Raven Report Issue 1 (2016-17)

Raven Report Sequoia High School

Volume X, Issue 1

1201 Brewster Ave. Redwood City, CA 94062

October 5, 2016

Japanese Tea Garden withstands time, remains heart of campus

SEQ Life app rewards student participation

By MACKENZIE CLARKE News Editor The Japanese Tea Garden, a symbol and trademark of Sequoia’s rich history, is being renovated and restored to improve its design and functionality. The garden, which was first built more than 135 years ago, has developed along with the campus throughout the years and stands today as a tangible marker of the history enveloped in the campus.

“It’s important to acknowledge that when you have a historical campus like Sequoia, it is in a way bringing history alive. We’re able to have complex conversations about history connected to our school and city,” Principal Sean Priest said.

Since its establishment, the Tea Garden has foregone multiple renovations, due mostly in part to issues with water drainage and plant overgrowth. This construction comes after almost 21 years of deterioration. The last time the Tea Garden had been modified was by the Sequoia Alumni Community in 1995.

“The Tea Garden has been

By MADDIE REYNOLDS Online Editor

Photo By Mackenzie Clarke

The final product of the restored Japanese Tea Garden will include new and improved landscaping and irrigation, more seating and a nicer, more user-friendly atmosphere. in decline for some time now.

It’s like this tarnished jewel that’s been getting worse every year,” Administrative Vice Principal Gary Gooch said.

Constructed in 1878, the initial Tea Garden structure was originally a part of the Hopkins Estate, but was subsequently sold and developed on the grounds of the large Dingee Estate, owned by real estate

tycoon William Dingee. This estate, located on the land that is now Downtown Redwood City, was later procured by the Sequoia Union High School District in 1920.

The Garden’s first remodel occurred in 1939 by the Japanese Students’ Club. Over the years, the devotion of the Japanese students at Sequoia has helped mold the grounds into a

New year, new curriculum: two IB classes undergo changes

By AVIVA FUTORNICK Photo Editor Two International Baccalaureate (IB) classes have undergone make overs during the summer; IB History of the Americas (HOA) and IB Environmental Systems and Societies (ESS) began the year with changes in their curriculums, hoping to further engage students and expand on topics that were not taught as in-depth in previous years.

IB History of the Americas HOA the first year of a two-year IB history course offered to juniors. In HOA, students study the history of the Americas; America in the 20th century, the Civil Rights Movement and civilizations in Latin America.

This year, HOA is covering about a 50-year period of history, compared to the over-200-year span that was covered in previous years.

“We can be more focused and students don’t have to worry about switching topics,” HOA teacher Teresa Yeager said. “It’s also fewer topics they need to master.” Previously, the content taught was limited, because there was a larger block of history to cover. Now, topics are covered more in-depth and students have the opportunity to become experts on topics.

With fewer years of history, each unit will be covered over a longer period of time. Previously, the Civil Rights unit was about three to four weeks and now

See CURRICULUM, page 4

Spread:

Winter is coming; so is change

Page 4-5

full Tea Garden filled with numerous native plant species.

The green statues that can be seen today to accentuate the entrance to the Tea Garden are equally as culturally significant as the garden itself—the two Korean war dogs were presented to the district by the Japanese

See GARDEN, page 7

Facebook? Check. Instagram?

Check. Snapchat? Check. SEQ Life? You bet.

In the latest addition to Sequoia students’ library of essential apps, the “SEQ Life” app strives to win your attention and—hopefully—your participation.

The new app was made specifically to track and reward student participation and attendance of school events. It launched on May 12, three weeks before the beginning of summer, and four months before the beginning of the following school year.

The app’s developer, SuperFanU. Inc, describes itself as “[t]he ultimate fan loyalty and engagement platform” and specializes in making apps that allow schools to reward students for participation at school events with “students points.”

These points can then be turned in for prizes, such as free lunches and homecoming tickets.

RR & Whenever you see this symbol, use the Layar app to unlock hidden content!

1. Visit the new Media Center to use your phone.

2. Download the Layar app from the App Store or Google Play Store. Scan the QR code to the right to see more.

3. Look for pages with the Layar logo.

4. Point your camera at the page and tap to scan.

Flip to page 2 to put Layar in action!

Feature:

Transfer students flock to Sequoia

Page 6

2

News/Feature

October 5, 2016

Playing by the (ancient) Rules An examination of the changes to our Campus Control Policy through the past decade, courtesy of Archive.org.

