COLLEGE: Purdue University, University of Southern Oregon, Cuesta College
WHY PRHS: Mrs. Anderson is a firm believer that any student can achieve higher learning. When presented with the opportunity to teach Algebra One all day, she gladly applied.
FUN FACT: Anderson is currently taking night classes at Cuesta College to get an associates degree in Studio Art.
COLLEGE: Cal Poly
WHY PRHS: Before joining the PRHS community, Bellew had to commute to and from Nipomo from Paso Robles. Now her commute is cut from fifty miles to half a mile.
FUN FACT: Bellew enjoys playing the sport cowboy action shooting, which consists of target shooting dressed in cowboy attire and using firearms from the appropriate time period.
COLLEGE: San Francisco State University, University of Twente
WHY PRHS: Last year Cherry taught at Lewis Middle School. He alwats hoped to teach at a high school level, and jumped to the opurtunity when it came up.
FUN FACT: Cherry studied abroad in The Netherlands to get his masters degree where he also nmet his wife.
COLLEGE: Cal Poly
WHY PRHS: After seeing a job opening at the school she once went to in 2013, she didn’t hesitate at the opportunity to give back to her hometown.
FUN FACT: Despite being an english teacher, Raithel is very interested in Environmental Sciences
COLLEGE: Chico State
WHY PRHS: Lindberg decided to spend her eighth year of teaching here at PRHS. She is transferring from Santa Barbara High School and moved here for family and friends.
FUN FACT: Lindberg was an Au Pair (foreign maid) for one year in Sweden and eight months in Australia.
by Sebastian Radojevic, PoliSci Editor
COLLEGE: Sanoma State, Chico State
WHY PRHS: Evans fell in love with Paso Robles after buying a ranch and jumped at the job oppurtunity to pursue teaching.
FUN FACT: Evans still holds the 100 yard butterfl;y record at her old highschool, Napa High School.
COLLEGE: College of Charleston and Cal Poly
WHY PRHS: Lozano fell in love with teaching after teaching summer school at Arroyo Grande Hight School. Lozano found out mshe would live in San Luis Obispo for a while, she decided to go job hunting and fell in love with the RPHS campus.
FUN FACT: Lozano loves to play softball, playing at Barney Schwartz park on weekends. She is so skilled she got accepted to College of Charleston on a D1 scholarship.
COLLEGE: Fresno State
WHY PRHS: After Topijan’s wife got hired as assistant principal at Kermit King and Virginia Peterson Elementary, he came to the decision to join the PRJUSD Community as well.
FUN FACT: Before getting his teaching credentials, Topijan was a firefighter in the United States Forest Service for two years and Cal Fire for eight years.
COLLEGE: UC Santa Barbara, Cal State Bakersfield
WHY PRHS: After being primarily in Bakrsfield, Woolstenhulme wanted to expand his horizons and continue his passion somewhere new. He found himself in PRHS with a newfound appreciation of our campus.
FUN FACT: Woolsthenhume is red-green colorblind . He also enjoys kayaking and fishing.
COLLEGE: Cuesta College, Cal Poly
WHY PRHS: Vierra came back to his childhood town from Toki High School in Lodi, CA. He came to Paso to pursue his passion for welding and begin a family in the region he grew up in.
FUN FACT: Whenever he isn’t busy with FFA activities, Vierra loves to ride his dirt bike, even participating in races on weekends
By Kalista Peterson, Social Media Director and Miguel Muniz, EIC
As shades of hazy orange colored the night sky, senior bearcats trickled onto the football practice field of PRHS at 6:15 am. The annual tradition, “Senior Sunrise”, is one that students excitedly wait to be a part of until their last year of high school. This ceremonious tradition symbolizes the start of senior year concluding with a “Senior Sunset” in June.
The turf was decorated with clusters of colorful blankets, games of spikeball, volleyball, and cornhole. Student wardrobes consisted of comfy clothes, pajamas, and smiles. By the end of the morning, the seniors had broken out of their cliques and intermingled, coming together for photos, dancing, and rounds of cards.
With a large turnout of approximately 150 students, they were well fed with donuts, apple juice hot cocoa, provided by ASB and the Leadership team. An atmosphere of excitement and anticipation for the sun to peek through the trees was in the crisp morning air.
“It was a coming together moment for my class, I finally felt like it was our first moment. We were all about to celebrate getting to senior year,” varsity cheer captain Maddie Hurstak said
As the song, “Here Comes The Sun” faded out, senior class president Amani Arellano commemorated the moment with a thank you and friendly reminder to pick up trash. Fwirst period approached and Bearcats began to leave, but the memories would not be forgotten.
PhotosbyKalistaPetersonandMiguelMunizFriday, September 16th marked a day of discoveries and unity. At the front of the event, people stood crowded around the FNL (Friday Night Live) table. “People should join because it’s just a super positive club that promotes really healthy choices that a lot of kids that I know at our school struggle with,” said club President Divvyana Emmons.
As people from the lunch tables headed to the energetic expo, Senior Amani Arellano invited students to check out the Drama Club booth. “It’s just such a welcoming space where we get to have fun and be creative and just love one another,” Arellano, President of the Drama Club said. MECHA club could also be found with a table, displaying elements of the past through history posters, led by Senior Ana Lopez.
Not only does Paso Robles High School feature on campus clubs, but also promote adventurist clubs such as the Wilderness Club. The Wilderness Club came to show true aspects of what they do by displaying a tent.
“I think people should join the club because it’s not like any other experience to go out with people you probably never talked to before, but have the same interest as you and you could enjoy nature, and whatnot,” an anonymous participant said.
BSU also participated, showing their univision of racial equality by wearing matching yellow t-shirts. “People should join (BSU) just to be involved in the black community and help out and it’s super fun,” Senior President Akasha Asbury said.
Clubs centered around fun and enjoyment like FNL and Drama Club were spread out throughout the expo but other clubs such as the Conservative Club put an emphasis on knowledge and perspective.“People should join if they’re interested in politics. Our name is the Conservative Club but we like to start discussions between both political parties,” Conservative Club President Mateo DeAlba said.
Newcomer students are more than intimidated as the new school year begins. They go into a classroom only knowing how to speak their native language.
In the 2021-2022 school year, MEChA (Movimiento Estudiantil Chicanx de Aztlán) members brought awareness to the lack of support and translation newcomer students are provided in their classes. PRHS does not have enough paraeducator to support newcomers. As of now, there are only two paraeducators on campus. MEChA introduced a new program into the curriculum: English Language Teacher’s Assistant (ELTA). ELTA provides newcomer students with translation in one class that a student translator is placed in. Juniors and seniors who are bilingual are allowed to be a part of the ELTA program. There are a total of nine students who voluntarily provide translation for newcomer students.
Students did not receive any training before this school year began, so they have been put into classes where they have to navigate their way through to find a manageable way to translate for up to 26 students.
Senior Annette Gómez, is a translator for two different classes in the same period. Gómez said that she did not feel prepared to be placed into a class to translate for students.
“I thought we were going to be meeting all of the EL TAs before and trying out new things, but it was as if I’m a regular TA and got thrown in there without training," Gómez said.
Gómez joined ELTA because she has seen the way newcomer students do not have support in many of their classes but she feels
as if she won’t be able to make an impact on her students’ education.
“I don’t think I’ve helped them as much as I wanted to because I don’t really know what could be best for them. I don’t want to make them feel like less than and say a comment that’s going to hurt them. I’ve tried to help them but it’s hard sometimes because they also don’t ask me and so I go up to them and ask if they get the material, but I don’t want that question to be taken wrong. It’s hard to understand their needs," Gómez said.
Senior Citlaly Esparza has had different experiences in the class she was placed in than Gómez. Esparza has been able to find her way through in the class she was placed in. Many of the students she translates for ask for her help throughout class.
“If I wasn’t there to translate for the students then they wouldn’t have any help to understand the material in class, “ Esparza said.
An anonymous newcomer student has seen a major change in her education from having student translators in their classes. When she was a freshman, she felt as if it was a waste of time trying to learn without having any support from anyone.
by Ana Lopez, Carmesi Co-Editor
of the help they have received from the EL TAs. The student has also felt as if their education has been altered in the month and few weeks school has been in session.
Cesar Barajas, the counselor of English learners and International students, and now the MEChA co-advisor is very thankful that ELTA has helped his newcomer students this school year so far.
“I want to thank MEChA and the students who are participating in the ELTA program,” Barajas said.
I WANT THOSE STUDENTS WHO MAKE FUN OF US TO STOP MAKING FUN OF US BECAUSE THEY DO NOT KNOW WHAT IT IS LIKE TO BE IN SIX DIFFERENT CLASSES TRYING TO LEARN EVERYTHING IN AN UNKNOWN LANGUAGE. WE ARE HERE TO LEARN JUST LIKE THEY ARE.
NEWCOMER STUDENT
“Sometimes it was very difficult because I saw no one was there to help so I looked for English key words to try to understand the lessons. Even then I did not fully understand what was being taught,” the newcomer student said. Newcomer students often do not feel safe in their learning environment especially when non-Spanish speakers make fun of them. A newcomer student has felt safer in their learning environment because
Currently
STUDENTS ARE BEING SUPPORTED Braulio Trejo Reyes (11), Adriana Aguilar (12), Andrea Melendez (11)
21:1 RATIO
Citlaly Esparza, 12
por Ana López, Carmesi Co-Editor
Los estudiantes recién llegados están más que intimidados cuando comienza el nuevo año escolar. Entran en un salón solamente sabiendo cómo hablar su primer idioma.
