A Mural for All

By Lila Dusterhoff

Article from the week of February 17, 2026

The Credo Community Art club (CCA) is a group whose goal is to spread color and kindness through art. They believe in the power of art as a visual language and its ability to connect people and create community. Through art, they aim to make the world a better place.

In the coming months, the CCA will be painting a mural at the Phoenix Theater in Petaluma. The mural will center around themes of coexistence and nature. All students, whether a part of CCA or not, are welcomed and encouraged to help paint the mural. This is a great opportunity to connect through art and bring joy to our community. The first day of mural painting is planned for Saturday, February 21st from 11:30 am to 2:00 pm. Students will meet in front of the Phoenix Theater, located at 201 Washington Street. This session will be dedicated to priming the wall and sketching out the design. Future sessions are planned to take place on February 27th, March 2nd, March 6th, and March 8th. Weekend sessions will likely start at 11:30 am, and weekday sessions will likely take place right after school. 

For questions or more information reach out to: noemi.blacklock@credohigh.org or georgia.hacke@credohigh.org or come to room A2 at lunch on Wednesdays for CCA meetings. 

Credo’s Student Council Impact

By Fiona Brenton

Article from the week of February 10, 2026

Our Student council members are the root of a lot of amazing changes here at Credo: These changes range from where our prom will be held and snack shack to instagram posts and the winter fair. The student government is split into four main committees: Dance and Events, Finance, Spirit and Clubs, and Outreach. Each of these committees is run by a committee head (Senior), with one or two co-leads (Juniors), and committee members, who can be in any grade. 

Our Dance and Events committee is in charge of our school dances like Homecoming, Winter Formal, Spring Fling, and Prom. They organize Prom venues, choose dance themes, and set up and take down dances. Our magical dances and proms are made possible by this diligent committee.

 Prom and other school events are funded by our Finance committee, which organizes fundraising to help support our school through Snack Shack, donut sales, candy grams, ticket sales, and more. Thanks to these sales, we can have fun and successful school trips, dances and other exciting activities. 

The Spirit and Clubs committee is in charge of managing all of Credo’s clubs, as well as spirit events like Pep Rallies. They arrange mascot re-draws for merch and direct classroom use for lunchtime clubs, making running your own club possible as a student. Additionally, they organize all of our cub rushes and our amazing Winter Fair. 

All of this information about events, clubs, and dances is brought to you through posters, social media posts, or emails, which are run and managed by our Outreach committee. They make posters, create online news posts through social media, and direct and film our Gryphons Greetings, featured on the weekly slides. Furthermore, Outreach is in charge of Credo’s Pride festival, a super fun event celebrating Pride in our community, happening on the last day of school. Our Student Body President oversees all committees and represents our student body by being the voice for the students to faculty. 

Each committee is crucial to the success of any event or club for Credo, and without them, most fun events and clubs that you love would not be possible. Being a part of the Student Council gives you a chance to share your ideas and make a change here at Credo. Additionally, it gives you the opportunity to experience how a committee operates, and what it would be like to run one. These experiences can help you with organizational skills and good communication, while also looking amazing on your college applications. If you are interested in student advocacy, have a passion for group work, and like making your ideas come to life, don't hesitate to join!

Honors Classes at Credo?

By Lila Dusterhoff

Article from the week of February 3, 2026

Results from a recent poll showed students have a strong interest in taking honors classes at Credo. English ranked the highest, with 84% of polled students stating that they would want to take Honors English classes. Next, 56% of polled students were interested in taking Honors Math, 46% would like to take Honors Language (Spanish/Mandarin), followed closely by Honors Art at 40% along with a small percentage of Science and Humanities. Sophomores showed the strongest interest, followed by a roughly even split of Freshman and Juniors and a significantly smaller portion of Seniors. It is clear that Credo students want honors classes, but what would it take to make them possible?

In the past, Credo has offered accelerated classes. However, there were several challenges that made it difficult to continue to offer these classes. One of the major challenges is scheduling. Honors classes would take place during a select number of periods, perhaps only one or two. This makes it extremely hard to work honors classes into student’s schedules without interfering with other classes they would like to take as well.  For example, their choice of music and world language. A work around that Credo has considered to the scheduling issue would be to have advanced/honors classes embedded into standard classes. Students would attend their standard class but teachers would give students who signed up for the honors version of the class additional, more challenging, and in depth assignments. The difficulty with this solution is that it has garnered some push back from the teachers, as it creates a significant amount of extra work for them. Student insight and ideas are an extremely valuable part in the process of implementing honors classes. Both the student body and the teachers and staff must come together to form a solution. Ideally, Credo would like to offer advanced classes in the future, and though there are challenges involved, they are certainly not insurmountable.

At the moment, the best next step for students looking for more of a challenge is to reach out to their teachers to see if they have any resources to further their knowledge or additional assignments to provide the student. For more advanced classes outside of Credo, the local Junior Colleges have many courses available over the summer and students can consider dual enrollment for next school year. Additionally, students can work through the course material and study independently for AP exams if they wish to do so. Interested students should reach out to their academic counselor about how best to pursue these possibilities.

The Heart of the Classroom

 New Perspectives From Teachers at Credo

By Jada Blank and Leila Sherman

Article from the week of February 3, 2026

How is Credo being affected by the teaching shortage that is sweeping across the country? This week, to further explore this question, we interviewed two teachers, Dr. Gordon and Ms. Sarah, concerning Credo’s role in the nationwide crisis. Though they teach different subjects and have vastly different backgrounds, both of their thoughts shine a light on the topic and allow for a more local perspective. While talking with them, we heard their opinions surrounding the current situation of the education system. This also allowed us to gain insight into their motivations for teaching and what elements of Credo in particular first stood out to them. Through these conversations, we were really looking to discover the ways that Dr. Gordon and Ms. Sarah’s roles now differ from their experiences with schools in the past. 

