Raven Report Issue 3 (2016)

Happy Holidays!

Raven Report Sequoia High School

Volume X, Issue 3

1201 Brewster Ave. Redwood City, CA 94062

December 14, 2016

In Loserville, love goes techy and trekkie

relationship drama. The sets are simple — an ancient monitor with projections and blocks from a large Rubik’s Cube Lights flash in the crowded the- used as seating, doorways and everyater. An expectant hush falls over Car- thing else the cast needs.

A key aspect of the plot involves rington Hall. The lighting goes down, the curtain goes up, and the audience is bonding over Star Trek. Samantha transported out of their seats and into Powden (sophomore Lexi Battaglini), Loserville. From the opening number one of the play’s cheerleaders, is a secret to the final curtain, we relive the era of Trekkie, and had been saving silver foil to build herself a dress for a conventhe birth of technology: 1971.

The musical, which premiered Nov. tion.

“It was cool how Samantha devel18 to 20, is Sequoia’s best selling show oped throughout of all time. It feathe story because tures relatable characters, catchy Loserville is Sequoia’s best sell- I really got to demusic and a plot ing show ever, and it’s no surprise. velop my characthat grabs on and The characters are relatable, the ter throughout the story,” said sophodoesn’t let go until music is catchy, the plot grabs on more Lexi Battathe final bows.

Michael Dork and doesn’t let go until the final glini. “And coming out in that tinfoil (senior Bryce Ste- bows. dress was the funphens) wants to be nest thing ever.” accepted socially Loserville was not just for lovers of and to, basically, invent email. Holly Manson (junior Mackenzie Clarke) computers or teenagers, however. Mulwants to be the first female astronaut, tiple references to Rubik’s Cubes, Star and the most well respected. Lucas Trek and 2001: Space Odyssy were sure Lloyd (junior Paul Serra) wants to fin- to bring parents back to their childish writing his novel and stop being hood as well.

With its theme of self acceptance overshadowed by his best friend Miblended with musical breaks and douchael.

Loserville brings the audience ble entendres; Loserville was a digital through moments of identity crisis and delight.

By LAUREN STEVENS Staff Reporter

Photo by Aviva Futornick

Senior Bryce Stephens (center) starred as Michael Dork, a computer geek who gets along better with computers than people in the production of Loserville.

Stanford authors visit Sequoia writers

By BENJY JUDE and RIO POPPER Feature and Online Editors Acclaimed writers Ken Fields and Tobias Wolff came to Sequoia Nov. 16 to share stories about writing and answer students’ questions.

“It was really all because of [former librarian Florian] Shasky,” English teacher Jane Woodman said. “We had an informal conversation [where] he mentioned that he would be able to utilize a couple of connections he had to see if we could get [a writer] to come.”

Ken Fields is a well-respected poet and professor of Creative Writing at Stanford University. He’s been at Stanford since 1967, sharing his work and wisdom with his students.

Tobias Wolff is an interna- Nicole Hwang said. “It’s nice tionally-awarded short story to know you can be successful writer who received the Presi- without being the next J.K. dential Medal of Arts from Rowling.”

President Obama in 2015.

The students seemed to “He’s been called the Amer- have taken well to the seminar, ican Chekhov,” Fields said. becoming more engaged and The writers shared their ex- ready to enter this field. periences as young authors.

“I’m very happy that there “Sometimes writers seem are students who are passionlike these ate about imaginary “A piece of writing is a danger- this dispeople,” ju- ous thing. It can change your life.” cipline in nior Zach the age of —Tobias Wolff, Lo said. “It [Science author Technolwas nice to see people ogy Enthat made it work as a career.” gineering and Math]—which Students jumped at the op- is completely awesome and portunity to hear their advice. valid,” Woodman said. “To “It was really great to hear have kids who wants to write from real writers because poetry and stories and want sometimes writing [seems flex those kinds of muscles ... like] a pass-fail thing,” senior is huge.”

Video Feature:

Special Educator Adili Skillin sat down with us to discuss his profession, career and what it means to teach SPED.

Unsung heroes are everywhere, often working countless hours in the shadow of other teachers and staff. For this video feature series, we’ve decided to seek out these individuals—starting with Sequoia’s Special Education Department.

By TREVOR CROWELL, Managing Editor

Spread:

Feature:

HOPE, Esperanza, l’Esperance

Sequoia shoe culture kicks up

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Feature

December 14, 2016

Ravens learn to soar in new heights with DELTAS

By BEATRICE BUGOS Feature Editor Have you been wondering why the bell rings one minute later, before lunch?