En el ciclo escolar 2021-2022, los integrantes del club MEChA (Movimiento Estudiantil Chicanx de Aztlán) trajeron conciencia sobre la falta de apoyo y traducción que se brinda a los estudiantes de nuevo ingreso en sus clases. PRHS no tiene suficientes paraeducadores para apoyar a los recién llegados. A partir de ahora, solo hay dos paraeducadores en la escuela. MEChA introducio un nuevo programa en el plan de estudios: English Language Teacher’s Assistant (ELTA). ELTA pone a los estudiantes recién llegados en una clase en la que se coloca un estudiante que les ayuda traducir. Los estudiantes de tercer y cuarto año que son bilingües pueden ser parte del programa ELTA. Hay un total de nueve estudiantes que voluntariamente brindan traducción para los estudiantes recién llegados. Los estudiantes voluntarios no recibieron un entrenamiento antes de que comenzara este año escolar. Han sido puestos en clases en las que tienen que navegar para encontrar una forma manejable de traducir hasta para 26 estudiantes.
do en ELTA, ha tenido diferentes experiencias en la clase en la que fue colocada que Gómez. Esparza ha podido encontrar su camino en la clase en la que fue colocada. Muchos de los estudiantes para los que traduce le piden ayuda durante la clase.
“Si no estuviera allí para traducir para los estudiantes no tendrían ninguna ayuda para entender el material en clase,” dijo Esparza.
Un estudiante recién llegado anónimo ha visto un cambio importante en su educación al tener estudiantes traductores en sus clases. Ese estudiante explica que cuando era estudiante de primer año, sentía que era una pérdida de tiempo tratar de aprender sin el apoyo de nadie en sus clases.
NO QUIERO QUE SE SIENTAN MENOS Y DIGA UN COMENTARIO QUE LOS LASTIME. ANNETTE GÓMEZ, 12
Annette Gómez, estudiante de último año, es traductora para dos clases diferentes en el mismo período. Gómez dijo que no se sentía preparada para ser colocada en una clase para traducir para los estudiantes.
“Pensé que íbamos a conocer a todos los estudiantes que son traductores antes y probar cosas nuevas, pero fue como si yo fuera una TA regular y me pusieron en la clase sin entrenamiento,” dijo Gómez.
Gómez se unió a ELTA porque ha visto la forma en que los estudiantes recién llegados no tienen apoyo en muchas de sus clases, pero siente que no va tener un impacto en la educación de sus estudiantes.
“Creo que no los he ayudado tanto como quería porque realmente no sé qué podría ser mejor para ellos. No quiero que se sientan menos y diga un comentario que los lastime. He tratado de ayudarlos, pero a veces es difícil porque no me preguntan, así que me acerco a ellos y les pregunto si obtienen el material, pero no quiero que tomen esa pregunta mal. Es difícil entender sus necesidades,” dijo Gómez.
Citlaly Esparza, estudiante de último año que esta ayudan-
“A veces era muy difícil porque veía que no había nadie para ayudar, así que buscaba palabras clave en inglés para tratar de entender las lecciones. Incluso entonces no entendía completamente lo que se estaba enseñando,” dijo el estudiante recién llegado.
Los estudiantes recién llegados muchas veces no se sienten seguros en su medio ambiente de aprendizaje, especialmente cuando los que no hablan español se burlan de ellos.
“Quiero que esos estudiantes que se burlan de nosotros dejen de burlarse de nosotros porque no saben lo que es estar en seis clases diferentes tratando de aprender todo en un idioma desconocido.
Estamos aquí para aprender igual como ellos,” dijo el estudiante recién llegado.
El estudiante recién llegado se ha sentido más seguro en su medio ambiente de aprendizaje gracias a la ayuda que ha recibido de los EL TAs. El estudiante también ha sentido que su educación ha cambiado en el mes y en las pocas semanas que la escuela ha estado en sesión.
César Barajas, el consejero de estudiantes de inglés y estudiantes internacionales, y ahora coasesor de MEChA, está muy agradecido de que ELTA haya ayudado a sus estudiantes recién llegados este año escolar. “Quiero agradecer a MEChA y a los estudiantes que están participando en el programa ELTA,” dijo Barajas.
Jonathan Esquivel, 12
Pregunta: ¿Cómo han sido tus experiencias con el programa ELTA?
Respuesta: Mi experiencia ha sido positiva. Disfruto trabajar con los estudiantes, son muy divertidos y están muy dispuestos para aprender cosas nuevas. El Sr. Goodin siempre está dispuesto a ayudar.
Pregunta: ¿A cuántos estudiantes ayudas?
Respuesta: 9 estudiantes
Pregunta: ¿Sientes que has impactado la educación de los estudiantes?
Respuesta: No diría que he cambiado la educación de los estudiantes. Yo solamente traduzco para ellos y espero hacerlo bien. Me alegro que he podido comunicar algo a ellos y espero que les ayude durante este tiempo difícil en su vida.
Los estudiantes recién llegados obtienen el apoyo que necesitan en sus clases con la ayuda de estudiantes
The start of the school year brings new challenges for all, whether it be new friends, teachers, or different classes. Life continues to move with the sound of the bell, one step in front of the other. The lives of students in question are dictated by their parents, by the elected PRJUSD board of trustees, and their teachers. The line between betterment for students and the politics of adults is often getting blurred.
Students must become accustomed to the politics that are brought into the schools. Teachers have a divide among each other for what political party they affiliate with and the students are caught in the middle between a school board, teachers, and their parents’ own personal beliefs. As differences continue to divide, we propose that students, staff, and board members remember that the differences can unite us. Parents’ concerns are brought to attention, students sit and wonder when the issues they see will become heard with how they are the ones who spend at least eight hours at school everyday. Club permission slips, traditional gender language, Critical Race Theory, and the mask mandate discussions were a part of the politics of control. All the previous mentioned have voiced concern from many students, yet their first amendment of free speech, along the lines of changes in our school, have been ignored in favor of the adults around us. Ideas, clubs, gender language, and CRT education are many examples of differences that can and have united Bearcats around campus. Similarly, an active fight against the negativity bias when interacting with someone that doesn’t completely share one’s views can be helpful and can further humanize them as someone to compromise and share with, not someone to fight.
The conversations of politics have begun to shape perspectives of peers in a negative light. Students determine friends based on their politics that they have expressed. With a board that has furthered the students interest in politics due to actions that have sparked discussion and their own involvement in connecting with Bearcats in the Coming Out Against Hate Forum last year. Teachers and board members have crossed a line that was created
to keep polarization of only right or left wing policies or viewpoints. All parties share a central idea of being heard and respected by the adults around them -- for they are the future. When we look around at fellow students while roaming campus, we need to see that we are one in the same. We are typical students trying to get an education that is aware of controversies, history, and complexities of America. We also have a school board that has made national news more than once for controversial votes, but the overall intrusion of politics is impacting the education of students in a negative way. Press from national media outlets brings more stress to students’ education. There is a need to stop — and refocus on what matters.
The fact of polarization doesn’t have to be an acceptance of it. By acknowledging the problem we allow for solutions to be developed. While politics may have a place in schools, schools are, by definition, places for learning, not places defined by agendas or great division.
Combined Bearcat pride still shines strong in new, incoming teachers, and also in veterans who have taught for decades at PRHS. Sports, Spirit Days, and a continuous onslaught of new activities have helped to bring the PRIDE back to the high school after the turbulence of the last two school years – a time actually with political talk diminished for a time.
As school board elections approach, we ask that trustees and teachers separate politics from education. Students, we implore you to overcome ideological differences in spite of adult political influence for a united Bearcat community.
Editors In Chief
Kalani Gaviola
Serenity Wulfing
Miguel Muniz
Directors
Elise Mathers News
Braydon Hoier Sports
Kalista Peterson Social Media
Kayla Degnan In-depth
Sienna Ramos Blind Date
Editors
Margot Klo Op/Ed
Kylie Troy World
Cassidy Heer People
Adane Siegrist People
Sebi Radojevic Poli-Sci
Isael Rendon Arts
Maddie Hurstak PopCulture
Serenity Wulfing Sports
Ana Lopez Carmesi
Naomi Velasco Carmesi
Lyrika Cross Environment
Gabby Silva Features
Nolan Severson Review
Reporters
Kayley Mills
Photography
Conner Rocha Director
Rogelio Molina Co-Director
Jakob Baier
Savannah Rickard
Joseph Taranto
Web
Michelle Rosas Director
Adviser Jeff Mount Website
www.crimsonnewsmagazine.org
Email crimsonnewsmagazine@ gmail.com
Crimson, an open forum for the exchange of student ideas, is an independently funded newsmagazine produced by the journalism class at Paso Robles High School. Crimson reflects the majority opinion of the staff and does not necessarily reflect the views of Paso Robles High School, its faculty, administration, or students. All stories, graphics, typesetting, and layouts are completed by Paso Robles High School students. We are happy to talk with you further about our content, subscriptions in U.S. Mail, and advertising on our pages.
—Crimson Staff
As students returned to school, many controversies concerning politics plague a student’s right to an unpolarized education
Phone policy is not new – but enforcement is – and students have mixed feelings.
by Sebi Radojevic, Poli-sci Editor
As the never ending lecture proceeds, the restless Bearcat finds themself longing for any source of entertainment. Out of habit, the student reaches for their pocket and grabs their cell phone. In a sudden moment, the teacher calls out the Bearcat, takes their phone, and is told to get it from the security office at the end of the day. Roughly five to ten Bearcats fall victim to this enforced policy daily.