2006 Hairnets

2016

—compiled by MARS SVEC-BURDICK

Headphones

Jackets (on a case by case basis)

Tea Garden Access

What’s Changed The only addition to the dress code since 2015 is a clause banning “clothing that demeans others with regard to ethnicity, gender, race, sexual orientation, etc.”

It is unclear whether this effectively prohibits Trump apparel.

Pajamas Obscene headware Barefootedness

permitted prohibited

What Hasn’t

Closed campus

Upcoming propositions bring new opportunities for change

By RIO POPPER Online Editor Everyone is talking about the presidential election, but no one seems to be discussing the other propositions that will be decided by California voters in the Nov. 8 election.

Prominently, Prop 51 will allow schools to recieve more funding. Prop 55 will continue to increase taxes for the wealthiest Californians. Prop 58 allows for bilingual education of students.

Controlled substances have also made their way onto the ballot in the forms ofprops 56 and 64. Prop 56 increases taxes on tobacco to two dollars a pack, and prop 64 is a measure to legalize marijuana for adults in California. Legalizing marijuana, under this proposal, would bring in $1 billion in taxes each year, according to Reuters.

Props 57, 62 and 66 are all about the justice system. Prop 57 allows for non-violent felons to be released much earlier than their original release date. It also gives the judge, as opposed to the prosecuter, the authority to choose if a juvenile offender will be tried in juvenile or adult court. These two propositions aim to shift our justice system towards a rehabilitative one, in addition to saving tens of millions of dollars.

The other propositions, 62 and 66, regard the death penalty. Prop 62 abol-

ishes the practice entirely. In contrast, Prop 66 seeks to speed up the process of the death penalty by taking away some of the accused’s right to appeals.

Prop 63 is concearned with gun control. It will require a background check to buy ammunition, and entirely ban large magazines. Almost 40,000 people were killed by guns in California between 2002 and 2013. Prop 63 aims to combat gun violence and decrease these totals.

Props 65 and 67 are environmentally motivated. Prop 65 will direct money from sales of paper retail bags to animal welfare agendas. Meanwhile, Prop 67 will uphold a statewide ban on less ecologically friendly plastic bags.

Zero-tolerance cell phone policy

No “tops which expose more than 3 inches of midriff”

Sequoia International Festival

Q: What is the International Festival?

A:

“The International Festival is an annual event at Sequoia which celebrates international culture and the Sequoia community through performances, food trucks and club booths.

This year, it will be near Carrington from noon to 4 on Oct. 22.”

Q: A:

What events will be there? Who should come?

“There will be performances from the Sequoia Jazz Band and Choir, and club booths from many different Sequoia clubs, offering activities such as an African Dance workshop.”

Clara MacAvoy, head of International Festival Committee —interview by Maddie Pei

Following this last debate, who will you (or would you) be voting for President?

Scan this page with the Layar app to vote in our poll!

Episode 1: Ballot Measures —created by Rio Popper and Maddie Reynolds

Feature

October 5, 2016

3

Sheehan and da Costa share 20 years of wisdom at Sequoia

By BENJY JUDE Feature Editor They have been at Sequoia longer than the current seniors have been alive. They have accomplished ‘best friend goals.’

They are celebrating their 20th anniversary with Sequoia, together.

After starting out as a teacher in Boston, Kate Sheehan is the photography teacher and the right-hand-woman to Jane Slater in the Dream Club. Mozy da Costa is an art teacher and the Girls Learn International (GLI) Club adviser. She has always been teaching, from preschool to swimming to high school.

They both started at Sequoia in January 1996, 20 years and 10 months ago. Today, they discuss their memories and experiences of educating here at on the Sequoia campus.

Q: What has been your favorite part of Sequoia?

S: The diversity and the acceptance. How students are very respectful to each other

Photos Courtesy of Linda Gordon

Mozy de Costa (left) and Kate Sheehan (right) pictured in 1999.

and to the staff.

C: There is always ebbs and flows of different administrators, news sets of teachers [and] new sets of students. But somehow, there’s a consistency. I think everyone values being here.

Q: Any great memories or moments from Sequoia?

S: When I wore my shirt on backward and my glasses upside down.

C: Oh yes, that was hysterical!

S: I came to school with my shirt inside Photos by Benjy Jude out and my glasses upside down, and a stuWith 20 years of experience, art teacher Mozy da Costa (left) and photography dent came up to me and quietly said, “Ms. teacher Kate Sheehan (right) have no issues helping students with their projects.

