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On March 25, researchers from Scottish Rite for Children partnered with Shelton student-athletes to evaluate a Return-to-Play (RTP) test battery focused on upper extremity development and rehabilitation.

On March 25, researchers from Scottish Rite for Children partnered with student-athletes from the Shelton School to evaluate a Return-to-Play (RTP) test battery focused on upper extremity development and rehabilitation. The study was led by Dr. Sophia Ulman, Division Director of the Movement Science Laboratory at Scottish Rite for Children.

The purpose of the study is to assess a RTP test battery for adolescent patients recovering from shoulder stabilization surgery, as well as healthy adolescent athletes. While the test battery has been validated at the collegiate level, Scottish Rite has now received funding from the Orthopaedic Research and Education Foundation to evaluate its effectiveness in a high school population.

This research addresses a critical gap in sports medicine: although many young athletes return to sport after shoulder surgery, a significant number experience recurrent instability or require revision procedures — especially in contact sports. Currently, most return-to-play decisions are made based on time since surgery, not functional readiness. This study aims to shift that approach by using objective testing to assess shoulder strength, power and stability.

Thanks to Dr. Ulman, Shelton's Director of Athletic Training Krystal Cunningham, Shelton Athletic Director Alan Burt and the Shelton student-athletes who participated in the study.

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By Debbie Knox, M.Ed.

Director of College and Career Advising, The Shelton School

For students with learning differences, college presents both new opportunities and challenges. A key to success is securing necessary accommodations. Unlike high school, where accommodations are provided under IEPs and 504 Plans, colleges operate under different laws, requiring students to take an active role in requesting accommodations.

Here’s what students and families need to know about accessing accommodations in college:

1. Understand the Difference: K-12 vs. College

  • In high school, accommodations are provided under the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973.
  • In college, the Americans with Disabilities Act (ADA) and Section 504 still apply, but students must self-advocate and submit documentation to request accommodations.

2. Obtain Proper Documentation

  • Colleges typically require recent documentation, often within the past three years. This can include:
    • A psychoeducational evaluation (The Shelton Evaluation Center provides evaluations: 972-774-1772, ext 2243.)
    • A letter of diagnosis outlining the learning difference and recommended accommodations
    • A high school 504 Plan or IEP (helpful, but not sufficient on its own)

3. Research the College’s Disability Services Office

  • Visit the Disability Services Office (DSO) when touring colleges.
  • Check the college website for DSO contact information, forms, guidelines and deadlines.
  • Apply to Disability Services and request accommodations before classes begin.

4. Be Aware of Common Accommodations

  • Extended time on tests
  • Note-taking assistance or permission to record lectures
  • Alternative testing environments (e.g., a quiet room)
  • Access to audiobooks or text-to-speech technology
  • Priority registration
  • Reduced course load

5. Encourage Self-Advocacy

  • Unlike high school, parents cannot advocate for students in college.
  • Students must take the lead in managing their accommodations:
    • Meet with professors to introduce themselves.
    • Explain their learning difference and needs in a confident manner.
    • Utilize campus resources such as tutoring centers or academic coaching.

Accessing accommodations in college requires preparation, organization and self-advocacy. Students who take these steps set themselves up for success. Start early, stay informed and embrace your learning differences as strengths.

Debbie Knox is the Director of College and Career Advising at the Shelton School, where she is dedicated to helping students navigate the college admissions process and plan for their future. With a background in education, counseling and student support, she provides personalized guidance to ensure each student finds the right academic fit. Debbie holds a Bachelor of Science in Education from the University of Texas at Austin and a Master of Education from Southwest Texas State University.

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Shelton sophomore Reese Olsen played Ariel Moore, the fiery preacher’s daughter, in "Footloose."

The stage came alive in February as Shelton Theatre Arts delivered a high-energy performance of the beloved musical Footloose! With a cast and crew of 79 students, this production was packed with electrifying dance numbers, powerful vocals and the unforgettable spirit of the 1980s.

The accomplished cast brought iconic songs to life, including the rebellious anthem "Footloose" and the uplifting "Let’s Hear It for the Boy." Senior Charlie Raynaud led the talented ensemble as Ren McCormack, bringing passion and energy to the stage. Reese Olsen shone as Ariel Moore, the fiery preacher’s daughter, while Keegan McGehearty added humor and charm as Willard. Jen Jen Dayton, playing Ariel’s best friend Rusty, wowed audiences with her standout performance, and Dylan Tompkins gave a moving portrayal of Rev. Shaw Moore, the conflicted town leader. Shelton Upper School English and Film teacher Joe Mallick authoritatively played Principal Harry Clark.