PRHS has decided to counter the ongoing phone addiction by cracking down on the usage of phones in the classroom with a uniform watchful eye from teachers and a swiftness with phone confiscation . Students have many mixed feelings about the new severe guidelines. Many students are under the impression that the policy is new. But Assistant Principal Michael Godsey declared there are no changes on paper, “What’s interesting is that it’s the exact same policy as it was last year. Cell phones have never been allowed in class unless the teacher decides that it’s part of their lesson, not that it’s allowed by the
When a student is caught using their phone without permission from a teacher or staff these protocols are taken to action:
Michael Godsey Security is called and the student is encouraged to silence or power off the cell phone. 1 2
3
The phone is taken to the security office, where a sticky note with the perpetrators name is placed on the phone.
The phone is put in a safe with a padlock and is remained untouched until the student comes into the office and claims it at the end of the day.
*If it is a second offense, a parent or guardian is required to pick up the phone for the student.
teacher, but that it is part of their actual lesson,” Godsey said. He also pointed out a newer enforcement procedure. “The discipline has been accelerated. It used to be a cumbersome, five step process. That took a lot of the time of the teachers, it was annoying to students, and it was annoying to us. It’s a lot cleaner now. Godsey also stresses a major point about the purpose of enforcing the policy: “I don’t consider it a behavior issue. It is, but the primary thing is safety.” He clarifies by saying, “ I don’t think students and teachers can feel calm and relaxed when they think people might be taking pictures of them and posting them with funny memes, some that can be really insulting. Also, students were starting to drop illicit images onto certain students creating an unsafe educational environment.” When asked if she believed phones contributed to an unsafe campus, Junior Ava Cox had this to say: “I believe phones had to do with the unsafe campus because, you know, online bullying is such a problem.” Students are in agreement with the belief that the policy helps make the campus a more safe and professional place for students and staff. On top of making the campus more safe, the intentions with the policy were also to create a more social environment. “And I’ve heard from students: it’s been kind of nice, instead of us going straight to our phones, we’re talking to each other,” Godsey said. The policy is enforced because administration wants students to connect with one another, and they argue that is almost impossible to do if everyone is glued to their phone. However, some students claimed the policy does not contribute positively in a social aspect. “I just think everyone’s just kind of sitting there zoning out at this point. I mean, like, I just don’t think it’s a united, unified type thing,” Junior Tristen Salgado said Some students just oppose the policy completely. “I think if you have your phone out once, or once or twice and it’s getting taken away for the entire day, that’s way too extreme,” senior Ashlyn Daugherty, said when asked about the strictness of the policy. “We need our phones for certain things like photos or to submit things for class, and they’re very useful. I think as long as students aren’t doing any busy work, and we’re productive, I think it shouldn’t be a problem.”
As the policy becomes more enforced, students become more dissenting towards the severity of said guidelines. While students can appreciate the intentions of enforcing this policy, many claim it is just too harsh. We live in a digital age technology surrounds us everywhere: at home, at work, and even in school. The policy is not intending to eliminate technology overall in classes, but intervening when it is being used in a way not deemed appropriate for a learning environment.
Listening to the radio, reading Nancy Drew, and the imagination to create a world were all favorite hobbies of the 1930’s according to the Children’s Theatre Company’s collected historical accounts, but have hobbies and how we look back on them change with the increased use of technology?
The internet and technology have become a big part of students lives especially with the introduction and integration of phones. Since students are living in a digital age and are spending around 7.5 hours in front of a screen according to the CDC infographic, hobbies have had the chance to change. For PRHS students, however, it seems that though it is the age of technology, hobbies are still a part of students’ lives.
Students at PRHS seem to have multiple hobbies even in the digital age.The generation with phones, computers, and an instant way to information still need hobbies that are hands-on and away from screens. Students need hobbies even though they can simply look at a glowing screen with bright colors that entertain their every thought, because after all phones eventually die and the want for hobbies grows. Data has shown students at PRHS need hobbies to make their life happier in the long run. In a survey of students at PRHS, 100% said that their life would be happier with hobbies in it. Hobbies are definitely not a thing of the past according to the student survey and a statistic from the Bureau of Labor. Statistics compiled in 2021 shows that people ages 15-24 spend on average 5.33 hours on leisure and sports activities.The student survey also provided that even in a society built on technology, hobbies are still important according to 90% of PRHS students that took the survey.
Senior Gwenyth Lemon, a student at PRHS, believes that hobbies
by Margot Klo, Op/Ed Editor
have changed due to technology and have even been incorporated into hobbies. “I think hobbies have changed. For some people, hobbies have diminished, but there are also those who get involved in hobbies related to technology or use technology to share their hobbies,” Lemon said.
In general, it is hard for students at PRHS to know what a hobby is defined as. For example, one sophomore said, “I don’t know,” when asked how to define a hobby. This sophomore suggested that students at PRHS may have a hobby, but don’t know it. The true definition of hobbies according to Oxford Languages is “an activity done regularly in one’s leisure time for pleasure.” So, technically speaking, video games, watching tv, and scrolling through TikTok done on a regular basis all fall under the broad definition of hobbies.
However, what is considered a hobby can differ from person to person and that person can change the way a hobby is defined. “I think what we consider a hobby also depends on the person: I would say I associate hobbies with the activities I’m involved with, but because technology—as in screens—has such a vital role in our lives, it does impact what we consider hobbies,” Lemon said. Lemon proves that people have varying views on what should and shouldn’t be considered a hobby.
It seems hobbies are not stuck in the 1930’s and forever lost in the past for this generation of PRHS students. In the absence of a clear definition of what a hobby should be considered and if technology should be a part of it, students are happier with the simple thought of having a hobby.
With a jaw-dropping theme announcement, spirit week, pep rally, elaborate halftime performances, homecoming court announcements, and of course the big game; there is a big buildup to the culminating homecoming dance. Most schools, including ones in our county such as SLO High, Mission Prep, and Templeton hold their dances formally on the following Saturday. However, after the exciting leadup to homecoming, Paso High Students are let down with a quick, informal dance after the game. After four years of experiencing lazy dance planning and disappointment, I am writing to express the sentiment that many bearcats feel.
In the movies, the Homecoming dance is presented as a big ceremonious occasion where proposals are planned and dress shopping entails. As children, we wait in anticipation for that moment to arrive. It symbolizes maturity, school pride, and an opportunity to dress up for our peers. But at PRHS, the reality is a sweaty two-hour mob in a middle school gym.
Though I applaud the leadership team along with amazing administrators working hard to make the event a success, it deserves a logistical reworking. Student-athletes, performers, and football fans have to choose between being a part of the end of the game or going to the dance. Since the dance starts during
93.5% have hobbies
90.3% have hobbies outside of sports
80% wanted to get into a hobby, but didn’t
90% say hobbies are still important in a digital age
100% say hobbies will make their life happier
31 students surveyed in September 2022
the game, football players, cheerleaders, band, and the crimson crew have to rush to get ready after an exhausting couple of hours. Along with Homecoming week traditions, bearcats are already stressed out, thus many chose to skip the whole thing all together.
This trend has emerged- especially among upperclassmen, who would rather attend other school’s dances than ours. This is declining attendance is detrimental not only to the budget but to the quality of the dance overall, creating a positive feedback loop each year. A formal, Saturday Homecoming would allow students in all grade levels the chance to experience a traditional dance and prepare them for what to expect at Prom.
240 out of 260 Bearcats surveyed (93 percent) agreed that they would prefer the traditional format of Homecoming as seen through idealistic pop culture television and longingly scrolling through Instagram. One where friends can make lasting high school memories shopping for attire, getting ready together, taking pictures, coordinating dates, and having fun. The transformation of this event would even draw in more money to ASB due to increased ticket prices and attendance rates. Overall, PRHS should move to a formal Saturday Homecoming dance for future classes to enjoy.
-Anonymous Senior
Art teacher Clarissa Wilson lives life as an adventure and helps her beloved students start their journeys thorugh devotion and divine teaching.
by Adane Siegrist, People Co-editorThere’s a room in the shadows. A student walks to their locker, past the crowded acting room, their sweat drips as they challenge time to its great determiner: the tardy bell. There stands a blond woman who not only crashes the waves shredding on surfboard and rises her reputation on skateboard, but teaches Art with a focus on morale and life lesson based morals to lead students to success.
Growing up in Paso Robles as the youngest of five, Studio Art teacher Clarissa Wilson strived for a pursuit of truly living life as if there is no tomorrow. Instead of remaining in the comfort of her home, she ventured out to see through a world of adventures.
“In high school we would load up my older sister’s car with boards and would be ready to run off and surf almost everyday after school. If the waves were not good we would go skateboarding on my good buddies’ ramp or skate on campus at the high school since there were no skateparks yet,” Wilson said.
Ironically, Wilson also came to her senses through a love of meditation. “I discovered yoga when I was about 17. I loved it so much I got certified to teach it, but I most enjoy doing it as a self practice for good mental and physical health,” Wilson said.
Wilson sees Yoga Philosophies a parallel similarity to her outlook on positivity in her life, which allowed her to discover the world. At 18 Wilson took her focus on advantageousness to new lands.
“I did a summer study abroad with my sister and friend to Nicaragua and Costa Rica to learn Spanish, surf, and experience a new culture. Nicaragua holds a huge place in my heart. I have been back several times,” Wilson said.
Wilson went on to get her Bachelor’s Degree in Studio Art in 2003. After that, she taught at Magnolia High School in Anaheim
California. “I learned that I do not love traffic from living in Southern California and I enjoy open space,” Wilson shared. As a result she took the voyage further north to the pass of the oaks: Paso Robles. Wilson taught at Lewis Middle School from 2006-2016 after finally receiving a teaching position at the home of the bearcats: Paso Robles High School. “This will be my 7th year teaching AP Art, Studio Art, Advanced Art, and General Art at Paso Robles High School,” Wilson specified.