Sheehan, did you know you have your shirt on inside out. And I think you have S: My advice to them would be to feel that two years are very very difficult. Just know they can ask questions and not feel that it’s that you don’t have to have all of the anyour glasses upside down, too.” bad to not know something. That it’s okay swers right away. There are people in this Q: Any not-so-great moments?

C: There was also a time, many years ago, to ask questions, it’s okay to not know, it’s school especially that are willing to help you troubleshoot. Don’t be afraid to go to where our school was in a hard place. We okay to make mistakes. had gone through five principals in four C: If you’re going to be at a big school like administration with issues, they’re there to years. There was a Western Association of this, try to find a club or a sport or some- help.

Schools and Colleges (WASC) meeting in thing that you feel like you connect to be- C: Seek the support. It’s true, those first two years are the hardest. It’s interesting, Carrington Hall. The principal at the time cause then it becomes a lot easier. was horrible and the WASC people liter- Q: What advice do you have to seniors? the third year you’re like, ‘Oh this is easier.’ ally yelled at us that we weren’t supporting C: Walk across that grass in that robe; don’t People tell you that, but it’s hard to believe, but then it actually is true. her. I think for the school, as a staff, that check out before you get your diploma. was our lowest moment. It has never been S: Finish high school. If you’re stressed Q: What important traits do you think a that bad and I don’t think it will ever be find ways to deal with it in a healthy way. teacher should have?

It is a stressful year and a scary year think- C: Open mindedness, patience. that again. ing, ‘What am I going to be?’

S; I was going to say patience.

Q: How has teaching changed you?

C: A sense of humor.

C: Teaching and learning is relationships Q: How do you deal with stress? and interactions between people. But every S: Now I’m going to the health club a lot, S: Yeah! A light heartedness even though single person I interact with, I’m enriched. swimming. I do yoga in the morning be- we’re knee-deep in all sorts of things we do. To keep humor and levity.

It has enriched my life and deepened my fore going to work. empathy, understanding, value and honor C: I exercise … and a glass of wine some- C: That’s part of why I can’t live without times. I don’t know if you can publish that. her because she’s good at bringing [humor [for] each individual. and levity]. It’s so helpful.

Q: What advice do you have for fresh- Q: Any advice for new teachers?

S: Don’t be afraid to ask for help. The first S: Back at ya. man starting high school?

Controversial conversations can expose students to new opinions

By ZACK ROSENBLATT Copy Editor Public schools in America have long been discouraging teachers from sharing their political views in classrooms. While many teachers adhere to this advice, others do not shy away from controversial topics and freely express their opinions.

“Some prefer to stay strictly neutral [politically], but I am not that kind of teacher,” history teacher Nancy Berry said. “Politics come up in history, so it is not an opportunity to weave in [political] beliefs, but more an opportunity to discuss the topics in class.”

Berry, who has taught Modern European History for around 20 years, believes that having political discussions in class can be educational for her students.

“I think students should know where I am coming from [politically] so they can identify my bias,” Berry said. “When covering [politics], I invite everyone’s opinions into the discussion.”

For some students, politically charged discussions are one of the highlights of class.

These discussions give students the chance to speak out on what

they believe. It also gives students porters.” the forum to be able to understand Teachers also realize that the how others stand on certain topics. generally left-leaning school popu“I think classwide discussions lation can affect the quality of disare good unless it turns into people cussions. They understand that this being shamed for their beliefs,” ju- can lead to problems if in-class disnior Jonathan Heist said. “There is course is not supervised and moda fine line between exposing stu- erated properly. dents to different beliefs and only “Class discussions [on politics] exposing students to one side.” can be a little dicey. I want to be For other students, classroom very careful to make sure that discussions about politics can seem someone with a minority opinion like a useless and one-sided situa- doesn’t feel bullied,” history teacher tion. Because Lydia Cuffman of the large “ There is a fine line between expos- said. “I want majority of ing students to different beliefs and my classroom liberal thinkonly exposing students to one side.” to be a place ing students at —Jonathan Heist, where people Sequoia, the can express junior minority of different opinconservative ions.” thinkers are oftentimes left out Overall, though political discusand embarrassed to speak against sions in classrooms can be domithe majority opinion. This means nated by one side of thinking, these discussions often can end in a con- biases can help teachers showcase sensus of ripping Donald Trump, the lack of neutrality in every part or coming to a class wide decision of historical and modern politics. that guns should be restricted.