Dr. Gordon began by teaching graduate students at Columbia University, and later came across Credo, in the process of finding a school for his daughter. At the time, he had been teaching out of the classroom for nineteen years, and though he hadn’t planned to ever teach in a classroom again, he fell in love with Credo and left the university for a high school position. What really felt different to him was the overall feeling of Credo. He explained that,“The students were inspired, relaxed, and having real conversations with one another.”. To him, the differences between Columbia and this high school were almost like the differences between apples and oranges, which is to be expected from such contrasting environments. However, both positions offered him the same opportunities: to unsettle people’s assumptions of education and open them up to possibilities of learning beyond a regular school experience. When he was younger, Dr. Gordon hated school. He said it always felt like a prison to him, which I am sure many of us can relate to in some way. As a result, he made it his goal to teach in a way that valued passion, curiosity, and creativity. “Students responded to learning differently at Columbia,” he told us. “When they came in, they were very successful, and often had formulas for success.” Dr. Gordon wanted to dismantle these writing formulas and challenge the students, who would often end up creating the most advanced writing they ever had. It is this idea of “formula” that tends to be the biggest problem among high schoolers at this time. When teachers are being told to present information in a very specific manner that doesn’t adjust to the needs of individual students, they are valued less and given only a fraction of the respect that they deserve. Students tend to be stretched too thin, and their effort is defined by time rather than intellectual rigor. As a result, students find education straining, and their respect for teachers plummets. In many areas, teachers are treated unprofessionally and education is devalued. As Dr. Gordon puts it, “Education comes from the bottom up.” Mandates do not help the students, but rather chase passionate and well-educated teachers out of the field. It is crucial to consider the importance of individuality in teaching, especially with the current rise of AI.   

Ms. Sarah has a very similar view on education for students. While she originally applied to get a job as a theatre teacher, a stroke of luck (and helpful connections with friends) allowed her to discover the herbalism and farming positions offered at Credo. Ms. Sarah loved the diversity and the abundance of practical arts classes at the school, which is what really drew her here. Before teaching high school, she had worked as an outdoor educator in various homeschool and after-school programs, along with some summer camps. However, she had always admired schools for being, as she puts it, the “heartbeat of the community.” Credo stood out because of its present community around learning and discovery, which makes it a truly unique and engaging place for both the students and teachers. However, Ms. Sarah was aware that not all schools were as creative and inclusive. “I had always thought of the school system as a cog in the machine,” she said. Similar to Dr. Gordon, she believes that the school system often appears to seriously undervalue teachers and the general education of students. Due to this, Ms. Sarah explained that she was very hesitant to get teaching credentials. “Many people know that teaching can be exhausting, and the small salary makes it an undesirable job.” In addition to this, Ms. Sarah kindly shared a story about her friend. He was working as a substitute, and was called to stand in for a teacher who was out “sick.” The teacher, however, really just used a sick day in order to receive extra help from the substitute, and still came to school as well. An example like this demonstrates the pressure that teachers are under and shows us how drastic the education crisis is in many areas. Despite this, Ms. Sarah is content with her job, and feels that Credo presents a wonderful opportunity to show commitment to learning, as well as one another. It is thanks to all of the teachers and administrators at Credo that we are able to learn in such a unique, individualized environment, and their efforts should not be taken for granted. 

 Free America Walkout

By Elsie Lennox

Article from the week of January 20, 2026

At 2 p.m. local time last Tuesday, January 20, people across the country participated in coordinated walkouts marking the first anniversary of President Donald Trump’s second inauguration. These walkouts were in response to actions taken by President Trump since returning to office, including increased Immigration and Customs Enforcement (ICE) raids, National Guard deployments, and proposed policies affecting transgender rights. 

Some students chose to leave campus at 2 p.m. to attend larger demonstrations, while others organized locally in SOMO Village due to transportation and individual comfort levels. Many students leaving campus traveled to the Santa Rosa Junior College, where a large protest was happening with residents from the larger Sonoma County area. 

Paloma Malpiede, a junior at Credo, was one of these students who attended the SRJC demonstration. She felt it was important to be a part of something bigger that was coming together for the nation. “I care a lot about political things,” Paloma said. “That is just something I am very passionate about, and so getting to be a part of bigger community activism, as opposed to learning about these movements in class, meant a lot to be a part of.” Though there were rumors among students earlier in the day of ICE activity at the SRJC protests, Paloma reported a safe and peaceful protesting environment on the campus, where she did not personally witness any ICE agents.

Other students, like Charlotte Maynard, remained closer to Credo. Charlotte, who helped organize students without access to cars, led a group protesting locally in SOMO village. Carrying signs, the students walked through the area and around the corner to Wolf Den Plaza. “We started by handing out 'know your rights’ cards to students,” said Charlotte, “then we took our signs to Wolf Den. Overall, it was a really positive experience; people were honking their horns at us in agreement along the way."

Though the walkout was student-organized, teachers were faced with responding to it during the school day. Michael Dulbin, a leadership and P.E. teacher, described his approach as more traditional. While he supports students’ right to express themselves, Dublin does not personally participate in acts of civil disobedience. In times of political uncertainty, he said he focuses on the areas of his life where he can make an immediate impact. 

“I know, though, that I have a family to take care of, and students to take care of," Dublin said. “Now I am in control of that, so I’m going to double down and do a good job of that."

Dublin also expressed his concern about students who said they were leaving campus to participate in the walkout but instead used the moment as a way to skip class. From his perspective, meaningful action requires a solid movement and a strong message. He also had a note for students about accountability: “If you are going to do it, whether your intentions are true or not, you still have to own up to your decisions, especially when it means skipping class. You still have responsibility to make up for the absence; that accountability is huge.”

Chaise Levy offered another perspective. As he regularly participated in protests throughout his life, particularly when he was younger, he encouraged students to take an active role in civic life. “Young people have all these barriers. So there’s this tension of, ‘Does my voice really matter?’” Chaise said. “To be able to walk out and to have the sort of societal and fiscal impacts of that is an important way to exercise that autonomy that we're told that we have in a democracy.”

However, Chaise did not participate in the January 20 walkout. His decision was not based on disagreement with the cause, but rather his belief that civil disobedience requires a willingness to face consequences. “I have moved my own activism out of the street, because I am not willing to be arrested with three kids at home. It’s just not a part of what I can do,” he explained. 

The walkout in our community brought light to an issue that students care deeply about. Rather than adding to an already heated issue, the demonstrations were shaped by personal values, responsibilities, and each student’s own perception of risk. The walkouts on January 20 showed a lot about how our community reacts to national calls, through action, care, and conviction. 

Students who participated last Tuesday also expressed gratitude for resources provided by the administration, including “know your rights” cards and clear communication about expectations and safety. Taken together, the day showed how our school community navigates civic engagement through responsibility and action in ways that make sense for everyone.