Even after settling down and becoming a teacher, Wilson continues to dream big., Wilson’s goal is the success of her students but her definition of success has the same positive, free flowing energy that she does . “Every year my goal is for students to leave my classroom better than when they arrived,” Wilson said.
Wilson develops a desire to succeed in her students by giving them a taste of glory through showcasing artists of the week who have either “done a standout job or have shown great improvement.” This close attention to her students allows her to build strong bonds that remain in their hearts. “Just this past summer two of my past students married each other and that was really beautiful to be able to attend their special day,” Wilson shared, “I cherish each of my students and every year they amaze me. I am so proud of them.”
Junior Mia Bikle had Mrs. Wilson last school year in Advanced Art, Wilson’s most accelerated course, and feels her art characteristics have been positively shaped by Wilson’s teaching principles.
“I think she taught me to have patience and also to use value with my art,” Bikle said. Along with her attitude towards life, Bikle said Wilson taught her a “deeper value with my artwork like scheduling wise and sketching wise.”
I THINK SHE TAUGHT ME TO HAVE PATIENCE AND ALSO TO USE VALUE WITH MY ART MIA BIKLE ,11Mia Bikle, 11 Wilson elevating her senses through yoga on the Great Wall of China A mural of career pathways drawn by students of Wilson Wilson taking flight while shreding on skateboard at PRHS campus. Wilson sharing a moment with her greatest creation: family
Bright lights shine down in War Memorial stadium as the start of Friday Night Lights commence. A sea of crimson and white is seen streaking down the turf – football warriors ready for battle – but on the shore of the sidelines lies a substantial crowd in its own right: the 31-strong PRHS varsity cheerleaders.
Coaching the girls for the first time is Codie Wilshusen, standing strong on the side with her athletes. A Bearcat herself from 2013 to 2017, Wilshusen, a flyer, leader, and standout, was coached at the time by now Athletic Director Tori Loney and advanced dance teacher Jennifer Bedrosian. Wilshusen, one of the youngest on the PRHS teaching staff, was a UCA All American cheerleader, a family gal, and an educator who wants to bring fresh spirit, and live up to the PRHS legacy.
I FEEL EXTREMELY LUCKY TO BE ABLE TO COME BACK TO A PLACE WHERE I HAD SO MUCH SUPPORT FROM TEACHERS AS A STUDENT TO HAVE THEM SUPPORT AND MENTOR ME AGAIN AS I EMBARK ON MY TEACHING JOURNEY. CODIE WILSHUSEN
Wilshusen started gymnastics between the ages of 2-3 and earned up to level 8, one of the highest to achieve, when she decided to try cheer her sophomore year. As her three years went by, Wilshusen became an integral part of the team being a great flier and gymnast, which earned her the title of UCA All American cheerleader her senior year. She was able to travel to New York for the Macey’s Thanksgiving Day Parade and London for the New Year’s Day Parade to represent PRHS. After graduation, she stayed close to home in the coming years, majoring in kinesiology at Cal Poly SLO, while also competing for her other passion, pole vault.
Wilshusen comes from a family of Bearcats, with her younger sister Jenna Wilshusen on the team and her father, former varsity pole vault coach and varsity football coach. Leadership boiled in her blood. She started to coach gymnasts at the age of 15, but arrived at PRHS when she helped with tumbling the previous school year, 2021-2022.
During the fall Wilshusen got to see the cheer side once again.
As tryouts came around during the spring, sister Jenna, senior, started cheering for the high school, too. Jenna says she has had a motivating experience with her big sister as coach.
“I was scared that I was going to have special treatment but having her there makes me work even harder,” Jenna said.
Wilshusen coaches very hands-on with the girls, demonstrating to them proper technique in skills such as standing tucks, back handsprings, and layouts.
“The biggest change I wanted to implement this year was an
increase in team spirit and connection with our student section/crowd,” Wilshusen said.
Having her younger siblings at the high school have made the transition easier by being able to understand the struggles that students are facing in their day to day lives. Her high school cheer coach Loney influenced her ideas of success . But she did have worries meeting the new team.
“I wanted to make sure I wasn’t making too many changes to our program all at once and respecting some of the aspects of the team and practices that many were used to,” Wilshusen said. The girls have adjusted, just as Wilshusen has and though some of the times have been rocky, they have enjoyed her coaching style.
“Taking in new ideas to build on the strong foundation we started off with has been extremely beneficial to our program,” Miranda Martinez, one of three varsity cheer captains this year, said.
Being able to come back to the community that influenced her as a young adult, Wilshusen is grateful for the opportunity to help the young ladies learn more about cheer and what it has to offer.
“Once a Bearcat Always a Bearcat!” Wilshusen said.
Q: Why did you decide to do pole vault/ track instead of cheer in college?
Q: How did you start coaching cheer this year?
A:
After switching from competitive gymnastics my focus quickly became pole vault and cheer was something I did in the fall for fun. Don’t get me wrong I loved cheering but pole vault was what I was focused on to get me to college.
A: I started working with the team last fall, with tumbling practices to help those that wanted to improve their tumbling skills during football season and for their spring Stunt season. Doors opened from there and I am very excited and grateful for the opportunity.
Jenna Wilshusen, 12
RRecently, heavily controversial issues have been presented to the PRHS school board including critical race theory, mask mandates, and most recently LGBTQ+ rights. All of them affect student life, morale, and educational freedom. School board meetings that used to solely consist of the trustees themselves, and perhaps a few curious individuals, are now forcing attendants to stand in the back of the room – even outside – due to a growing attendance, scrutiny, and outrage. The meetings have become an outlet for students, teachers, and parents from all sides of controversy to have their voices heard in regards to the issues presented. It is not clear whether the board listens to public comments.
Students appear to be increasingly aware. In a survey of 86 students, 85% expressed that they were at least somewhat aware of current issues being discussed within the school district. Among those surveyed, 90% expressed that they felt political issues were leaking more and more into the climate of PRHS.
Several local newspapers including the SLO Tribune, Paso Robles Daily News, and Paso Robles Press have been producing varieties of headlines in relation to the PRHS school board inordinately compared to years prior. Most recent coverage has been the result of a resolution made regarding the use of traditionally gendered language on PRJUSD campuses. The resolution, 23-02 “Resolution No. 23-02 Regarding the Use of Traditional Titles” was passed in a 4-3 vote as of August 24. This resolution states that PRJUSD “will not support any mandate which replaces traditional gender-specific names such as mother and father, Mr. and Mrs., ladies and gentlemen, and boys and girls.” The passing of this caused confusion as in the meeting prior, the trustees were discussing making updates to a nondiscrimination policy that was sparking concern among parents. The
original policy, passed in 2020, gave specific protection to LGBTQ titles. The proposal for revision, would remove the specifications for LGBTQ titles, but the policy would remain the same. Passing 23-02 was not related to the nondiscrimination policy discussed in previous weeks; it was a response to a possible mandate being discussed by the NEA (National Education Association).
“Some of the board did feel like this was something that they wanted to say that should a mandate come down,” said Nathan Williams, who has been a trustee for two years. “I voted against that because there is no mandate coming and there is no mandate that exists. It's just talk. If we react every time somebody talks about something, we're distracting ourselves,” said Williams. Williams' own view was that the resolution be combined with the nondiscrimination policy, and there would be no support of any mandate that removes titles for all groups.
Inequality in the area of racial discrimination has been another reason for debate at PRHS, especially relating to the recent revival of an Ethnic Studies course. The course, created by PRHS teacher Geoffrey Land was approved with resolution 21-27. Though Land was a twotime teacher of the year, the board narrowly approved the course, demanding right leaning content be included if students were to receive their approval.
Critical Race Theory was a special lightning rod drawing state and national attention to political divide in Paso Robles. Passed in a 4-3 vote, the CRT resolution stated that CRT is “an ideology based on false assumptions about the USA and its population,” and “a divisive ideology that assigns moral fault to individuals solely on the basis of an individual’s race, assigns generational guilt and racial guilt for conduct and policies that are long in the past, and violates the fundamental principle of equal protection under the law.”
Ideologies of an individual integrate themselves consistently into day to day life, cause for pressure and divison between the
OCTOBER 20, 2021 LGBTQIA+ students held a forum for the hate that they experience for their identity
Critics of the board’s resolution felt that the board was meddling with teachers’ content and with students’ experience. School board president Chris Arend led the campaign against teaching of CRT at PRHS. “That really is an ideological conflict we’ve got going on in this country. You got the concept of dialectic splitting society into two groups and then trying to analyze that,” said Arend, who gave a lecture about CRT at PRHS in early April.
“Teachers and the curriculum should take a balanced approach and show both sides of the issue. People should also participate in exercise and better tolerance and civil discourse.” During the weeks of the CRT resolution, it was not clear that teachers had been guilty of intolerant or imbalanced lessons.
The recurring political controversies within PRHS have become more consistent, as well as divisive, to students and board trustees. “There is a line between politics and human decency, and I believe in our school district, community, and world this line has been blurred. There is a divide in which many students feel they must stay true to a certain side no matter the cause or situation at hand,” senior Amani Arellano said. Arellano is Senior Class President and one of many who sense political division.
“I feel that things I see as love are often labeled to a certain political side, and ruined by judgment. Ideals that should be a matter of civility are automatically split between an instinctive question of ‘Is that my side or theirs?’ It results in a political distraction and automatic division between students who all have so much to offer to one another,” Arellano said.