“I don’t think it is my job to pres“You hear students making ent the whole world as neutrally as Trump jokes a lot. ‘Im sure there are possible to students because there is people that support Donald Trump no such thing as an unbiased perand those jokes can be disrespect- son or source,” Cuffman said. “My ful to [those supporters],” junior job is to help students be able to Josh Woodward said. “Similarly, if look at any source, figure out the someone made a Bernie Sanders or bias, figure out what is driving the [Hillary] Clinton joke, it could be source and let that inform the way offensive to another group of sup- the student looks at it.”

Sequoia High School

Raven Report 2016-2017

Editor-in-Chief Xavier Boluña Managing Editors Trevor Crowell Maddie Pei

Opinion Editor Mars Svec-Burdick

Feature Editors Beatrice Bugos Benjy Jude

Online Editors Rio Popper Maddie Reynolds

Entertainment Editor Nicholas Abraham

Sports Editor Brighid Bugos

Page Editor Matthew Eisenberg

Copy Editor Zack Rosenblatt

News Editor Mackenzie Clarke

Photo Editor Aviva Futornick

Staff Reporters Sam Brook, Simon Clarke, Shannon Coan, Darien Daly, Tyson Fraley, Dario McCarty, Liam Menendez-Brennan, Carolina Michel, Ellie Pederson, Isabel Sanchez Foster, Krista Weaver Adviser Minauti Davé The Raven Report strives to provide Sequoia High School with informative, engaging and relevant news. The staff will exercise integrity and adaptability while promoting justice and transparency through professional reporting about the school, the comunity and the world.

Send letters to the editor at ravenreport17@gmail.com

Special

4 Sequoia Says:

How do you think this school year will be different than last year?

“Now that I’m a senior, there’s plenty more large-scale projects and I have to plan out my life better. Socially, I’m in the Chamber Choir, so I’d say I’m involved in more clubs and have less time during school to socialize. I have to find time outside of school now.”

—Brendan Snyder, senior

“Last year, I came from a small school where everyone knew each other, here it’s a big campus and I don’t really know that many people.”

— Kassy Menera, freshman

—Compiled by MACKENZIE CLARKE and AVIVA FUTORNICK

from page 1 it is six weeks long. This gives students more opportunities for retakes on Essential Knowledge quizzes, pass/ fail assessments which students must pass to receive an A in the class.

Since the class is part of a two-year course, the required IB test isn’t taken until the end of senior year, and the topics from junior year are very different compared to what is taught senior year. This year, the content taught in HOA will overlap with what is taught senior year.

“Students [will] study the same event from different perspectives,” Yeager said.

With these changes, the class takes on the mindset that “less is more.”

IB Environmental Systems and Societies IB ESS is a one-year IB science course that focuses on environmental science, from both a social and science perspective.

The prominent change to the ESS course was that only one Internal Assessment (IA) is sent to the IB Orga-

Meet th

Jack hammer. Drill. Blocked off pathways. Loud talking. Crowded halls.

Rushing students. These are all sights and sounds coming from the construction of the $13 million A-Wing.

“Any new construction on the campus, any new square footage—so far as classrooms go—is going to alleviate crowding,” said Administrative Vice Principal Gary Gooch.

According to the San Jose Mercury News, the Sequoia Union High School

Partition A sliding partition will be installed between two classrooms, allowing classes to spread out into a bigger space.

“Now that I’m a junior and doing the IB Diploma, there’s a lot less time to just hang out with friends outside of school. For CAS hours, I’m doing a lot more community service.”

—Abigail Clarke, junior

Curriculum

CH-CH-CH-C

nization, compared to previous years where 3 to 4 IAs were sent in. IAs are IB assessmentsthey are mainly done in classand are graded by the teacher and sent into the IB Organization.

Each student is able to pick the topic of their IA, and they can choose whether to focus more on the science aspect or social aspect. “[It’s] way more open for students to choose what they want to study,” ESS teacher Jessica Magallanes said.

“Students are more engaged and it takes pressure off of them.”

While the new format is beneficial for students, less stressful and more exciting, Magallanes says the change has been stressful for her and Debolina Dutta, the other ESS teacher.

“I’m still managing how to grade 56 [different] IAs.” Magallanes said.

Because of the changes, the overall structure of the class has been modified. Instead of going straight into an IA, the beginning of the year is more content-oriented; students can ease into the year.

Magallanes hopes that with the flexibility of the new curriculum, students are more excited about the class and course content.

District (SUHSD) predicts there will be 2,560 students at Sequoia to accommodate for if boundaries stay the same. For that reason, the A-Wing is being built in order for Sequoia to be ready for the influx.

The construction began in the October 21, 2015 and is expected to be finished within the next few months. The finish date will mark two years of work due to shifts in the architect staff at the Division of the State Architect, causing

Breakout rooms These rooms will allow teachers to bre smaller rooms so they can work on grou setting.

