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.
Sheldon High School will empower students to meet standards of excellence that foster intellectual curiosity and ready them to be responsible, productive, creative and employable citizens who effectively communicate in a culturally diverse and technologically based society.
Sheldon High School students will have the maximum opportunity to accelerate academically by exploring artistic, career, technical, community service and curricular options via multiple, rigorous elective choices and/or academy programs.
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.