Trustees on the board know of the partisan divides. Teacher for 36 years and board trustee for 12, Tim Gearhart believes that the sense of division stems from certain trustees using their positions to push personal political ideologies.
“There are four people on the board who are basically not there to service the needs of the school,” said Gearhart. “They’re there to promote a political agenda. And what that means is: everything else goes by the wayside.”
Trustee Dorian Baker has been a board member for 2 years, and involved in education for over 30. Baker’s view is that a political divide on campus is caused by a lack of well grounded communication skills. “I think that it goes back to people not being taught how to have a conversation, not being taught how to critically think and have had a conversation with someone with a different viewpoint. People used to be able to do that. Now, it seems like you just elevate your voice and yell at each other.”
Baker expresses that she doesn’t want students to feel divided from the school board. “I’m saddened to think that we have so many students that feel like the school board is somehow against them. That’s heartbreaking. What I want is for people to know that we are for education, we are for families, we are for unity – and not for political divisions.”
Statements by quoted individuals are not reflective of the opinion of Crimson Newsmagazine. We strive to tell all sides of the story through several interviews. Quotes presented above are representative of solely the experiences and opinions of the quoted individual.
FEBRUARY 17. 2022 Mask mandate silent protest conducted by 70 students
FEBRUARY 22, 2022
The PRHS board voted on the issue with favor towards lifting the mask mandate
AUGUST 23, 2022 Board passes resolution to protect traditionally
yet it is becoming more apparent that a lack of non-partisanism is the parties in the district of excellence.
Last September, a freshman dropped her books on the way to class. Rather than focusing on the instinct to help, the bystanders of all grade levels didn’t lift a foot, but instead lifted their fingers to point and laugh. With a face sunken to the ground, the freshman picked up the fallen items with no one to save them from the embarrassment.
The vignette is a situation that plays out everyday surrounding students, and it shows the prejudice and the separation that students come to see as a result of peer, parent, and political opinions and pressures.
Nearly 90% of 86 students surveyed feel that liberal or conservative ideas have been leaking into schools through peers. The bleed of politics can be traced back to the classroom as well, as students say they already know where their teachers stand, making them uncomfortable to share their own political beliefs in the classroom. The important idea that teachers should keep a professional and non-opinion based teaching style prevents the influence of pressure on students as their minds grow and develop.
But this is not the case. The trickling effect from the classroom, pulls the minds of students in every direction with no middle ground, forcing the student to choose sides rather than allowing school to be an environment where they can appreciate and respect
become linked to derogatory opinions, from the differing political parties’ side. Through adult influence, students formulate an idea of ‘normal’ and fear the consequences of being an ally with those who are different from that of the masses’ ideas. The developing minds of students fluctuate, but with growing influence of teachers and adult opinions and influences in and out of the classroom, is creating an environment where the students cannot have a nonprejudiced school.
One anonymous student spoke about their experience with politics in school: “You won’t even look at each other without there being weird looks, as if they are thinking you’re so gross.”
50% of students surveyed agreed that political beliefs sometimes or even always affect their friendships. Are they to blame? Teachers are seen nudging discussions toward opinion when only the facts should be displayed, allowing students to do the job of deciphering the information that leads to forming their own opinion. Peers, board members, and parent decisions are proven to apply severe pressure, as 91% of students in the survey claimed; they were either severely pressured politically by adults in their life or other students. A student surveyed about their opinion claimed that their own teachers seem to be either far right or left, with no inbetween seen.
Students have become “more separated than ever,” from peers or even teachers, and the sense of family is “tearing apart, ‘’ according Dorian Baker.
In another anonymous interview, a student said that the tense school environment has caused others to “distance themselves,” affecting many friendships because of common misconceptions. The same student stated, “They don’t like me because they think I’m a far right Republican guy. When in reality, I’m not really like that at all.” Students are pressured to conform because of the painful judgment there is when they
He added that this false perception affects his everyday life and that the ideas that form the uniqueness, freedom and individuality are the same that are slowly
50% OF STUDENTS FEEL POLITICS AFFECT FRIENDSHIPS
putting borders between students. They begin to associate certain styles or entire groups with political ideas they agree or disagree with. Students judge people without certainty or having conversations with people who are stereotyped, when the reality of their complex opinions could be completely the opposite from the gathered information fed in and out of school.
Now more than ever, students won’t discuss issues with another because they think that they know that they stand in opposition with the views presented.
Most avoid an instance where this would happen, which creates the separation as students avoid important conversations that help us understand what others believe. Influences in our school and around the world skyrocket through the use of social media and technology. Increasing and, replacing the opinions that are able to be drawn through a conversation, with a bias. Between board policies of gender language, LGBTQIA hate, and the act of joining clubs, parental pressures continue to conform to students’ perspectives. One student in our survey explained that they have to bustle between board policies and parental pressures to conform. The student explained that though they tend to lean on the liberal side, they also do not want to conform to the majority’s political and moral beliefs. It was clear that students felt
90% OF STUDENTS FEEL PEERS BRING POLITICS TO SCHOOL STUDENTS’ INFLUENCE
*of 86 students surveyed
91% CLAIM PEERS, BOARD MEMBERS, AND PARENTS HEAVILY INFLUENCE THEIR POLITICAL DESCIONS
THEY DON’T LIKE ME BECAUSE THEY THINK I’M A FAR RIGHT REPUBLICAN GUY. WHEN IN REALITY, I’M NOT LIKE THAT AT ALL. ANONYMOUS
America’s present mirrors its past- and, without intervention, might mirror its future. With us vs. them mentalities polarizing this country just as they did with the founding fathers drafting the Constitution, the 87.8% of PRHS students surveyed who claim political issues have leaked into school, with some even claiming it majorly affects their relationships with staff and peers alike, don’t appear to be a grand set of outliers. Instead, they likely come at a result of the influences of parents, board members, and teachers alike.
Research from Brown University has suggested the United States is dividing more quickly than other democratic countries and, an article from Trends in Cognitive Sciences suggests modern fixtures such as social media like Twitter, Instagram, and Facebook, are “key facilitator(s)” in the political divide could state here the two major sides shift that of the more liberal based and more conservative based.
Nationwide trends show that PRHS isn’t alone in this overpoliticization, with a survey reported by US News claiming that political influence in schools is the biggest concern among parents. Superintendent Curt Dubost recalled his own politically-charged high school experience as the Vietnam War and civil rights issues loomed through his secondary education. He acknowledged seemingly escalated polarization at school, and throughout all of the U.S., due to heavily partisan politics and the difficulty of maintaining a “balancing
act.”
“On the one hand, I really want students to be aware of issues, to register to vote and become part of the solution,” Dubost said. “But at the same time trying to control that so it doesn’t become an all-encompassing issue that gets in the way of everything else we’re supposed to be doing (is difficult).”
Dubost expressed “fear” for the future of the country if it doesn’t right itself, but maintains hope that the high-schooled aged generation “can save us.”
To find this solution, the simplest answer seemed to be the most reasonable one for researchers: the contact hypothesis, first organized by psychologist Gordon Allport in the 1950s, suggested that prejudice lessens when people kick down the stereotypes and stop depending on groupings to make choices about others’ character, and ultimately focus on human connection.
And, according to school policy, at PRHS unbiased and safe education for all should take precedence- meaning that attempts to bring purely politically focused issues into school are against school policy and board policy alike, a fact to keep in mind and bring up when necessary.
The new PRJUSD board elections will take place on November 8, and attempts are being made to shift focus onto education and student voice
with several community outreach events, including a Meet-In-Greet at Centennial Park on September 25.
While some candidates already have aired political biases through their campaignings, the Meet-In-Greet organizer Elena Garcia told the Paso Robles Press that the event was to facilitate and encourage the election of board members “focused on student success rather than controversial, polarizing topics that are distracting from student welfare and quality education.”
However, heavy influences from adults are not the sole deciders of America’s destiny, as suggested by Dubost.
Gen Z, the generation born from the late 90s to early 2010s , are currently high schoolers, and can help encourage a positive look to the future by simply talking to each other more, participating in unifying school events, letting the contact hypothesis be put to the test. Similarly, an active fight against the negativity bias when interacting with someone that doesn’t completely share one’s views can be helpful and can further humanize them as someone to compromise and share with, not someone to fight.
The fact of polarization doesn’t have to be an acceptance of it. By acknowledging the problem we allow for solutions to be developed. Because while politics may have a place in schools, schools are by definition, places for learning, not places defined by agendas or great division.
Students and teachers have experienced the sweltering heat with the regular annual average in august being 84.2F, however at the end of august this was not the case, as it reached temps over the 100*F mark.
Mark DiMaggio, who has been a teacher for over 30 years and has taught environmental and earth science classes, says, ”it was certainly one of the gnarliest heat waves we’ve had here. Yes, it was long lasting, and the temperatures were really high. And of course it’s linked with really at this point of mega drought”.
Over the past couple weeks people have found different ways to cope with the extreme temperatures.
Researchers have said that the blazing heat may have been caused by “The Blob”. Researchers have identified the mass as a Marine Heat Wave, The Blob was spotted in 2014. When the researchers saw an abnormal amount of heat coming from the valley of California the Marine Heat Wave has caused a lot of damage to marine life as it moves across the Pacific Ocean, changing food patterns and
I TAUGHT HERE AT PASO HIGH, LIKE FROM THE MID 80S TO 2018. SO LIKE 30 YEARS OR SO AND I TAUGHT I TAUGHT A LOT OF EARTH AND ENVIRONMENTAL SCIENCE CLASSES I TAUGHT A LOT OF BIOLOGY.