Baseball and S

Portables

Plant boxes Native and drought friendly plants will be planted and seating arranged around them, giving students another place to hang out.

Dance

Furniture There will be moveable state-of-the-art furniture placed in every classroom so that they can be moved to open up spaces.

“Learning Walls” There will be pre-installed, angled LCD projectors that are mounted right above the screen to take away the clutter of carts and wires. There will also be sliding sections to allow multiple problems to be displayed at once.

Architecture The architecture of the building rese buildings that follow the style of Spa of architecture is focused on the open vegetation and the color of sandstone.

Feature

CH-CHΔNGES

he A-Wing the proposal to take longer than expected to pass.

“We need some more modern rooms for our students. It’s an old building.

A beautiful old building.” Gooch said.

“But it’s nice to have new rooms with new technology and better designed spaces.”

The planning of the building was done in two phases, according to Principal Sean Priest.

First, there was a SUHSD master plan

eak up their class into up projects in a smaller

Softball Field

e Studio

embles the surrounding anish Revival. This style n arches, open-air areas, .

5

New staff additions bolster shorthanded departments

that consisted of students, parents and teachers who decided on the basic fundamental parts of classrooms.

The second phase was a Sequoia master plan that consisted of students and teachers. There were also student focus groups that were conducted to find out what things students wanted to see in the new building.

The following infographic discusses the new special features and additional information on the building.

—Compiled by BEATRICE BUGOS Digital Rendering Courtesy of Gary Gooch Labs State-of-the-art chemistry and physical labs will be installed with cutting-edge equipment in order for students to be more competitive and better prepared for college.

Staff Parking Lot and Bike Cage

Monitors LCD monitors will be installed in the air concourse to advertise events happening on campus.

Maintenance Bridge Students are not allowed onto this bridge and its only purpose is to help maintain the building.

Open-Air Concourse The high ceilings will allow the warm air to rise to the top and allow for a more open-air feeling. There will also be a constant breeze to help with the cooling of the building and its environmental aspects.

Photo by BRIGHID BUGOS

Martine Demailly helps geometry students with classwork. Many new teachers attribute their smooth transitions to experienced Sequoia teachers.

co High School after seven years.

Most of the new teachers attribute Sports Editor their smooth transition to Sequoia to the other teachers and students.

You look at your schedule,“Yes!” “It’s been amazing,” Peyton said. you say—you got all of the teachers “Every person I have met in whatyou wanted. But wait, who is that? ever role that they play in the school, You’ve never seen that name before. whether it’s teachers, colleagues, staff, How do you even say that? “Oh no,” everyone is so positive. Everyone has you think, “not another new teacher.” been so helpful and gone out of their For many students this year, that way to make this the smoothest tranhas been the case, with 22 new teach- sition—I think—of my whole life.” ers following 22 teachers’ departures Friendliness notwithstanding, last year. Despite this, having so many as first-year English teacher Hillary new teachers has not been a setback.

Martinez pointed out, new teachers “We’ve been lucky to hire the and new students share many of the teachers we have,” Principal Sean same challenges.

Priest said.

“All new teachers have to learn With seven new teachers in the the same things students learn, right? math department, department chair Like where the bathrooms are, [or] Steven Wong has found that new how you log onto School Loop,” Marteachers’ unfamiliarity with the school tinez said. impacts more than just their familiarAlso, the amount of new people ity with the camthat new teachers pus. “ meet and have to “Everyone has been so helpful It’s not ideal but and gone out of their way to make know can be chalwe have to under- this the smoothest transition—I lenging. stand that people “I’m trying to think—of my whole life.” come and people get to know 150 —Michelle Peyton, history go—nothing is students at once, and AVID teacher forever,” Wong right? Trying to get said. “We [are] just to know all of the glad that the new [teachers] are good staff that [is] already here and then all quality.” of the students has been really chalBefore school starts, first year lenging,” Martinez said. “But also I teachers are required to go through think it’s really important that stubetween three and five days of prelim- dents know that I know their name. I inary training. Teachers with experi- think that goes a long way.” ence are, by comparison, required to Students also have a huge influence go through just one day of training— on how new teachers impact them. the other four are optional.