Empty Desks: The Teaching Shortage in California

By Leila Sherman

Article from the week of January 20, 2026

Recently, we had to say goodbye to our wonderful teacher, Mr. Bojarsky, who left the school just after winter break. Many students greatly admired and appreciated his teaching methods and really enjoyed all his classes, myself included. To watch him leave was a blow. 

However, it is a great opportunity to bring up an important topic: the teaching shortage that has been spreading throughout California over the last few years. Some people may have already noticed it, while others have yet to hear of this educator epidemic. Either way, it is an issue that needs to be addressed by students, teachers, and parents alike.

As of 2026, California is consistently at the bottom of the teacher-student ratio, as compared to the other states in the US, even when considering the teaching shortage as a nationwide issue. This is a result of the cost of teaching credentials, a lack of proper support and training, and a decrease in subject interest, along with an increase in burnout. The interest in teaching is the lowest it has been in decades, and many are leaving gaping holes in employment systems because they are leaving before retirement. This is a result of dissatisfaction with the position and compensation. From this arises a sudden influx of uneducated teachers and substitutes in schools, which negatively affects the learning environment for students. 

All across California, students in Kindergarten through High School are consistently ranking below average in reading and math scores, and the educational setting is decreasing in quality because of budget cuts. Did you know that California education in K-12 schools alone uses up more than one third of the state’s budget? When this is taken into account, it can be very difficult to accommodate for the gaps in teaching positions, and school officials are forced to act against student interest in order to preserve the schooling system.

However, despite how impossible it may seem, we can still solve this problem with time and effort. The first way to go about this would be to invest in financially supported, high quality teaching pathways that can help teachers acquire the necessary skills and qualifications required for the positions. This would not only help to improve the education of our mentors, but would also open up the accessibility and allow for more people to fill the teaching gaps.

The second way we can help is to move towards improving working conditions and compensation in California schools. Some are severely underfunded, and trying to solve this problem would fix many of the issues that are at the root of the teaching shortage. 

Finally, providing mentorship and professional support for new teachers has been proven to lead many to stay in the position longer. If new teachers feel that they are properly prepared for their education experience and have the support they need, as well as proper funding and work environments, they are much more likely to remain at the school for longer periods of time.

While it is a looming, noticeable threat to our education systems all across the state, we are capable of preserving our learning and ensuring that our schools continue to thrive and prepare us properly for the future.

Sorting It Out; A Closer Look At What Really Goes On In Our Waste Bins 

Article #3 (Part two is from the week of December 9th)

By Jada Blank

Article from the week of January 13, 2026

Hello Credo Community, 

This article is the finale to our “Sorting It Out” sustainability series, where we really examine what our Credo trash bins look like inside, by scanning through the results of the freshmen OPL class’ sortings. At closer examination, our results have both improved and deteriorated since our previous sorting.

Within the 13.82 lb sample of trash taken from our landfill bin, there was a 41:59 ratio. This time around, 48% of waste was correct, and  52% was contamination. This was a small but mighty improvement!

36:64 was the ratio for the recycling bin, in which we have gone up a whopping 32%! It seems that recycling stands proud within our school community, as students have noticed materials suitable for recycling the most. 

Now, last but not least, is the compost; the very backbone and regrowth of the earth itself. In our previous report to you, compost held the crown of the correct amount of sorting. The 33:67 ratio has now dropped to an equal 50/50. This is slightly diminishing, especially when looking closer at the particular kinds of compost being put into other bins. It seems people just don’t care enough to take a look at the signs above the bins that depict where certain items should go. 

Next time, we plan to dive deeper into the reasoning behind some people’s naiveness around trash placement. Why don’t they care? How can we make this issue even clearer in our school community? How do small actions like putting a banana peel in the compost bin have an impact on the environment? 

Sorting It Out; A Closer Look At What Really Goes On In Our Waste Bins

Article #2 (Part one is from the week of October 6, 2025)

By Jada Blank and Nova Hollinger

Article from the week of December 9, 2025

This article is the second in our “Sorting It Out” sustainability series, where we examine the second round of trash sorting results that the freshmen OPL class here at Credo has collected data for. Unfortunately, it seems that our rates have not been improving, and the percentage of contamination has risen in our waste compared to the previous sorting. This reflects that, as a school and as a community, we really need to raise awareness around this matter and assure that everyone understands what kinds of waste goes in what bins. By doing these sortings periodically, we are able to get a better understanding of what we need to work on, but in response to this, we also need to take action by, for example, making clearer signage near the trash cans that shows where different items should be put. This will confirm that our community knows of this situation and is confident in where they should throw their trash. To be conscious of your actions is to be educated by them. Jane Goodall once said, “You cannot get through a single day without having an impact on the world around you. What you do makes a difference, and you have to decide what kind of difference you want to make.” 

In the 13.82 lb sample of trash taken from our landfill bin, 41% was correctly placed, while 59% was found to be contaminated (mostly items that are actually compostable). Last time it was a 56:44 ratio, so it has slightly worsened. The recycling bin contained 36% correct waste and 64% contamination in a 5.56 lb sample, which is definitely not where we want it to be and is also noticeably worse compared to the previous sorting. Finally, in the sample of compost (which was 6.16 lbs), 67% of the waste was in the correct spot, while 33% appeared to be contamination. It is obvious that this bin has, by far, the lowest amount of contamination, meaning that people are pretty aware about what should and should not be thrown into the compost. However, the correct percentage is in fact lower than our goal, so there is still much to work on in the upcoming future!

Art Club: Interview with Hailey Sotelo

By Leila Sherman

Article from the week of November 18, 2025

It is very clear that Credo has an intense focus on art of all forms and implements artistic expression into all of the classes. Therefore, it came as a massive surprise to Hailey Sotelo when she joined the school and realized that we didn’t have a club devoted simply to art. When she saw this, Hailey felt compelled to take matters into her own hands, and when she started tenth grade in August of this year, she decided to remedy this absence by forming the new art club. 

The club was created just after club rush in September and focuses mainly on the appreciation and concept of art. Hailey’s primary goal for the club is to, as she puts it, “...help people better understand and grasp the craft of art.” She wants to help people understand the fundamentals of drawing and using color while also expressing themselves in a creative way.