MARK DIMAGGIO
unexpected shifts in the marine ecosystem.
“As ocean temperatures change that’s going to definitely affect the pattern of ocean currents and as ice on land melts and that water enters the ocean. That in turn is going to have an impact kind of a dramatic one, possibly on the pattern of ocean currents”, DiMaggio said. He explains about the effect of the heat wave on the ocean temperatures and levels. The temperatures these past few weeks have impacted students in their day to day lives.
The heat forced students inside to escape the heat, ”When it’s hot outside, I usually go inside and I drink some cold water and just try to stay cool” says Brayson Wakeman (11). If there is a task that needs to get done outside, going in the morning would be t he best option because of the heat during the day and it sticks around until dark. Water consumed during the heatwave rises astronomically, worldwide.
“I think more the problem with freshwater really throughout the world but certainly in California is that we’re drying down aquifers stores of groundwater faster than they get replenished throughout California and that’s making it really challenging for agriculture and for and for industry and for domestic use” DiMaggio said.
What caused the extreme heat, what effects does it have on environment and what did students do to cope with the heat
Baier, PhotographerBryson Wakeman (11)
In August, California’s Air Resources Board (CARB) officially announced that the state will lead the charge on banning the sale and use of newly manufactured and current internal-combustion vehicles cars that rely on emission fuels in the United States with Executive Order N-79-20.
The executive order was first mentioned and signed by Governor Gavin Newsom on Sep 23, 2020 and California’s main goal with the recent law is to transition away from fossil fuels to help fight the current global warming crisis that has led to record heat in the state.
California’s plan on accomplishing these goals is by making 35% of light-duty vehicles electric by 2026 and each year that number increases by 8% so by 2030 it will be around 68% and 100% for light-duty by 2035.
The CARB will also ban the sale of new light-duty vehicles such as off-road vehicles, cars, trucks, and SUV’s so that they’ll be 100% zero-emission by 2035. In 2045 the goal is to stop the sale and operation of medium- and heavy-duty vehicles such as semi trucks and buses that run on gasoline and to make them 100% zero-emission. That same year there will be a full emissions ban on ALL vehicles which inturn will make the state 100% emissions free which will have major effects on students and teachers.
Auto tech teacher Greg Boswell, who has been teaching at Paso Robles High School since 2006, supports the direction the law is going towards, but thinks the goals set by California are unlikely.
“The initial idea is the right thing to do, but I don’t know if we have the infrastructure to support it,” Boswell said. California is lacking enough charging stations to meet the expectations, however
the California Energy Commission (CEC) is expecting to receive 384 million dollars from the Infrastructure Investment and Jobs Act of 2021 to build more charging stations. This however will take some time, but it is estimated that they will have enough charging stations by 2024.
Boswell also mentions that students that are looking to drive or that are already driving should expect to see some changes such as prices.
The difference in pricing of electric vehicles compared to their gasoline counterparts is very noticeable. In 2022 the average price for an electric vehicle is around $66K, while the average price for an emissions powered vehicle is near the $45K price range, but most high school students aren’t looking to buy a brand new car.
In the used market electric vehicles can average from $25K to $40K, gas powered vehicles on the other hand can go on average from $10K to $35K.
The transition from gas to electric is going to be rough for people that make low income each year for the next few years especially with prices seeming to rise every year. So until more affordable options are available on the market; students and teachers should prepare for the beating their pocketbooks are going to suffer for the very near future.
The future might also see the other 49 states in the U.S or possibly other country’s make changes in their automobile markets because of California’s new law. California is currently the United States’ largest automobile market. The state was ranked number one in the country in 2021 for car sales with $136.8 billion generated out of the estimated total of $1,165.4 billion in the U.S. That accounted for 11.74% of the nation’s car sales that same year, while the other four regions behind California (Texas, Florida, New York, and Pennsylvania) accounted for 40.31% combined. If the state can pull off the transition from gas to electric, the rest of the country will follow as well.
35% ELECTRIC BY 2026 ELECTRIC BY 2030 ELECTRIC BY 2035 68% 100% PLAN FOR LIGHT-DUTY VEHICLES
Greg BoswellTHE INITIAL IDEA IS THE RIGHT THING TO DO, BUT I DON’T KNOW IF WE HAVE THE INFRASTRUCTURE TO SUPPORT IT
10 eligible bachelors. Three Cameras. One girl. Zero senses. Junior Kacie Callahan is faced with the opportunity to choose from a selection of boys… but with a twist.
by Sienna Ramos, Blind Date Director & Kalista Peterson, Social Media Director
THE LUCKY LADY WITH THIS ONCE IN A LIFETIME EXPERIENCE was junior Kacie Callahan, a gor‑ geous blonde athlete who always knows how to have a good time. Callahan was dropped with blindfold and headphones into our game, asked immediately to learn about then elim‑ inate nine dating candidates. She began with questions that helped her identify important characteristics in the boys. She kept some because they play soccer, just as she does, and cut others because they liked rival baseball teams.
KACIE, BEING BLINDFOLDED AND DEAFENED WITH HEADPHONES blasting her favorite country music, goes through a series of rounds eliminating the group down to three. The bachelors line up waiting to be eliminated based on a personal statement, scent, touch, voice, and finally: sight.
watches in dismay as his competition gets attention.
1 3 4 5 2
A personal quote is written by each player, and relayed to Kacie. She must eliminate someone based on that descrip‑ tion.
Kacie must take a whiff of each man’s fragrance and decide who makes it to the next round.
Next up is the muscle test, where each boy is evaluated by touch‑‑con‑ sidering factors such as height and buffness.
She can finally take her head‑ phones off and can hear once again. Kacie asks each a person‑ al question and makes cuts for the final round listening to their voices.
At last, the remaining candidates can be seen. One lucky bachelor is selected for a date with Kacie once their identities are revealed.
FEEL VOICE LOOKS SMELL
Ricard laughs as Callahan feels his arms, but Clark Kacie interviews her candidates, listening to the sound of their voice to guide her desisions.
GATHERING
TEN HIGH SCHOOL BOYS IS NOT AN EASY TASK, especially when they don’t know what they’re up against. Nonetheless, 10 young men, each with something unique to offer are united in white tee shirts. Crimson staff lined the walls of the studio using four cameras and two microphones in order to capture the highest quality production and dynamics. Male players had to reflect an array of Paso High’s most eligible bachelors. We chose a diverse array of men with different backgrounds, looks, and friend groups.
IT: YOU’RE STANDING WITH NINE OTHER GUYS. MAYBE THEY ARE YOUR FRIENDS—BUT NOW YOUR COMPETITION. After each round, the boys became more and more nervous for the next. To get to the final three is definitely an accomplishment, until you remember that this girl really has no clue who you are. The object of the game is to be chosen in the final round based on sight. WE WANTED TO SHOW PRHS THAT WITH LOVE, THERE IS ALWAYS MORE THAN MEETS THE EYE.
Scan
the QR code to check out the video. See the game unfold and find out who Kacie choses to drop or date.
Cameron Aidan Nathan Benjamin Dakota
Tyler Jordan
Robert
Chris Jonathan
by Nolan Severson, Review Editor
Afilm by Francis Ford Coppola, released in 1972, still has relevance in today’s society and student life. Originally an award winning novel, the Godfather touches on the responsibilities within a family and the pressures of a son to meet his father’s expectations. The main correlation made to the life of a teenager and their school experience is the prioritization of obligations. Vito Corleone, the leader of the Corleone crime family, has sons Sonny and Michael who are next to run the family, and when Vito falls ill and Sonny can no longer step up, Michael must choose between his inherited responsibility and his new wife and child.
In the sequel to the blockbuster Blade Runner, Blade Runner 2049, A sci-fi futuristic movie explores the possibilities of what’s to come for humanity and delves deep into human non-human rights and adresses issues that mirror many in our own society. Ryan Gosling’s character, K or Joe, battles with self worth and attachment like many students, getting tested daily by environmental factors and people.
Julia Roberts’ character, Vivian Ward, struggling with body image and her life as a whole became a symbol of women empowerment in the 90s after the release of Garry Marshal’s Pretty Woman. Her important message and struggles remain relevant with the female population of Paso High. Though many of her influences were subtle throughout the movie
Assummer ends, students wrap up vacations, get ready to go back to school, return to familiar routines, and embrace new ones. A countdown to all things pumpkin signals the introduction to Fall, especially for this beloved coffee chain. Starbucks did not disappoint with their kick-off to the season with ‘Flavors of Fall’ adding __ new menu items all featuring a pumpkin kick. These new menu included items such as the familiar Pumpkin Spice Latte, Pumpkin Cold Brew, and even a new addition, Apple Crisp Oatmilk Macchiato. These tasteful drinks can even vary in size from tall to venti and served hot or iced.
10/10
This seasonal drink has to die for flavors of apple, oat, cinnamon, and brown sugar. Starbucks amped up their choice of milk too, oak milk, a vegan option. Which joins forces with the brown sugar flavor to create that perfect taste of apple crisp.
9.5/10
The Pumpkin Cream Cold Brew is topped off with pumpkin cream cold foam and loaded with pumpkin spices. For individuals wanting a fall beverage closer to a normal coffee, this drink would be a great option.
8/10
The Pumpkin Spice rapp. catches everyone’s eye. Blended coffe, topped off with whipped cream and pumpkin spice. This drink will absolutely cure your cravings!
10/10
The drink that everyone talks about in the fall, PSL. This fall classic did not fail, with just the right amount of pumpkin flavor, with a hint of sweetness. The taste of espresso mixed with its other components hit every taste bud just perfectly.