With a more positive outlook stuNonetheless, many teachers find dents can influence how the teacher that transitioning to Sequoia is a very feels and the class atmosphere. positive change and they are amazed “Students should be more open by how much Sequoia has to offer. minded; some people judge and say, “There’s so many services available ‘hey last year[s] teacher was way betto students here, it’s amazing. There’s ter.’ Well, it might be true for maybe the Teen Resource Center, the clubs one month or so because teachers are that are on campus, the SAFE Pro- getting adjusted. [T]hey [are] still gram, BUILD... I feel like there’s so working hard, so if you give them a much for students to be involved in chance it will make [their] life a little and participate in,” history and AVID easier,” Wong said. “Don’t judge a teacher Michelle Peyton said, who book by it’s cover.” transitioned from South San FrancisBy BRIGHID BUGOS

6

FEATURE

October 5, 2016

Summer roaming patterns: Sequoia students and where to find them Of the students that travelled outside the U.S.:

13 travelled to Germany 7 percent traveled to the UK 6 percent travelled to Canada

6 percent travelled to Belgium 10 percent travelled to France

9 percent to Mexico

*West Coast includes Alaska, California, Hawaii, Oregon, Washington

— compiled by BENJY JUDE

Transfer students join ‘Ravens;’ migrate to Sequoia

By TREVOR CROWELL

Managing Editor Transferring from one high school to another in the middle of one’s high school experience can be a challenging and even frightening period. Yet, despite the drawbacks, the beginning of this year had many students flock from other Bay Area high schools to Sequoia in search of a different, and potentially enhanced, high school experience.

“College is definitely one of my number one goals. I thought Sequoia would help with getting into a better college,” said sophomore Alyssa De Leon, who transferred from Woodside after her freshman year. “At Woodside, the academics were okay, but I knew I could be doing better if I came here.”

While the return to school after summer break may yield familiar hallways, classrooms and people; for some, those who have undergone the process of transferring from a different Bay Area high school, are thrown into an unfamiliar environment where friend groups from past years have already been established.

Although this is typically an awkward and uncomfortable change for some, most have found the transition at Sequoia to have gone smoothly.

“Since I already knew a lot of people here, it wasn’t hard to find people to interact with, but also the students in the classes are really easy to talk to so it’s easy to get to know new people just by sitting next to them,” said junior Brandon Gee, who transferred from Saint Francis after his sophomore year.

In recent years, Sequoia has become

Graphic by Trevor Crowell

The combination of educational and athletic opportunities, as well as overall campus diversity has contributed to flocks of students transferring into Sequoia. known as a magnet school, or a public new environment was enough for some school with different instruction oppor- to make the switch. tunities or programs not offered else“It’s a lot easier for me to learn here. where, a factor allowing Sequoia to be- I’ve been able to have one on ones with come the diverse campus that it is today. the teachers after classes and I can see In recent years, Sequoia’s student that they want the transition into their population has steadily been on the rise, classes to be easy and help me out as something likely due much as possible,” to the new experiences Gee said. “That re“It’s a lot easier for me to learn that Sequoia can proally makes me feel here. I’ve been able to have one on vide. good because they ones with the teachers after classes and “I really like the want to invest in all I can see that they want the transition diversity of everyof their students.” into their classes to be easy and help thing here,” said ju However, it me out as much as possible.” nior Emma Licko, is not just an edu—Brandon Gee, cational endeavor who transferred from junior that has caused the Notre Dame after her sophomore year. “It’s recent spike in stualso challenging me in different ways by dents transferring into Sequoia. Many making me do things like group work in students find that having a significant bigger classes and just putting myself out portion of their peer group already at there.”

Sequoia was reason enough for them to The opportunity simply to learn in a make the switch.

“When I went to Woodside I didn’t really know anybody so I had to start from scratch and that was a little difficult to do,” De Leon said. “Here, I have known these people for so long so it was easy to transition.”

Still, others were drawn to Sequoia primarily for athletic reasons.

“When I was playing basketball [at Saint Francis], the coaches expected you to work on skills on your own and not really teach or coach you through everything,” Gee said. “I haven’t started sports here yet but I have met with the football, basketball and baseball coaches and they all seem like really, really awesome people.”

Although such factors have influenced multiple students to leave their old schools behind and transfer to Sequoia, others found reasons to do the exact opposite, transferring out of Sequoia to seek a different high school experience.

“I felt like the classes were either super easy or challenging to the point where I’d be giving the class way too much effort for the grade I was receiving,” said junior Kyle Cochran, who transferred from Sequoia to Woodside after his sophomore year. “There were no in-between classes that worked out for me.”

While personal reasons for transferring may differ, most can agree that the experiences offered here set Sequoia apart from the rest.