This collaborative production showcased the dedication and talent of Shelton’s students and staff, from vibrant choreography to seamless set changes. Every detail contributed to an unforgettable show!

Congratulations to the entire Footloose team for putting on a fantastic production that had audiences dancing in their seats!

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Shelton Ethics & Social Media Panel From left: Dr. Jane Tan, Assistant Professor of Information Technology & Operations Management at SMU’s Cox School of Business; Wil Murphy, Vice President of Marketing and Public Relations at K Strategies Group; and Ashley Slayton, Audience Development Editor at The Dallas Morning News.

The Shelton School hosted the 23rd Annual Shelton Ethics Symposium, “Shaping Your Future with Integrity,” on Friday, January 31, 2025. The event brought together students, educators and professionals to explore the principles of ethics and their application across various fields.

The day began with welcome remarks from Shelton Student Council President Ford Myers, followed by an introduction from Shelton’s Executive Director, Suzanne Stell. Shelton alumnus Nathan England, Class of 2005 and now a commercial real estate agent with Wynmark Commercial Real Estate Group, presented the “Charge For the Day,” setting the tone for the discussions that followed. “Guard your reputation with your life,” he told the juniors and seniors. “Reflect on your values and what matters to you most. Do what you say, underpromise and overdeliver. Be true to your values even when it's inconvenient.”

The keynote speaker, Bob Mong, former President of the University of North Texas at Dallas and former Editor of The Dallas Morning News, delivered a powerful address titled “Living a Life of Integrity.” Drawing on his wealth of experience, Mong inspired students to incorporate ethical principles into their personal and professional lives.

“I suspect all of you know the difference between right and wrong," he told students. "The best compass for figuring that out is really your heart. And so listen to it. Ethics often has to do with doing more than you have to do.”

Mong encouraged students to approach their college and career decisions with a sense of balance, resilience and ethical awareness. Acknowledging the pressures and excitement that come with these transitions, he emphasized the importance of bravery in the face of temptation and self-awareness in personal growth. “All of you are smart enough to be successful in life,” Mong said. “But in addition to intelligence, which is so important, just as important is paying attention to your temperament and how you work with others.”

He highlighted the value of introspection, a strong work ethic and ethical decision-making, reminding students that those who work harder often achieve more. “Temperament, desire, a good ethical head on your shoulders — matched with your intelligence — and you'll be fine," he concluded.

Engaging Panel Discussions
Following a short break, attendees participated in panel rotations, which allowed them to explore ethics in three areas:

  • Ethics & Social Media panelists:

    •  Dr. Jane Tan, assistant professor of Information Technology & Operations Management at SMU’s Cox School of Business 

    • Ashley Slayton, Audience Development Editor at The Dallas Morning News 

    • Wil Murphy, Vice President of Marketing and Public Relations at K Strategies Group

  • Ethics & Engineering panelists: 

    • Dr. Richard S. Barr, associate professor in the Operations Research and Engineering Management Department at SMU’s Lyle School of Engineering

    • Diane Gollhofer, president of DGR Consultants LLC and president of Dispute Resolution Board Foundation

    • Dr. Rabah Mezenner, associate professor inUT Dallas’s Erik Jonsson School of Engineering and Computer Science

  • Ethics & Sports panelists:

    • Rick Hart, SMU’s Director of Athletics 

    • Shakiel Randolph, former SMU football student-athlete and former Kansas City Chiefs player who now serves as SMU’s Director of Business Operations within the Athletics Department

    • Evan Grant, a sports journalist who has been covering the Texas Rangers and Major League Baseball for The Dallas Morning News since 1997

Each panel engaged students in meaningful dialogue about the ethical challenges and opportunities in these fields.

Interactive and Reflective Activities
After lunch, students delved into ethical dilemmas and participated in group discussions, fostering critical thinking and collaboration. An interactive activity encouraged participants to apply what they had learned and reflect on their own values.

The symposium concluded with a final charge to carry forward the day’s lessons and make integrity a cornerstone of their future endeavors.

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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.