This year, the schedule has changed to add one minute to every third and fourth period class. This schedule change allows for the same number of Collaboration Mondays as past years.

Early release Mondays allow staff to work in their Design for Equity in Learning and Teaching At Sequoia (DELTA) task forces, an acronym created by Principal Sean Priest, as well as various other groups. These task forces address eight areas of improvement: articulation with partner schools, Long-Term English Learners (LTELs), International Baccalaureate (IB) equity, wellness, differentiated instruction, numeracy, literacy and standards-based grading.

They were created for the upcoming 2018 Western Association of Schools and Colleges (WASC) visit, which are conducted every six years.

WASC determines whether schools are preparing their students for college, and if not, then the diplomas of the graduating students are invalid.

“It’s a real variety [of staff from] around the school,” math teacher Laura Larkin said, who is a part of the IB Equity task force. “It’s not just people who were on the IB Equity leadership team ... there are teachers from social studies, special education and art [departments].”

All teachers were asked to choose four DELTAS that

The DELTAS...

Standards-Based Grading creates a common understanding about the grading system through piloting and discussing grading polices.

Numeracy & Literacy identifies areas for improvement by creating an all school task to be analyzed in order to implement new strategies.

IB Equity encourages students who qualify for free/reduced lunch to be in and succeed in IB classes as well as to inform all staff about the IB Program.

Wellness focuses on finding practices that would lead to the well-being of students and staff, and create a stronger climate of balance.

Differentiated Instruction implements a variety of strategies for instructing students.

Articulation will strengthen communication with middle schools and community colleges in order to prepare students going into and out of high school.

LTELs focuses on Long-term English Learners (LTELs) to increase their rate of academic success and school engagement.

Graphic by Beatrice Bugos

they were interested in working on. Task forces are made up of teachers from all over the school, who work together to improve Sequoia.

Although the groups have only been created this year, they’re hoping to accomplish different goals, the main one

being to inform more people about different topics.

“I definitely think change happens on a smaller scale because of [DELTAS],” junior Ellis Spickermann said, the Junior class student representative for Site Council. “They get presented to staff and faculty and

they [make] a general school direction, [and] programs are implemented around them.”

Even though the teachers don’t have as much time as they would like, they are still able to make small changes.

“We had some goals and we realized that our goals needed to

shift based on the amount of time that we actually had for planning,” math teacher Beth Peters said, working in the Articulation task force.

However, these teachers mentioned that they wished they had more time to meet than the few meetings scheduled because they feel the bigger goals will take longer than the allotted time.

“One thing is really hard when you get a group of teachers together, you have to have a clear vision and we spent a lot of time trying to figure out what that vision was,” Peters said. “So I don’t know if you would say that’s a challenge, it’s just something that we’ve had to figure out first and I think it took us longer to figure out what that vision was going to be than we expected.”

Each task force has about 15 staff members, according to history teacher Lydia Cuffman, a part of the standard-based grading task force. She also agreed that it was an unavoidable challenge for the DELTAS before you work with a staff of about 200.

“I think the DELTAS are an opportunity for teachers to make changes to things they’re excited about, that matter for them,” Cuffman said. “I really appreciate that we are being given the opportunity to chart our own course and have input, because we are the ones doing this work every single day. I feel very respected and valued that someone actually cares about [what] my day-to-day work life is like. I think it’s really cool and I’m super on board.”

Sequoia content creators purse passions in videomaking

By LAUREN STEVENS Staff Reporter YouTube stars are leaders in pop culture. They seem larger than life because of their star status, yet accessible through the glowing screens that connect us all.

Junior Abraham Alesna and sophomore Nicky Dovydaitus are just two of the many who have grown a following.

Alesna makes fitness videos to inspire others like himself and began making videos last year.

“I made a...video of myself when I started and then a video of where I was.

I posted it on YouTube, and it got a lot of support, so I just started making more videos of me in the gym,” Alesna said.

His channel, AbrahamFitness, was inspired by other workout channels.

Alesna works out for an hour a day, six days a week. He does strictly isolation workouts, where he just works out one part of his body per day. Alesna is approaching local sponsors to possibly monetize this venture.

Alesna doesn’t mean to show off in his channel, but wants to inspire anyone to achieve physical greatness.

Photo courtesy of AbrahamFitness

Abraham Alesna works “bi’s” with “THE Joseph Fontana” on his channel.

“People have different perspectives of the channel, but the channel isn’t based on showing off or saying ‘Oh, look what I can do,’” Alesna said. “It’s based on giving people motivation to [do] something they have yet to achieve.”