“In the world, there’s a lot of diversity and you’re not going to be in a place with people who are all the same as you,” Licko said. “[At Sequoia] you get to see and understand that diversity more which is a good thing because a lot of people that go to [other high schools] might not get the chance to do that.”

8

California

Feature

September6,6, 2016 September 2016 (Released Thursday, Sep. 8, 2016)

None D0-D4 D1-D4 D2-D4 D3-D4

State of Emergency Current

burned 33,867 acres

Drought Conditions (Percent Area) Wildfires (Released Thursday, Sep.(Percent 8, 2016) Drought Conditions Area) None D0-D4 D1-D4 D2-D4 D3-D4 According D4 Valid 8 a.m. EDT to a government-issued drought

ember 6, 2016 2016 None D0-D4 D1-D4 D2-D4 D3-D4 ember 6, Thursday, Sep. 8, 2016)

D4 update, 3,451 wildfires burned 123,100 acres

Valid 8 a.m. EDT Valid 8 a.m.

EDT Last Week

D4

3 Months Ago

6/7/2016 Aid & Funding

from Jan. to July 2016. The eight wildfires on

325,962 football fields (end zones included), area that can burn Redwood City 18 times.

0.00 100.00 83.59 59.02 42.80 an21.04 Last Week The 8/30/2016 Current(Percent rought Conditions 0.00Area) 100.00 83.59 59.02 42.80 21.04 Soberanes wildfire started burning over two months ago.

8/30/2016(Percent Area) rought Conditions

WAgo ildfire e D0-D4 S3oberanes D1-D4 D2-D4 D3-D4 D4 Months 4.27 D4 83.91 59.02 42.99 21.04 Last Week 95.7383.59 began July 22 e D0-D4 3D1-D4 D2-D4 D3-D4 Months Ago 0.00 100.00 59.02 42.80 21.04 6/7/2016 4.27 83.91 59.02 42.99 21.04 95.73 8/30/2016 burned 132,069 acres 6/7/2016 0 100.00 83.59 59.02 42.80 21.04 92% contained Start of 0 100.00 3Calendar 83.59 59.02 21.04 as of Sept.

30 42.80 Months Ago Start of 0.00 95.73 100.00 97.33 Year 4.27 83.91 59.0287.55 42.9969.07 21.04 44.84 6/7/2016Year 0.00 100.00 97.33 87.55 69.07 44.84 12/29/2015 Calendar 12/29/2015 0 100.00 83.59 59.02 42.80 21.04 Chimney Wildifre Start of Start of 0 100.00 Calendar 83.59 59.02 42.80 21.04 began Aug. 13 87.5592.36 69.0771.08 44.84 46.00 Start of Year 0.00 0.14100.00 99.8697.33 97.33 Water Year burned 46,344 acres 12/29/2015 0.14 99.86 97.33 92.36 71.08 46.00 Water Year 9/29/2015 9/29/2015 Start of 7 95.73 83.91 59.02 42.99 21.04 Year Ago 42.99 7 95.73 One 83.91 59.02 0.14 99.86 92.3692.36 71.0871.08 46.00 46.00 Water Year 0.14 21.04 99.8697.33 97.35 One Year Ago Rey9/29/2015 Wildifre 9/8/2015 0.14 99.86 97.35 92.36 71.08 46.00 began Aug. 13 9/8/2015 0 100.00 One 97.33 69.07 44.84 Year87.55 Ago acres burned 33,606 0.14 44.84 99.86 97.35 92.36 71.08 46.00 0 100.00 97.33 87.55 69.07 9/8/2015

4 4

4 4

Cedar Wildifre began Aug. 13 burned 29,322 acres

The Drought Monitor focuses broad-scale conditions.

Local conditions may vary. on See accompanying text summary began July 22

The Drought Monitor broad-scale conditions.

Local conditions may focuses vary. Seeonaccompanying textacres summary burned 41,432 for forecast statements.

Local conditions may vary.

See accompanying text summary Extreme Drought D3 Extreme Drought for forecast statements. for forecast statements.

D3 Extreme Drought Author: Blue Cut Wildifre D4 Exceptional Drought began Aug. 16 Author: Exceptional Drought Author: Exceptional Drought DavidD4 Simeral burned 36,274 acres

David Simeral Simeral David Western Regional Climate Center Western Regional Climate Center ocuses onWestern broad-scale conditions.

Number of gallons of water courtesy (2010) of Report 47 and 48, Water Footprint Network, figures are specific to Calif.; Agricultural production data (2012) courtesy of the California Committee on Jobs, Economic Development, and the Economy; Map courtesy of United States Drought Monitor, University of Nebraska-Lincoln; Wildfire dates and size from the National Wildfire Coordinating Group

ocuses broad-scale conditions. vary.