6/10
This new frappuccino is definitely worth trying before it leaves the menu. If you are not a huge fan of pumpkin, yet still want a seasonal option this one is the one for you!
Two minutes, two pictures, once a day, 21.6 million people around the world wait for that *ding* to alert them the timer has begun. A reminder to snap a shot of what they’re up to and take their daily BeReal.
The app gained popularity over the summer of 2022 and is still climbing in popularity. Created in 2020, the app now has about 21.6 million users with 74.5% of those users gained in 2022.
The premise is simple. When the notification goes off, you have two minutes to take a picture with both your front and back camera. If you don’t make it in time, your BeReal is considered late. However, there is a catch. You can’t see your friend’s pictures until you take yours.
“It’s a form of social media that captures live moments.
It’s unfiltered,” Ava Friedling, a sophomore at PRHS, said.
AVA FRIEDLING, 10
Even though it may just be one random time in a day, Bearcats know how to make it fun. When the timers go off, Bearcats like to take large group photos with their friends and ask random people such as teachers, coaches, parents, or fellow students to snap their photos.
Since the purpose of the app to “be real”, it is changing the ways of social media. Different from other social media platforms, there are no likes, views, or filters. “It makes it seem like life rather than a planned photo,” Friedling said.
This leaves less room for the perfect, plannned, edited Instagram photos and more room for the fun, spontaneous, real photos. Although there are a few ways to interact with others’ posts, BeReal has unique way of spreading the love. Instead of likes, users can “react” with a small picture of themselves reacting to the photo.
It’s easy to keep the app interesting when the timer goes off at any moment. “You never know what you’re going to do or where you’re going to be, so that makes it fun.” Friedling said.
With BeReal still on the rise, it is sure to reach more student lives at PRHS.
- Take photos within 2 minutes.
- Don’t be late!
: Why do you think BeReal is becoming so popular?
: I think that it is popular because we like to see what everyone is doing outside of school and what we don’t usually see.
: Do you have a specific fun memory of a certain BeReal you took?
- Can’t view friends’ photos until you post your own.
- React to your friends posts.
: One of my favorite BeReals was when I was at a waterpolo tournament and our whole team went into Target and we put on funny hats and glasses for the BeReal.
Ava Friedling, 10
IT’S A FORM OF SOCIAL MEDIA THAT CAPTURES LIVE MOMENTS. IT’S UNFILTERED.
people’s judgments are important. They are afraid of public speaking, at least in my class, from what I’ve seen… some freshmen are afraid of attempting to put effort into projects and working in class and school in , freshman science teacher at PRHS,
Rebecca Good, psychologist from Palo Alto was interviewed by the LA Times on Oct. 25, 2021 spoke about how the pandemic affected many kids socially. “They’ve spent a year and a half in their room, staring at a screen, not talking to a whole lot of people. Now they’re navigating crowded hallways, different classrooms, and picking back up on all the nonverbal language they’re not used to reading anymore,” Good
, who was once a freshman, and is now a senior came to PRHS as a newcomer from Mexico his freshman year. As a freshman with no knowledge of the English language he was afraid to make friends, because of that language barrier.
“Something I feared was the language. At that point in my life I didn’t know English at all. So almost four years now, I’m kind of fluent in it. Also making friends, I just didn’t want to be by myself,” Acevedo said. After 4 years Acevedo will have seen his growth in himself by graduating this school year in 2023 with several friends and fluent in English.
Freshman come into high school fearing several things but hopefully by their senior year they will at least get over one of their fears just like Acevedo did.
I’M TERRIFIED OF GOING IN THROUGH THE YEAR AND THEN GETTING CAUGHT UP LIKE HOW I WAS BEFORE.
CADANCE VAN SICKLE, 9 THE
From being the oldest in Middle School to being the youngest at PRHS, frosh walk with fear on high school ground
Naomi
Carmesi Editor
Watching the time and awaiting the bell which dismisses them from the grip of an unknown language, some students at Paso Robles High School find the unfamiliarity of their native tongue an unspoken issue in their education.
Even as the Lau v. Nichols law states that California federally funded schools must offer supplementary English language courses to non-English-speaking students to provide them with an equal education, this right is something that is not always given.
As a response to this oversight, seniors Denia Aispuro and Rosemarie Ortiz took it upon themselves to bring attention to this complication.
Their message is simple: “Students come to school to learn, not to translate,” Aispuro said. But students are found having to translate during class too often.
The idea of a mural sparked from discussions in their AP US History class. As Aispuro and Ortiz heard about a final project, which entailed producing a piece of art centered around the lesson they learned in class, they both knew almost immediately the representative direction they wanted to take.
“We both either know from personal experience or know someone with personal experience who has been in certain situations that don’t get a lot of attention or are overlooked,” Aispuro said.
Ortiz wanted to learn more about the history of the law itself and helped Hija plan the message they wanted to share.
Meanwhile,
message stating, “Every non-English-speaking student has the right to learn in their own language.” The piece of art is intended to spread a message of acknowledgement through the struggles that non-English-speaking students can overcome.
“You can graduate, that shouldn’t be a barrier,” Aispuro said.
According to the California Department of Education statewide 73.8% of EL students graduated within 5 years compared to the 89.5% of non-EL students. Meaning more students graduate without learning english than the students who have access to proper language learning necessities.
DENIA AISPUROAispuro used her artistic abilities to bring recognition to the importance of students being provided translators. As she herself has experienced and knows of others who struggle with understanding their classes or having to take time out of their learning to translate the lesson to the student sitting next to them due to the shortage of translators in the school. And with acrylic paint Aispuro was able to bring the idea to life.
“Because yes, there are para educators who will translate for a group of kids but they don’t have enough of them,” Ortiz said.
Their canvas displays three students of different cultures in caps and gowns standing before the viewer with a
The mural is a silent protest to bring more attention to the students who go through the education system without access to translation, and it seems the message has gotten across well. Aispuro’s mural helped to finally provide recognition for these students and there is now an elective where students can translate to non-English-speaking students and soothe a usually rough classroom experience. This elective provides more access to translators without having to take time out of bilingual student’s education.
The mural now hangs on the walls of the 100s buildings.
“It’s a reminder that anything is possible. You just have to work towards it” Ortiz said.
“You know the American Dream” Aispuro said.
STUDENTS COME TO SCHOOL TO LEARN, NOT TO TRANSLATE.
There is no correct language in a dream shared between many by Cassidy Heer, People Co-EditorRosemarie Ortiz, 12
As football games fill our stadiums to the brink, another grand mass of people is brewing, not in the student section but next to it in the Marching Band area.
The Marching Band and many other band-related programs, such as color guard and Jazz band, have been seeing a surge in members after not having many students since the 2000s. Middle school band director Santino Galvan said that the 201516 school year had “approximately 55 students enrolled for the following year.” Marching Band members are starting to take notice of this increase and are taking advantage of it.
“We’re going to start doing competitions and that’s…a big change [since] we haven’t been doing them since COVID…” said Drum Major Bethney Lemon. “...we can start doing drills because we only did one field show [at one] football game last year.”
Current Band Director Humberto Cera has been using the increase of band members to “[compete] in “The Roar” field show tournament in SLO in November,” and also do more drillmoving on the field while playing - this year.
Band members are also noticing the increase of band members and are growing happy from the occasion.
“...for me, I was in the beginning band. So I had like four people and going to a band with…thirty-forty-ish people…gives you more opportunities to have friends…[and] expand on the friendships you already have,” Sophomore Darian Lamar said,”It makes me happy t hat new people are taking an interest in music and instruments.”
We’re seeing an apparent increase in the marching band, but what caused the dip in the first place? Talking to Galvan, the band has seen a decrease in students in the past due to drastic changes in high school band directors and other factors such as low/no funding from the school district, and the pandemic. The band directors for Paso High have been changed three times in the past five years now and Galvan
believes that a change is starting to show.
“One director stayed for two years, then the following director was there for one year, and the current director is currently in their 3rd year. So the beginning of the culture change should start to be seen.” said Galvan as he describes a cultural shift happening after a band director has stayed in the same position for at least three years.
Marching Band has seen a 55% increase in band members since the 202021 school year to now, but it isn’t the only band-related area that got a surge in members, with Jazz Band and Color Guard also having their fair share of member increases. Jazz Band has seen an increase of 75% since the 2020-21 school year to now and Color Guard had an increase of eight students (take into account there were previously only two members only two years prior). The marching band, jazz band, and colorguard have all seen fluctuations in their membership, but this year seems to be a good year for all of them.
by Savannah Rickard, Photographer
Taking a leap of faith toward the ball, an athlete grabs it and comes down back to Earth— a little too hard. Hobbling out of practice in pain, they head to the athletic trainers room for some ice, and find a locked door with no sign of help. Bearcat athletes are facing a new obstacle besides the opponents: no athletic trainer.
Athletic trainers are most commonly faced with emergencies such as concussions and different sprain variations, they are trained to treat broken limbs, dislocations, seizures, head and spinal injuries, and many more life threatening injuries. Without an athletic trainer during these emergencies, students are exposed to potentially permanent damage and a false sense of safety. This can result in untrained professionals making decisions that could make or break the rest of an athlete’s sports career and their overall wellbeing.
In most cases, athletic trainers can also act as a free rehabilitation service. Instead of parents spending hundreds of dollars at various rehabilitation clinics, injured athletes are offered the chance to recieve free rehab through the school.
