About Sheldon HS
Sheldon High School was the district’s 5th high school and the 3rd in less than ten years. The name is from the town of Sheldon on Grant Line Road, a place that had been active in the Cosumnes River gold activity of the 1850s. Sheldon is where the wagons were made. Jared Dixon Sheldon, for whom the town was named, was an amazing adventurer, entrepreneur, pioneer, and farmer of the Cosumnes River Sloughhouse area. In 1846, Sheldon obtained title from the Mexican government to 86,000 acres, the Omochumnes Land Grant. In 1851, Sheldon was shot by gold miners who had overrun his property. They objected to the dam he had built to irrigate his crops because it flooded their claims.
Vision and Mission
VISION STATEMENT
Sheldon High School envisions a future where every student is empowered with equitable opportunities to become goal-oriented, curious, critical thinkers, and compassionate global citizens. We aspire to develop the skills necessary to cultivate empathy and instill the values and abilities required for our students to become not just employable individuals, but true global citizens in an interconnected world. Embracing the arts, innovative Academies, and Career and Technical Education (CTE), we foster a foundation of self-sufficiency, resilience, self-advocacy, and mindfulness. By forging strong partnerships with our students, families, community, and staff, we aim to create a community of learners who embody these qualities and thrive in the pursuit of knowledge, excellence, and creativity.
Sheldon High School’s mission is to educate students by fostering a vibrant learning community rooted in principles of equity, rigor, and character development. Our goal is to empower students to envision and lead purposeful lives by providing diverse opportunities for college, career, and community engagement.
Schoolwide PBIS Criteria
Acheiving Excellence the R.I.T.E. Way: Respect, Integrity, Teamwork, and Effort
EXPECTED SCHOOLWIDE LEARNING RESULTS
Following are the “Expected Schoolwide Learning Results” (ESLRs) for Sheldon High School students:
Effective Communicators who:
1. Demonstrate effective speaking skills utilizing the following: Self-advocacy, tone, expression, inflection, meaning, subject appropriate terminology/vocabulary.
2. Demonstrate effective listening skills utilizing the following: Follow instructions, infer meaning, resolve conflicts, respond to multiple communications, effective discussion participant.
3. Demonstrate effective writing skills utilizing the following: Logs, research papers, essays, journals, lab reports, business letters, proofs/equations, theory, speeches (employ various forms of written communication), non-alphabet communication.
Critical Thinkers who:
1. Relate acquired knowledge to real life situations in a global society.
2. Recognize problems and apply appropriate methodology to reach a solution.
3. Make solid life decisions by assessing cause/effect relationships, consequences/possibilities.
4. Analyze, evaluate, synthesize by interpreting all areas of relevance; i.e., fact, details, propaganda, graphs, spreadsheets, etc.
Responsible Citizens who:
1. Respect self, others and all property.
2. Demonstrate the qualities of honesty and integrity in school, community, and home.
3. Positively contribute to group oriented social and academic environments.
4. Engage in activities which serve to better their school, community, nation, and global society.
5. Recognize their duty to follow through with their tasks at hand.
Self-Directed, Life-Long Learners who:
1. Utilize and discern effective resources for research.
2. Challenge themselves with goal setting beyond the classroom, in order to learn new concepts, apply new knowledge, and mentor their communities.
3. Function in an every growing technological society by incorporating current applications and by reading technical language.
Productive Workers who:
1. Manage time effectively by meeting deadlines.
2. Value learning opportunities by arriving on time and being prepared to pursue the tasks at hand.
3. Work effectively in collaborative settings.
4. Demonstrate reliability and responsibility by being accountable for their own actions.
5. Regard reflection and effective questioning as tools for success.
Diversity Advocates who:
1. Recognize the strength of diversity by embracing alternative views respecting multiple skill levels, and building a solid awareness of the world around us.
2. Promote acceptance by constructively challenging discriminatory attitudes and behaviors.
3. Work in a team environment while embracing and respecting individual differences.
DIRECTIONS