Art is roughly defined as a form of expression that values emotional articulation, imagination, and creativity. However, when you delve deeper into all the various aspects of art, it can become so much more. We have all heard people tell you to engage with drawing, music, or writing in order to de-stress and relax, and I’m sure almost everyone has had the same reaction at least once: “I’ve heard that a million times! It won’t work!” At least I have. But, in the end, art really does help soothe the nervous system and decrease anxiety. Numerous studies have shown that art, whether you are creating or simply interacting with it, can lower stress levels, improve problem solving skills, enhance neural connectivity, and aid overall cognitive function. For many people, this type of creative expression is also a way to cope with explainable or overwhelming feelings. It releases some of the pressure of not being able to make sense of something by turning these emotions into a physical, understandable piece of art.

 The ability to draw, paint, and create, along with the enjoyment of the craft, doesn’t immediately click for everyone. For Hailey, however, all it took was a summer art class. She took a course in the break between ninth and tenth grade and fell in love with all of it. The expression and the act of creating something beautiful all greatly appealed to her. Being able to make something out of nothing, especially something that has the power to move people and make them feel something, is incredible. In addition to this, the sense of purpose and accomplishment after creating an art piece provides a rush of joy. You do not need to be Picasso or Leonardo Da Vinci to make something beautiful. Even just a small doodle or a spiral in the corner of the page, can release the pressure in your mind. A combination of colors on canvas can convey something that words perhaps could not. The art club understands this.

While creating the group wasn’t very difficult, it was challenging finding a teacher willing to let Hailey use their room. This is an issue many of the new clubs run into, but after some effort, Hailey was successful in acquiring a space to gather in and share the creativity that art offers with all the members. 

Of course, no achievement comes without support. Hailey is very thankful for her mom 

and all her friends, who assisted her when she needed it and always encouraged her to do anything she can put her mind to.  

So next time you feel overwhelmed, or in need of a creative outlet, consider turning to the club so you can learn to express yourself and your emotions! Or you can simply pick up a pencil and draw a small shape on the corner of a notebook. Art is for everyone.

Next Step for College Prep: A Guide for Sophomores  

Written By Leila Sherman and Jada Blank

Article from the week of November 11, 2025

Anyone could tell you that freshman year is quite stressful. You’re at a new school with new workloads and have to suddenly adjust to many different styles of learning! By the time you are a junior, the rush to prepare for college becomes real, and all of the sudden you have to start preparing for applications and standardized testing. But what of tenth grade? We interviewed Ms. Wuerthner, the college counselor here at Credo, and gathered her advice on what to do in downtime during sophomore year that can help us prepare for the upcoming workload. 

The first and foremost thing to pay attention to is keeping your grades up. We often get overwhelmed with the various activities that are recommended to pursue, such as extracurriculars, JC classes, and AP testing. However, putting in the work for all of your regular classes should be placed above all else. This is especially relevant when it comes to competitive colleges. 

Additionally, regarding both classes and extracurriculars, colleges value quality over quantity. Showing a lot of dedication and passion for a single subject is much more appealing than being a part of many different things with slight participation. For example, rather than joining five clubs and then showing up to them without any actual interest or dedication, it would be better to pick one or two that you are extra passionate about and participate more than is required of you. The best thing you can do is to stick with the things you enjoy and have previously done, along with doing your best to maintain a well-sustained involvement. Try to increase your responsibility and involvement in not just your activities, but also your community, and show as much leadership as you can. 

When it comes to electives, none of them are less weighted than others, but colleges do look at which classes you choose out of the ones offered at your high school. They know the difference between an art class and a science class, so if you are planning to go into the sciences, it is a much better idea to choose the harder scientific class rather than the art class. This shows that you can handle the type of work necessary for your chosen field of study. If you are hoping to get into a competitive school, you should choose the most competitive-looking coursework. Competitive Universities are interested in well-rounded students, so you should make sure to take advantage of all your opportunities!

In sophomore year, it is by no means necessary for you to know what subject you want to major in following high school. For most schools, you don’t even need to know your major by the time you apply. In fact, around 70% of students change their major two to three times while in college. Most of the time you have to declare your major by the end of your college sophomore year. The first two years are GE (General Education), which makes it okay to not yet have a decided major. If you wish to get a headstart and figure out what sort of subjects you might be interested in, CCGI (California College Guidance Initiative) can help guide you towards a suitable major (and even career) with quizzes and questions. That being said, it is important to recognize that some colleges have different requirements; for example, in UC Berkeley, applicants have to specify whether they are applying to the College of Letters and Science or to one of the more specialized colleges, which have stricter requirements. As Diana Wuerthner states: “If a student wants to apply 'undecided' at UC Berkeley, they'll need to know what UC Berkeley college they're applying to. Students can apply undecided to the College of Letters and Sciences, then later declare what actual major within that college they will declare - ie, art history, legal studies, mathematics, etc.”

Different Universities also vary in their application processes, especially when also considering international colleges. For example, many German schools require at least three AP classes, while Dublin requires none for an application. If you are interested in applying to an international school, the best advice is to take a look at the requirements for the specific college you are interested in and work from there. It varies drastically depending on your country and the competitiveness of the university. 

One of the most stressful parts of junior year are the standardized tests. The very first is the PSAT, which is taken in October of your junior year. The PSAT is good for scholarships and recognitions for your applications, and cramming for it last minute is definitely not a recommended strategy for anyone. You could start preparing for it now, but, seeing as the PSAT is solely made for eleventh graders, a study guide will be provided later. A good time to start studying would be over the summer; it allows you plenty of time but isn’t absurdly early. 

  Essentially, tenth grade isn’t necessarily a better year to start preparing than eleventh grade, but it is good to spread out the work so that you aren’t too swamped once application deadlines and tests draw nearer. One thing you can do is consider dual enrollment at the Junior College. Since dual enrollment allows you to take required college classes while still being in high school, it is very good for speeding up college coursework. As Ms. Wuerthner says, "students can complete required general education coursework through dual enrollment, removing that course requirement once they enroll in their college. For example, English C1000 at SRJC meets the college-level English requirements at most colleges." If you know what you want your major to be, it can also be beneficial to take classes supporting that particular subject. In general, when considering JC classes, keep in mind that the sciences are harder than many of the other classes. These also tend to require more time in person, while others are usually hybrid or online. In addition to this, students are required to report these class grades on all of their college applications. Dropping the class with a W (withdraw) will show up on college transcripts, but will not affect your GPA. However, you cannot choose to not report a C, D, or F.