Principal Anthony Overton mentioned that the school is on the lookout for an athletic trainer but unfortunately “there’s a super high demand, with super low resources”. Overton said. Even though PRHS is currently without a trainer, the school is doing what they can to help take the stress off of bearcat athletes and their loved ones by providing an emergency action plan for the “what if” situations. The emergency plan in place currently, is to call emergency services when needed and make sure all coaches have been CPR and First Aid certified.
services, particularly emergency services. All of our home football games will have secured ambulances at them…we’re also looking at organizations that provide EMT services to help cover sports like basketball, volleyball, and soccer. But it turns out that those organizations are also short on people as well,” Overton said.
The school currently has a Healthcare CTE program based on doing internships with our athletic trainer, but without the guidance of this profession, it’s leaving students completely stranded. During this course, third year healthcare students are able to use the skills they have developed under certified supervision. By having a healthcare site on campus, it opens numerous opportunities for students wanting to fulfill a healthcare career. As the CTE Healthcare teacher, Shelby Lamendola has seen the immense impact that its had in the classroom.
“I think the biggest impact that it’s had on the third year CTE Health Science and Medical Terminology students, is that it’s taken away a really big opportunity for an internship…we are giving them the ability with a site on campus to continue their education in health care. Whereas out in our community that becomes more and more challenging, so a lot of opportunity is lost,” Lamendola said.
There’s a super high demand for athletic trainers, with super low resources.
Anthony OvertonAfter two years of coursework, students are excited for the opportunity to have hands-on experience, but without the help of a certified athletic trainer, these students are left without the internship experiences they dreamt of. This affected healthcare practicum student Hannah Freygang.
“All of our coaches are first aid and CPR certified and they know the things to look for,” Overton said.
The school also plans on having an administrator at every game to relieve any stress in the event of an emergency situation.
The Paso Robles HS athletic department has already set up emergency services to cover home football games, and are still currently looking into different options for the remaining sports.
“We’ve started doing a lot more research into outside organizations that could provide medical
THE LAST TIME I LOOKED, THERE WERE 65 OPENINGS FOR ATHLETIC TRAINERS IN CALIFORNIA. JUST TO GIVE YOU AN IDEA OF HOW FEW THERE ARE. THAT’S JUST THE UNFORTUNATE STATUS WE’RE AT. ANTHONY OVERTON
COACH TAKES
CHARGE: Varsity Football Coach, Tim Alvord, quickly wraps the injured ankle of Quarterback Tyler Luna. Without an athletic trainer, coaches are having to step in and assist with injured athletes.
“I think it’s especially hard for this class because a lot of our students rely on having an athletic trainer to get their hours in. Having an athletic trainer at our school makes it so much easier because you’re already on the same campus. It’s hard to get hands-on experience outside of the school, but with an athletic trainer, you can easily help assist with athletes especially when you can’t really do that outside of a school setting.” Freygang said.
In the time being, athletes and students are hoping the athletic trainers room will unlock their doors and be ready to take on the rest of the school year.
TEACHING THE FUTURE: CTE healthcare teacher Shelby Lamendola, showing past practicum student, Sydney Fox, how to find the different internal sounds of the body.
IT’S REALLY HARD FOR US TO DRIVE TO ANOTHER FACILITY, ESPECIALLY WHEN YOU’RE PLAYING SPORTS OR INVOLVED IN OTHER ACTIVITIES. HAVING AN ATHLETIC TRAINER AT SCHOOL MAKES IT SO MUCH EASIER BECAUSE YOU’RE ALREADY ON THE SAME CAMPUS.
Hannah Freygang, 11
Cross Country has seen a great season so far, with many different players of all classes stepping up and putting in their part for the team. The Bearcats recently ran a meet at Woodward Park, placing second, and hope to demolish fellow rivals from Pioneer Valley and SLO in the remaining meets of the season. “We all have great chemistry together, we get along really well and always seem to be having so much fun when we’re running,” senior Joseph Martinez said. Martinez is currently in his fourth year of running cross country. “The season is going great and we’ve seen so much improvement with everyone, especially our sophomores and our freshmen. The future seems bright for the cross country team going forward.”
Bearcat Football has already kicked off the season with a 4-2 record, with a 3-1 record in league. After a tough loss against a tough team to start, the Cats have bounced back and started a four game win streak. One of those wins included a win against one of the toughest teams in the league, the Lompoc Braves, giving the Braves their first loss of the season by a score of 34-33. Helping lead the team not only in that game, but also throughout the season is running back Leo Kemp, who is already averaging over 140.8 rushing yards per game. “What stands out to me a lot is our ability to work as a team,” Kemp said. “I mean, the morality and bond this team has is a lot different than a lot of other teams. It’s not just individual, but rather the team plays really well as a whole.”
Bearcat Golf has been going strong so far in the season, and is currently placed 4th out of seven teams in their league. So far the cats have played in five tournaments, with each player putting up some of their best numbers in their individual careers. One of the Cats, senior Kaci Wagner, is on track to have one of the best scores out of all the players in the league this season. “So far this season has been going pretty well,” Wagner said, who has been on varsity for four years. “Every match brings new challenges, weather, course difficulty, and energy, and navigating those challenges is one of the great parts of golf. I love the sport and the team so much that I really am just looking forward to getting to play.”
ALMOST THERE (left): Joseph Martinez running to the end of his race, trying his best to catch up to the Righetti racer in front of him
TAKING THE PERFECT SHOT (left): Kaci Wagner takes a swing in an attempt at trying to get the lowest score of the match (Photo by Conner Rocha)
PREPARING FOR A FOREHAND: Tegan Henretty prepares to hit the ball back on her forehand shot
(Photo by Cecilia Hepburn)
Bearcat’s ace season so far, currently placed 4th in League
Bearcat Tennis is currently on a 9-9 record overall on their season, with a 4-4 record in league. With that, they currently are placed 4th in league on the season. The Cats have played against tough rivals, including Templeton, who they have battled twice so far. “This season has been a fantastic learning experience,” senior Tegan Henretty said. “We have performed admirably and defeated teams against all odds. We always value having a positive attitude, especially on the court. We have developed a sense of community as a result of the time spent together.”
Volleyball sets up for a difficult season, hopes to get back a winning record in League
Volleyball has been back and forth this season so far. Bouncing between wins and losses, the cats currently stand with a 15-16 record. Their league record stands at a similar record, with the Bearcats running a 4-5 record in league, placing them in 5th. With five more league games left to go, they hope to bring that record up to 9-5. Out of those final league games, two will be played at home, on Oct. 12 and 18. The Cats hope to take home the win against those two teams, both of which they have beat before in previous league matchups.
LOOKING IN: Michael Brown holds the ball away from the defender, looking for an opportunity to pass a ball into set
(Photo by Serenity Wulfing)
JUMPING FOR THE SPIKE
(right): Olivia Wright(12) jumps in the air, ready to spike the ball over the net in hopes to give her team a point
Bearcat Water Polo makes a splash in the season, holding third in league going into October
Bearcat boys water polo has had a strong splash, starting the season with three straight league wins. Over the course of 17 total games played so far in the season, the boys have totalled up an 10-7 record. The Cats are currently placed 3rd in league going into October, and the team is looking to hold and secure that position going into the final few games of the season. “So far I think it’s been a great season,” team captain Michael Brown said. “We have a pretty solid team this year. We have a lot of shooters, as well as a team of just overall great players.”
Stroke after stroke, dribbling down the pool, passing to create a shot, and scoring the goal, girls water polo has had a solid season. Their record is currently 12-6 overall, while battling in league with a 4-4 league record. Having played in many out of town tournaments against tough competition, the girls feel “strong momentum going into the end of the season after a first place finish at the Central High School tournament,” sophomore Summer Colegrove said. Colegrove has been player of the game twice this season for Paso once against Righetti and once against Madera South. As a sophomore Colegrove has stepped up and helped lead the team to their 11 wins. With the season closing to an end the girls will look to win their next three games to secure a spot in a playoff run.
YOU! YOU!: Teammates scream “YOU!” telling Summer Colegrove (10) to shoot the ball to score
(Photo by Serenity Wulfing)
(Photo by Kayley Mills)Setter deceives the blockers and places set to their hitter facing the weaker blockers.
by Serenity Wulfing, EIC
Olivia Prickett hustles from the defensive row to the front row keeping her eye on the ball as it is passed towards the net. This isn’t any walk, it is a run to keep up with the pace of the ball. She plants her two feet on the court, draws her hands up, and jumps vertically into the air. Her whole body gets under the ball and her fingertips make contact with the ball sending it into the air. The ball soars through the air to the middle blocker and it is pounded onto the court, winning a point for the lady bearcats.
Prickett is a senior and has played varsity volleyball for three years, this year being her first year as captain. She has played volleyball for eight years overall and has played club volleyball for four years. She played on Mid Coast Club Team for one year and played on Flight Academy Volleyball Club team for three years.
“My coaches have pushed me and inspired me to be the best that I can be. In particular, my coach Manny from Flight Academy, he’s been my biggest supporter with setting and he’s basically taught me everything I know,” Prickett said.
Prickett loves the competition volleyball brings and “[she] loves the people that [she] has met through playing and the things [she] has learned and, it’s [her] life”.
“Liv brings a very calming leadership presence and she has a lot of knowledge of the sport and her position,” Ashlyn Daugherty said. Daugherty is a Senior and has played middle blocker on varsity for two years. She has played with Prickett for six years. Prickett has played with many peers and learned to adapt to her hitter’s needs.
After high school, Prickett wants to attend a more prominent university. Some options include Cal Poly or the University of Oregon. She is still on the fence about playing volleyball in college, but she is up for the challenge. She wants to major in English and become a writer.
Both feet are planted to the ground, bend slightly, then explode jumiping vertically.
Hands cushion the ball and release it back into the air in a swift motion.