Seeonaccompanying text summary vary. See accompanying text summary s.

4.27

59.02

42.80

21.04

83.91

59.02

42.99

21.04

12/29/2015

0.14

9/29/2015 Assembly Bill 91, 2014passed in 20142015 One Year Ago 2015 fiscal year budget 9/8/2015

Senate Bill 103, passed in 2013-2014 fiscal year

95.73

Start of 0.00funding 100.00appropriated 97.33 87.55 Calendar Year billion Total drought from 69.07 2013 to44.84 2017 $191 Start of $393 million million Water Year

$643 million

99.86

$323 million

$1.8592.36 billion71.08 46.00

97.33

2016-2017 budget

2015-2016 budget

0.14

99.86

97.35

92.36

71.08

46.00

Agriculture

Intensity: Numbers represent gallons of water required to produce one pound of the crop

began June 23 burned 48,019 acres

Dry 99.86Intensity: 97.33Abnormally 71.08 D092.36 Abnormally Dry46.00 D3 Extreme Drought 99.86 97.33D0 Abnormally 92.36 71.08 Dry 46.00 D3 Extreme Drought D1Abnormally ModerateDry Drought D4 Exceptional D0 D3 Extreme Drought Drought Moderate D1 Moderate Drought Drought D4 Exceptional Drought 99.86 97.35 92.36 71.08 46.00 D292.36 Severe71.08 Drought Moderate Drought D4 Exceptional Drought 99.86 97.35D1 46.00 D2 Severe Drought Severe Drought The Drought Monitor focuses onSand broad-scale D2 Severe Drought Wildfire conditions.

Dry Dry ought ought ght ght

$3.4

Erskine Wildfire

Intensity: Intensity:

100.00 83.59

D4

— Compiled by MADDIE PEI

100.00 83.59 59.02 42.80 21.04period, from Jun. 23 to Aug. 27 which equals

None D0-D4 D1-D4 D2-D4 D3-D4

0.00

October. 5, 2016

California Governor Jerry Brown declared a state of emergency on Jan. Last Week 83.59 59.02 42.80 21.04 17, 2014, three years into the 0.00 current100.00 five-year drought.

8/30/2016

Drought Conditions 0.00 100.00 83.59(Percent 59.02 Area) 42.80 the21.04 map burned 400,933 acres in a two-month

2016) 0.00

Drought Conditions (Percent Area)

In A

(Released Thursday, Sep. 8, 2016) Valid 8 a.m. EDT Gap Wildifre Valid 8 a.m. 6, EDT2016 began Aug. 27 September

Current Thursday,Current Sep. 8,

(Released Thursday, Sep. 8, 2016) Valid 8 a.m. EDT

D0 Abnormally Dry

Sticky and white rice

260.16 Grapes D1 Moderate Drought

D3 Extreme Drought D4 Exceptional Drought Avocado

72.4 gallons for the average avocado of the white and sticky Calif. produces 91 percent Calif. accounted rice in the U.S. of the country’s grapes Monitor focuses on broad-scale conditions.

The Drought for 88 percent of the Local conditions may vary. See accompanying text avocados summary country’s Calif. grows 99 percent 50 D2 Severe Drought

for forecast statements.

Almonds Artichokes

1,555.2 777.6Author:

94.72

David Simeral 99 percent of the U.S.’s arti- Asparagus Calif. produced chokes came from Calif.

80 percent of the Western Regional Climate Center 325.12

with shell, shell and plant byproduct is used for other purposes in agriculture

without shell

world’s almonds

Meat

Beef: 1700.48 Pork: 660 Chicken: 265.76 Eggs: 23.46 per egg Calif. is the third top producer of meat in the U.S., behind Texas and Iowa

Calif. produced 48 percent of the artichokes in the U.S.

Milk

701.44

gallons per gallon of milk Calif. is the top producer of milk in the U.S.

p o n m l k

Pistachios

408

Calif. produced 40 percent of the world’s almonds in 2012, making it the top producer

http://droughtmonitor.unl.edu/

Agriculture accounts for about 80 percent of Calif.’s freshwater use according to UCLA. Urban freshwater use is only 13 percent.

Given you have a water-saving shower head and take 8-minute showers (16 gallons per shower), you would have to forego 44 showers to save the same amount of water as you would by not drinking one gallon of milk, 1.5 showers for one egg, 4.5 for one avocado and 97.2 for one pound of shelled almonds.