combination of film and digital photography. Under his leadership, the film utilized a strategic combination of 16mm, 35mm, black and white and color techniques. These, over the arc of the film, express our deeper thematic idea by representing the older generation’s point of view (black and white, and film photography) becoming new again through the younger generation’s harnessing of it in their own way (digital and color photography). As an editor, I assembled the film in the editing suite and made sure that the rhythm/flow of the movie is working. I typically edit most of the work that I direct in order to facilitate our carefully crafted design. I am also a professional freelance editor, so it’s one of the skills I know best in filmmaking. 

What kind of response has the film received? 
The film has been the best received of any of our works so far. It premiered at the San Francisco International Film Festival, where it received the Golden Gate Award. The jury commented, “We found this touching, timely, and accessible story to be a true master class in documentary filmmaking.” The film has been presented at festivals across the country and will premiere next week at Tribeca. Tribeca is one of the most competitive festivals in the world and received around 8,000 short film submissions with around 19 short documentaries ultimately selected. We expect to continue to tour the film to festivals through the fall and winter before it will eventually premiere online.

What other films have you created?
Brody and I have a production company, Movement House, based in Austin. We have created commissioned profile documentaries featuring artists around the world and commercials and video content for brands that include Hershey’s, FritoLay, Shiner and Yuengling. Our best-known previous work is a short documentary, “In the Space Between Ages,” profiling a dyslexic sculptor that screened at the SXSW film festival and was widely seen online. 

What are you working on now? 
Our next project is an investigative short documentary that reveals the problematic use of forensic hypnosis by Texas law enforcement over the last 40 years, resulting in over a thousand wrongful convictions and a dozen individuals being sent to Texas Death Row. We tell this story through the specific case of Charles Don Flores, who was convicted for a crime he always maintained he never committed. The only evidence that was used to convict him was a single eyewitness testimony from an individual who always maintained that she did not see Charles at the scene of the crime, but changed her story after being hypnotized by investigators. The project is supported by a grant from the Austin Film Society and will premiere at film festivals next year. 

What are your memories of Shelton? 
I remember coming to Shelton after profoundly struggling with the public education system. By the time I reached the fifth grade in public schools, I was nearly ready to give up. Shelton was a place of profound healing for me from the very start. To learn that I was not defective, that I had learning differences and not disabilities, was a gift that changed my perspective on myself from the very beginning. Finding a calling in the arts at Shelton was then a space where I was able to rebuild my confidence and formulate a vision for my life that leaned on my strengths and hidden talents. The life I have now is entirely because of the skills, healing and relationships I received and developed while at Shelton. 

How did Shelton prepare you for what you are doing now? 
The training and mentorship we received in the theater and film program were essential for convincing ourselves and our parents that we could pursue creative careers in the arts. When I was at Shelton, the film festival brought a professor from Savannah College of Art and Design to attend our high school’s film festival. The relationship we built with that professor put us down a path toward pursuing higher education in the arts and ultimately finding the careers we have now. 

What's your advice to Shelton students? 
Listen to your passions. There will always be moments of profound struggle that we face, but as long as you never stop searching for the spaces where you feel seen, energized and healed, you will eventually stumble upon the place where you were always meant to be. Beneath every challenge is a unique way of seeing the world and a unique contribution that you will be able to make to it.