Having said all of this, there are opportunities for tenth grade students that are sent out via email. The upcoming college info night (which will be on Zoom on November 13), is just as important for students to attend as parents. There will also be one in the fall for juniors and another in the spring. Further information and opportunities will be provided as the years go on.

To sum it up, pay attention to your grades, get to know your teachers, and engage in extracurriculars. Now is the time to start exploring your options and discovering what you really enjoy doing! 

The Benefits and Drawbacks of PSAT's

By Nahara Goodman

Article from the week of November 4,2024

The PSAT is a test that comes around every October. The purpose is to prepare juniors for the SAT and to provide a chance for students to qualify for the National Merit Scholarship. However, with this test comes the additional layer of pressure, making students stressed due to studying, testing, and scores. Truthfully, the PSAT does not significantly affect your college applications, and though the PSAT may lead to scholarship opportunities, only a small percentage of students actually qualify. However, some disagree with this, arguing that the PSAT is something that should be taken seriously. That the stress is worth the chance of recognition and a scholarship. These things leave the question, is the PSAT worth the extra stress?

For most students, the PSAT adds another layer of pressure to an already demanding academic schedule, when it does not significantly affect their college applications and prospects. Though, the PSAT can be a very helpful thing in preparing you for your SAT, and it  can help you recognize what areas you need to work on before the SAT comes around. While it is just a test to prepare you, students still treat it as if it will have a lot of  power in your college applications, which can lead to unnecessary stress and burnout. The anxiety that this test can cause, when it does not even appear on your college transcript, can affect students' focus on schoolwork and take a hit on their mental health. In addition to this, although the PSAT can lead to scholarship opportunities, only a small percentage of test-takers actually qualify, leaving many students stressed for little reward. In order to get this scholarship, students must complete the rigorous application process. After the PSAT, they become Commended Students, Semifinalists, Finalists, and THEN Scholars; only the highest scoring participants in each state will receive the scholarship. This makes students question, is it worth all the stress when only 0.5% of the students who take it get the National Merit Scholarship. 

While some students believe that the PSATs are notis not worth the extra stress, some would argue differently. Though the PSAT can cause more stress to students due to studying, scores, and more, some would say that all of that is worth it in the long run. The PSAT is there for juniors to take as a practice test before the SAT, learning what they must first improve on. . Many students can find this helpful because they want to prepare as much as they can for the SAT since those scores can affect your college transcripts, and you want to be as prepared as possible. “I do think that the potential for a scholarship makes the PSATs worth the stress” says Alma Baker-Fielding, a junior here at Credo “ I think that people who are trying to get that scholarship are really gonna try hard and understand that there's going to be a lot of stress involved with it.” 

The PSAT is  an optional standardized test that  every junior can take to prepare them for the SAT and give them scholarship opportunities. To some students it is a helpful tool, but for others, it’s an unnecessary source of stress. While it can open the door for recognition and opportunities, only a small group of students get those rewards. Whether or not it’s worth the stress depends on each and every student's mindset and goals. 

Sources:

https://www.collegeessayguy.com/blog/national-merit-scholarship

https://www.nationalmerit.org/s/1758/interior.aspx?sid=1758&gid=2&pgid=1745

https://blog.getintocollege.com/is-the-psat-used-for-college-admissions#:~:text=It's%20a%20vicious%20cycle%2C%20I,impact%20on%20an%20admissions%20decision.

Zoë French’s Senior Project - Adapting and Directing Credo’s Fall Production (Knives Out)

By Elsie Lennox 

Article from the week of October 28, 2025

We are back again with another senior project highlight. This week I spoke with Zoë French, a member of Onyx Cohort, who is taking her passion for theater to another level. This project delves deep into passion for creativity, and the outcome will be a spectacle for all of Credo’s community to enjoy come November.

For her senior project, Zoë French is directing Credo’s fall theater production Knives Out, adapted from the original murder mystery written by Rian Johnson. During the spring of her junior year, she and her friend, Calla, were out discussing the fall play and the possibility of doing a murder mystery. They were immediately drawn to the story of Knives Out. “We both agreed that Knives Out is the greatest murder mystery ever.” Zoë said, “We liked the idea that it had never been done before, it wasn't a Gosford Park, it wasn't a Death on the Nile. It was new, it was original.” Knives Out  was, in fact, written in 2019 about a modern family. Zoë shared the significance of this time in her eyes; it was an era current high schoolers remember well and can connect to, so there is a level of sentimentality in the decision of which mystery to direct as well.

For Zoë, the beginning stages of adapting Knives Out was getting in contact with Rian Johnson, for permission to alter the screenplay for theater. Then came the shrinking of over 400 pages. Zoë expressed her thanks to Ms. Bliquez and Ms. G in the following process of eliminating scenes and editing the script to fit a live audience. During his communication with Zoë, Rian Johnson has expressed how impressed he is with the changes made to his screenplay. Excitingly, Zoë also said that he mentioned he would like to come visit Credo in the fall to view one of the performances of Knives Out.

As it goes with these senior projects, Zoë has faced challenges during almost the entire process. She shared that actually adapting the script was probably the easiest part. Due to the previous theater director, Ms. G, leaving Credo, Zoë recounted the challenges that have arrived with the presence of a new teacher. Small, unforeseen, setbacks have occurred in her directing process because of this; however, Zoë also shared the joys that have come with being able to take the active role of directing a play: “There are moments when an actor will improv, out of their own acting talents, and I will just start cackling because it is so fun to see the whole process develop.” Other difficulties have been residing in the technical aspect of what it means to crunch this cinematic masterpiece into the available area, the Blackbox Theater. “Constraining the stage to the lights is extremely complicated.” She said, “I am big on the cinematic aspects of the movie, thanks to Rian’s genius; it is very well constructed. This is something we lose a lot of when we put a movie onto a stage, but what is lost is gained back in the talent of the actors.” For her final words, Zoë encouraged everyone to attend at least one performance of Knives Out in November and to support the talented actors on stage, who are making this difficult adaptation possible. 

How Adequately is Credo Preparing Us for College?

By Charlotte Wilson

Article from the week of October 28, 2025

Last week, I talked about how Credo is unique from other high schools, in our area and beyond, and I mentioned a little bit about how that sparks the question of college. Yep, I said it, the word most high schoolers spend their whole four years dreading. Perhaps the reason college is such a daunting concept is not just what it is literally (just another school, except you’re older), but rather what it symbolizes. It symbolizes the first step of the staircase into becoming adults, adults who have responsibilities, jobs, and families. In a depressing sense, it symbolizes the death of innocence and the birth of new life, no longer as a child. Maybe you don’t even choose to go to college, which is as fabulous a choice as the contrary, but the staircase is still there.