Dovydaitus’ channel also gained a fanbase of Thomas the Tank Engine lovers. Dovydaitus began in 4th grade after combining his interests in video production and Thomas the Tank Engine.

What really started taking off, was

not the channel’s original content, it was the full length episodes of the Thomas the Tank Engine TV show, which Dovydaitis pirated as a 5th grader.

“I figured out a way to pirate the episodes and upload them to YouTube, which was something a lot of people did and it didn’t feel like a big deal,” Dovydaitis said. “Those started getting thousands and thousands of views, and I had one that hit. I believe it was almost 1.8 million views.”

In 6th grade, Dovydaitus started live-action skits with a Trader Joe’s bag with eye holes over his head. He made these skits under the alias Vinnie Smith, and used Thomas the Tank Engine toys as characters whilst doing product reviews.

The content was changed suddenly as these videos became copyrighted, and the brand threatened to sue Dovydaitis if he did not remove the videos.

Now, Dovydaitus does Thomas the Tank Engine skits and reviews, with his Vinnie Smith alias, who has stopped wearing a paper bag over his head. He also has a contract to make episodes with Mattel, and he collaborates with others around the globe to make similar mini-episodes with Mattel-approved scripts. The videos are completely fan-produced content that are uploaded onto the official Thomas and Friends account every Friday.

“It’s me and a group of 15 to 18 other people. There’s a guy in Chile, and a guy in New Zealand, and then there’s a bunch of people in the U.K.,” Dovydaitis said. “That’s where Thomas and Friends came from. The content comes from all over the place.”

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Feature

December 14, 2016

Standard based grading passes with E’s not A’s

By SHANNON COAN and BENJY JUDE Staff Reporter and Feature Editor The standard-based grading system has developed mixed feelings, primarily among students.

“It’s shifted our conversation about grades to talking about students’ performance,” physics teacher Ben Canning said.

Standard-based grading is a growing trend across schools that focuses on how well students understand and apply concepts in the assignment as opposed to the traditional grading system, where one is graded on the assignment as a whole.

Sequoia currently implements this grading system in Physics, IB Physics, Algebra II/ Trigonometry, and IB History years 1 and 2. Currently, the classes using the standard based system all apply it differently. “[For Essential Knowledge quizzes in Physics], if you get a certain amount of questions right, you get ‘proficient.’ If not, you can take as many retakes as you need,” freshman Hugo Greenhill said. “[For application and transfer and lab skills exams] there are a bunch

of different levels and each level has a different number of questions you need to get right.”

Apart from the ExceedingMeeting-Approaching-Starting-

so much because it gets a sense ing sure students learn enough of a student’s ability in one to succeed. number... Everything recog“Ultimately, I think students nizes it [as a good system].” Al- benefit a lot more from it,” Cangebra II/Trigonometry teacher ning said. “It lets us concentrate Myndi McDonald said. “I had on what [students] can show in already started naturally using terms of their understanding the GPA [scale].” as opposed to ‘Can you check With change, comes dif- these boxes of the exact thing I fering opinions from students need you to write or say?’” about whether or not they like This is the first year that most this grading system. students have been in a class “I don’t feel like it’s really that uses standard-based gradmotivating learning as much as ing. Learning how to succeed in it is studying for a nontradia test and just tional grad“It lets us concentrate on what that material,” [students] can show in terms of their ing style has senior Spencer understanding as opposed to ‘Can been conBravo said. fusing and you check these boxes of the exact S t u d e n t s thing I need you to write or say?’” a learning generally like e x p e rience —Ben Canning, and dislike aswithin itself Physics teacher pects of the for students standards-based as well. system, however execution is “You’re not used to it,” Flynn important. said. “This is the first class that “We don’t get 80 percent [on I’ve experienced where I get tests]. We get GPA grades, like grades like that.” three out of four … You have Whether or not the student to take the extra step to calcu- likes the grading in the class, late what you got,” sophomore they believe there is no differGraphic by Shannon Coan Cassidy Flynn said. “I think ence in their chances in doing No Evidence system (EMASN), this system is helpful because well.

“Students [can] succeed in Algebra II/Trigonometry uses I know exactly what I need to work on.” either type [of grading], but it’s the four point GPA scale.

Teachers have strong beliefs definitely possible for students “[Our system] mirrors the GPA system, which is used for on the system efficacy in mak- to not succeed.” Bravo said.

Dropping IB classes: easier said than done “I felt pressured because honestly I didn’t want to take it because I didn’t need it [to graduate],” Velazquez said.