High school’s main goal is to prepare us for college. It's kind of like the floor below the first step. Again, even if you don’t plan to attend college, the relationships and skills you gain while in high school set you up for future success. So the question is: How adequately is Credo preparing us for college? For those of us whose thoughts are constantly invaded by the fears and hopes that accompany higher education, it can affect how we move through high school. 

             Credo is already a college prep school (plus some other fancy electives), but it’s helpful to realize that our school’s structure is modeled differently, which can sometimes make applications and transcripts confusing (what with the Main Lesson Blocks and all). Another thing is the lack of AP courses, which can discourage some students about the strength of their applications. Yes, these things can be stressful at times, but the perseverance and commitment to education that you can show through this is much more valuable than just doing it cut and dry. Colleges that are a bit more stingy about who they let in aren’t looking for students who just follow along and stick to the “normal” way of doing things. They’re looking for that one student who looks at the world differently than anyone else. They’re looking for a student who is trying to make a difference in the world they see, not just the one that others see. 

             All of this being said, I think that Credo’s approach to education is attempting to mold us into these students that colleges look for. When you combine this with relentless ambition, success isn’t just reachable, it’s expected. Success doesn’t just mean getting into an Ivy. It means finding a tentative destination for that staircase.

How Does Credo Compare To Other High Schools?

By Charlotte Wilson

Article from the week of October 21, 2025

Lately, I’ve been thinking about college, as I’m sure many other people in our school and around the world too. Among these swirling college thoughts are questions like: Am I prepared? What if things had been different? 

When I first came to Credo, what drew me in was the tight-knit community and creativity that set it apart from the stereotypical high schools in our area and across the country . Looking at schools with a large student population, like Rancho Cotate right in our backyard, I notice considerable differences between almost all aspects of school life. 

When I explain to my peers out of state or even from nearby public high school, I am often met with  raised eyebrows and a lot of questions along the lines of why is your school so small? and what’s a cohort? Explaining the unique aspects of our school in public school terminology can be difficult at times, but after using familiar words like “homeroom” and “no lockers”, they understand (somewhat) in the end. 

It is undeniable that our high school is unique.here is nothing like it in our area. For one, we are a public Waldorf school, which incorporates methods of education that deviates from what the general public would call a “normal high school”. That's the beauty of our school, isn’t it? We don’t have lockers or thousands of students that shuffle drearily through the halls, pressed up against each other. Instead, we have meaningful teacher-student relationships that can even continue past high school. We have a wide range of courses that you cannot find anywhere else, making it all the more possible to find what makes you happy and motivated in this world. 

Whenever I go visit large high schools, I immediately notice the lack of color and comfort. It feels like they’re less like schools and more like prisons meant to stomp out any and all ambition. But Credo? That’s where the magic lies. Traditional high schools’ only ambition is to simulate what it’s like to go all day staring at either a screen or a wall, just like how it would be in an office. It’s almost like introducing students to the 9-to-5 grind as early as possible, as opposed to Credo’s artistic and nurturing approach. 

Maybe it’s the Waldorf ideology, maybe it’s the fact that our teachers truly care about us, we may never know. Of course, not everyone may feel that way, but I think there’s something to be said for those who do genuinely enjoy their time at Credo, because let’s face it, our education is a rare gem.

Robotics Team Interview 

By Leila Sherman

Article from the week of October 21, 2025

This coming weekend, Credo High will be approaching an exciting event: the offseason competition for our school robotics team! Many people are already aware of the robotics club and know of their achievements, but not everything can be told by just word of mouth. I have interviewed Calla Kizner, a senior at Credo High and one of the leaders of the robotics team, so that we can get a deeper view into this incredible club.

 Calla joined the robotics club in her freshman year, and at the beginning, she wasn’t incredibly keen on it. She only joined because her friends and family encouraged it. Originally, Calla began as a part of the design and fabricating section of the team. Later, she altered her focus and began working with the previous Operations Captain, Grace Kellison. At the time, the robotics team didn’t have any part that was exclusively for media and branding, but Calla took an interest in and began forming it. According to her, “It's been a love-hate relationship over the years, but I don't regret joining.” Now, she is a part of the robotics leadership, along with Satya Roth. Joining the club has taught her priceless skills and lessons that will never fade.

Over the years, Robotics has accomplished some truly incredible feats. Just last year, at the regional competitions, they won the Team Sustainability Award and the Team Spirit Award. During her sophomore year, Calla formed a partnership with ReLeaf Petaluma, a non-profit organization that works to improve the environmental health of the Petaluma watershed and shelter wildlife. This partnership provided the team with many volunteering opportunities, such as tree planting, gopher cage creation, and annual beach cleanups. The club also has a policy in place that requires materials used for the robots to be reused. Along with their environmental awareness, Calla has done a lot of work preserving and preparing the robotics team to be passed on to future generations.Their hard work and capability impressed the judges, and they acquired an incredible achievement. As for the Spirit Award,  this is something that Calla began preparing for during her freshman year. “I spent months creating pom poms out of tissue paper, hand painting our first flag, making large cardboard numbers, and learning how to use Instagram to revive our failing account,” Calla states. When they showed up at the regionals and world championships, the progress was undeniable. Since then, they have been able to annually update team shirts, design a mascot for the team, purchase a team flag, and order real pom poms. This set the stage for the enthusiasm of the team during their competitions, and their support and team spirit rightfully earned that award. This was a huge triumph.

These accomplishments have certainly been emboldening for the club’s morale, and they have many goals for the upcoming seasons. In previous years, the club was able to found a summer camp program, cover season costs and set aside $10,000 for the future, expand community outreach initiatives, submit animations for awards, and increase club materials. Last year, they were able to build and program a swerve drive, which moves much faster than the previous West Coast drives and can move in any direction. The fact that they were able to achieve these goals is a statement to the team’s determination, skill, and resilience. This year, the club leadership plans to set the robotics club up for success when the seniors graduate so they can pass it on smoothly and successfully. Besides this, they are reaching to raise $60,000 through a variety of sources, win one of the animation and competition awards, and connect further with fellow teams to spread STEM education throughout the student bodies. We can all support the team as they strive to achieve their goals.

Sustainability in SOMO 

By Jada Blank

Article from the week of October 21, 2025

As members of Credo High School, we are also part of the Sonoma Mountain Village Community (SOMO). As part of the community, students are taught to be aware of the sustainability practices and One Planet Living (OPL) principles that SOMO has implemented. SOMO Village was developed in the year 2007, making it the inaugural OPL community in the whole of North America. Although it first started around 18 years ago, it is continuously growing, improving, and being expanded upon. 

One main focus at SOMO, which stretches as far as 200 acres of land, is renewable energy. This is why there are more than 16,000 solar panels on the rooftops of all its buildings that are said to power about 233 houses per year and provide carbon neutral energy for the entire venue. In 2020, there was the addition of one (and later a second) battery system with the important role of storing and preserving energy. 

Furthermore, there are a variety of both indoor and outdoor events hosted at SOMO, such as concerts, festivals, and fundraisers or even blood drives. They also offer easy access to bike paths and bicycles as a way of transportation for the staff and residents, as well as many on-site EV charging stations. Other values of SOMO Village include reduced waste and locally-sourced and organic foods. The majority of the food found in restaurants, stores, and farmer’s markets there is from the on-campus Headwaters Farm. 

As the primary instigator and CEO of SOMO Village, Brad Baker, states, “We’ve been building SOMO Village for 15 years now and we’re only about halfway done.” This shows just how much time, effort, and care has been put into creating this strong community that thrives on wellness, culture, and sustainability. 

Should the Music Policy Be Changed?

By Charlotte Wilson

Article from the week of October 6, 2025

As we now approach two and a half months into the new school year, many of us (especially those who were at Credo last year) notice that many policies have changed, this includes the phone and music policies. Understandably, the new music policy has created considerable upset and frustration due to the lack of the ability to utilize it during independent work periods in class. Many of us, myself included, focus much better when music is involved, it serves as a motivator as well as a way to tune out other distractions in our environments. Of course, it must be recognized that this is not the case for all students, and administrators have placed these rules in place for a reason. 

In order to understand why these policies were changed, we must examine possible ways listening to music can stray from productive to unnecessarily recreational. Yes, music listening can be misused, especially when phone use is involved, but what about on laptops? It is unclear in the Family Handbook as to whether music is allowed on laptops, however there have been instances where teachers have prohibited all music, even on laptops. Still, I must wonder, do we have to do away with music listening in the classroom entirely, even if it is proven to help students study? According to a Harvard neuroscientist, a 2018 study found that engaging with familiar music stimulates a certain part of the brain to enhance focus. For this very reason I think music of a student’s choice should be available in some medium when in a study period. 

An anonymous student I interviewed made a very good point: “If our school is primarily an art school, shouldn't they appreciate the fact that we’re listening to music as an art form?”

This is indeed an interesting concept to ponder, using art to make art. Sometimes, music can even influence certain aspects of our work and give us inspiration, since we are inherently mimetic beings.

In addition to a member of the student body, I interviewed Emily Bliquez, one of Credo’s esteemed English teachers, here are her thoughts on the issue: “I think music can be a real asset in getting students into a flow when it comes to writing, but I also recognize that when there is any interaction with the phone that it is such a magnetic force for students that it can take them into a counterproductive state. On the one hand, I think that music is very helpful on its own, but I think when the phone is involved in making the music go into their ears there’s trouble. I think that there is a middle path which would be for when students can use their airpods or whatever it is that allows them to listen to music while on their laptops when writing. I feel like I would like that to be possible in the classroom for those students who choose that.”

Both of my interviewees made compelling arguments as to whether we should allow it back. So, one of the remaining questions is, how do we deal with music’s misuse when that inevitably arises? Well, a few cases of incorrect usage should not dictate the guidelines for the entire student body, we should strive to see the major positive impact rather than the few problematic instances. Whether or not the policy changes is an ongoing issue and ultimately up to the best judgement of the administration, however it is an intriguing concept to ponder as you navigate your way through the coming week.

Sorting It Out: A Closer Look At What Really Goes On In Our Waste Bins 

By Nova Hollinger and Jada Blank

Article from the week of October 6, 2025

Beloved Jane Goodall said it best, “ Recycling is not a choice, it’s a responsibility.” Through the eyes of observers and researchers, we have seen the distinguishable ignorance among the Credo community about where different waste is supposed to go. 

To further explore this conundrum, we looked at the freshmen OPL (One Planet Living) class's results from the monthly trash sorting activity to see where this gap arose.

For the landfill bin, 56% was correctly put in place, while the remaining 44% was all contamination (1.14 lbs recycling, 7.42 lbs food share compost). Once the class dove into the recycling bin, things began to get a bit dicey. In a total of 4.98 lbs of recycling, only 46% was correctly recycled, meaning that the last 54% was contamination (about 2.16 lbs landfill, 0.54 lbs peels/paper compost).

 It comes as no surprise that our compost pile was the most correctly sorted out of all three bins, with 77% of the waste in its correct place and only 23% contamination (0.78 lbs landfill, 0.48 lbs recycling).

After looking over the results of the activity, it is quite clear that our community could definitely do better in regards to waste and knowing where everything should go. We noticed that our biggest flaw seems to be in recycling, due to the fact that our contamination rate was higher than the amount correct in the sample that was taken. 

The question is, why is there so much waste thrown in the wrong bins? Is it because people just forget or don’t care enough to think before they toss their plastic fork? Well, although we don’t know for sure why each individual here at Credo can’t distinguish between the three different bins, we do have some numbers from Americans in general surrounding this topic. In a survey conducted by the Paper and Packaging Board (P+PB) that dealt with people’s recycling habits, around 28% of people who don't regularly recycle said it was due to recycling pick-up not being accessible near them. Just about one in five people claimed they either don’t know their local recycling policies or that it’s too much of a burden to sort through recyclables. Lastly, 14% of these people simply just don’t think about recycling. Ever. 

There are a few ways that we could help improve this lack of attention and care from the student body, which include creating better, clearer signs to put above the bins. Even though we already have these up in some places at Credo, it seems as though not many people pay very close attention to them and there could also be more around the campus. Additionally, labels can oftentimes be a little misleading, especially for people who aren’t as aware of the local systems and abilities here around trash sorting. For example, it may come as a shock that the utensils provided at Credo’s salad bar say “compostable” on them, but they actually should be put in the landfill/trash bins. The labeling isn’t entirely inaccurate because these utensils are made of a material that does break down easier than other plastics. The process just isn’t quick enough that they can be put in the compost bins. This is something that a very small amount of people at Credo know, so awareness definitely needs to be raised about it. 

As we progress in this series of articles, we will further deepen our knowledge on this issue and work on collecting more information and insight. We are even planning on talking with people in our school community about how they view trash sorting and if they actually think about where items go before throwing them away. This will hopefully help us to understand what we can do to decrease contamination rates in our waste bins. Our next article should also discuss the results of a follow-up OPL trash sorting, so we can compare the numbers with the ones we have stated above.

Fundraising Committee

By Josephine Drees

Article from the week of September 29, 2025

Credo may be a smaller school, but its hardworking community always comes together to benefit its students, plan amazing events and more. One of the driving forces behind this is the Fundraising Committee, a dedicated group that ensures the student body has the resources it needs. I spoke with Maya Leach, the committee’s director, and I was able to gather some insight on everything that happens there. 

It all started when Leach was placed in Fundraising after interviewing for a co-lead student council position. Their Junior year, they ran for director and won. Leach describes their success as “deeply rewarding to be able to help the student body in that way.” The purpose of the club is to raise as much money as possible for the student council, which in turn funds activities for Credo’s students. At the start of each meeting, the previous week’s accomplishments and insights are discussed among the committee. Efficiency and awareness are two characters that play large parts within the club. 

One of the clubs biggest successes has been the Snack Shack, which came about last year and now makes consistent appearances during lunch. While dedicating some lunch periods to working shifts can be a challenge, members enjoy the perk of picking out a snack afterward. Some things to keep your eye out for and look forward to are a concert at the Phoenix in January and a possible drive-in movie night. To anyone interested in joining a welcoming club filled with bright ideas and strong voices that simultaneously helps the school, fundraising might be the perfect fit! 

Maya Leach’s Senior Project - Providing Aid to Palestinian Refugees

 By Elsie Lennox

Article from the week of September 29, 2025

Every year, Credo’s senior projects provide students with the opportunity to delve deeply into an area of interest or passion. These projects range from creative pursuits to activism to research, incorporating aspects of the students' unique interests and reflecting their values beyond the classroom. This year, one senior in particular is taking their project far beyond Sonoma County. 

Maya Leach is planning to travel to Greece in the spring semester to work with Palestinian refugees. “I wanted to do that, not only to help people but to reconnect with my culture and my heritage,” they said when asked what their motivation was for following this topic and working toward meaningful change. 

As they are unable to leave until March next year, Maya acknowledged the challenge of aligning their timeline with the senior project schedule. Still, they are dedicating significant effort to preparation; working hard during these months leading up to their departure to plan, organize, and connect with relevant resources. “Right now, I have been connecting with a lot of people and organizations,” Maya said. “Like looking into organizations that could help facilitate this”. They shared that many of these programs and organizations require applications and other processes, which adds another layer to the beginning phases of their project.

A key component of the project now involves working closely with their mentor, Dr. Gordon, to brainstorm fundraising strategies, including a potential GoFundMe campaign to aid the refugees and allow them to travel to the distance in the spring. Maya made it clear that as pieces came together, links to these resources would become available to anyone wishing to contribute. Maya’s project is one amazing example of the creativity, care, and dedication that are put into the senior projects. For Maya, this is a chance to take action in creating a difference in the world.

APPA (Animal Preservation, Protection, and Awareness) Club Interview Article

By Leila Sherman

Article from the week of September 29, 2025

It’s hard to picture a two-week old infant atop a horse, and yet, by all accounts, that is the age Jay Skraboly was when she began her equestrian life. Jay, a tenth grader at Credo High School, has been caring for numerous animals since she can remember, some of which include horses, chickens, and goats. This exposure to animals from such a young age has embedded in her a deep love for all creatures and their unique personalities, which many people seem to overlook. It was this passion for the well-being of animals that led Jay to found the Credo Club, APPA (Animal Preservation, Protection, and Awareness). 

“I feel like most people today don’t fully acknowledge that animals have thoughts and opinions,” Jay stated when asked what sparked the idea for her club. “Being able to see how unique and alive each creature is has changed my life, and I really wanted to share this awareness with others as well.” 

The club focuses on raising awareness about the effect humans have on the habitats of animals and just how much we affect their lives. Jay believes in teaching others how we can have a beneficial impact on the lives of all creatures, even if it is not direct, and created APPA so that she could share how the impact we have on them can be improved in the future. Even though the club has just started up, there are some projects in the works;These include raising money for owl houses to place around the school and planting more native plants around the community to invite native animals and insects. These projects can help to balance our ecosystem and show how every contribution can matter. 

Although Jay now understands the importance of each animal’s personality, that wasn’t always the case. Growing up around animals led her to care for them, but the turning point of her passion was found in a cow named Swiss Miss. Swiss Miss and Jay met when Jay was only ten years old, and though the cow is now friendly and joyful, she began as a hostile, anxious, and unapproachable creature. According to Jay: “When we met, I immediately knew I wanted that one.” With time and effort, Swiss Miss became slightly more docile, yet she was still fearful of humans and wouldn’t wear a halter. At this point, Jay and her mother had only been working with Swiss Miss occasionally, but they made the decision to invest more time and work. This one simple switch achieved wonders. Over the course of a year, Swiss Miss went from a nervous and skittish cow to a people-loving wonder. “She will come up to anyone asking to be petted, and it is all because of the constant attention we gave her.” Jay said. “Seeing the progress she has made has really paid off…[this was what] really inspired me to start the club. I wanted to share this amazing experience with others.”

Even with this passion behind her, forming the club was no easy feat. Jay received a lot of pushback from various people because her ideas were too similar to that of other existing clubs. “And even after the club had been created, I also hit another sort of barrier.” Jay admitted when she was asked what difficulties she had to face. “At first, I had all sorts of ideas flowing easily, but later they all ran dry. Getting over that bump was difficult, but also very important.”

Another difficulty Jay faced was making the club an inviting and joyful place. “The topic of animal mistreatment is so sad, and I really didn’t want that to be what the club was like. So I had to make sure I wasn’t including too many depressing topics, because I knew the moment I got sad, everyone else would as well.”