Despite this, he approved of the dropAs finals approach, some students ping process itself. may regret taking certain IB classes.

“It’s fine the way it is because it’s a Some students feel that their work- different level of education,” Velazquez load is too heavy or become disinter- said. ested in the class. Although this process Senior Lauren Regnier has dropped sounds simple, it is easier said than done. three IB classes since her junior year and Many students run into obstacles when had a different experience. attempting to drop one of these classes.

“My counselor was very supportive.

Some challenges stem from the new For me, it was easy, but for some people, process for dropping IB classes, which it might be more difficult [based on the now includes more forms and signatures. counselor or situation],” Regnier said.

Guidance counselor Melissa Perez is a Difficulty in dropping IB classes proponent of the new process and sees it stems, in part, from a focus on equity as a positive change. in student opportunity. Students are en“We want students to experience the couraged to take (and keep) IB classes. course first and [con“We are really fosult] different [supcusing on including “We want students to experience port systems] before the course first and [consult] difmore students into they drop the class,” ferent [support systems] before they our IB program,” IB Perez said.

Coordinator Lisa Mcdrop the class,” The counselors —Melissa Perez, Cahon said. “The misall want students to Guidance Counselor sion is to get everyone stay in IB classes and to take at least one IB many dissuade them class. The more perfrom dropping any IB class. If the stu- spectives in the class, the richer the disdent is still not interested in the course, cussion.” they are able to drop it as the student Regardless of its effects on dropping and parents are allowed to make the final IB classes, it is clear that the IB’s move decision. towards more diversity are positive.

Despite having the final decision in McCahon has embraced these changtheir hands, many students felt frustrated es, but feels that the well- being of the with the perceived pressure put on them student is still of the utmost importance. by counselors, even if it is well-meaning.

“I want [the students] to take advanSenior Javier Velazquez attempted to tage [of opportunities], “ McCahon said. drop IB Business & Management and “I want them to challenge themselves, decided not to because of advice from push themselves [but] remain balanced, his counselor. healthy and do things they enjoy doing.”

By LIAM MENENDEZBRENNAN Staff Reporter

Students who consider dropping an IB class face greater challenges than those dropping mainstream classes. We compiled a roadmap that contrasts the paths students must take to drop each.

Students interested in dropping IB must first gather a slew of signatures...

IB in-depth questionnaire after-school SAFE tutor signature

“How frequently do you ask for help? Have you completed the reading and assignments every day?”

teacher agreement

parent signature counselor signature

IB Coordinator signature (if IB course)

Instructional Vice-Principal signature

...including those from their teachers, parents and counselors. parent signature In dropping a mainstream course, however, students need only gather a parent signature.

Mainstream A-G courses

Special

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Protesters: What now?

Make America United Again In the midst of the fire and brimstone, it’s easy Let’s face it: 2016 sucked.

In the span of a year, we’ve watched as civilian to lose touch with what needs to be done.

Hillary Clinton, upon graduating from Welleslives were lost in Aleppo, wrestled with the rise of the Zika virus, dealt with mass shootings across ley College in 1969, once said that the real chalthe nation and the world, mourned the depar- lenge “is to practice politics as the art of making ture of many celebrity figures that defined our what appears to be impossible, possible.” We lives (and our zoos); and—on top of all that— should take this to heart: the impossible, today, had to face one of the most brutal election cycles is uniting a nation more divided than it has ever been. The question, now, is how to proceed. in recent memory.

At the root of every issue is emotion—that By all accounts and metrics, 2016 hasn’t met instinctive and unreasonable conour standards; and unfortunate“We should take this stituent of our everyday lives. It’s ly for us, that lends to plenty of to heart: the impossible, easy to have emotion. It’s easy to backlash. burn giant Donald Trump effigies; In the past month, large-scale today, is uniting a nation just as it’s easy to harbor racist reprotests have blown through doz- more divided than it has sentment. Emotion, unfortunateens of cities: New York, L.A., Port- ever been. The question, ly, does little for anyone. We need land, Philadelphia and the Bay now, is how to proceed. to move forward.

Area (of course), among many It’s time that we accept, unequivocally, that others. Angry, disaffected community members frustrated with the outcome of the election have Trump will be the next President of the United even resorted to violence, prompting the Port- States. To contest this is to question our democracy and the peaceful transition of power. That land Police to classify their protests as “riots.”

What’s more disturbing, upticks in the harass- isn’t to say that we should ment of various minorities and ethnic groups give our new president has renewed controversy over the supporters that any respite from justigave the president-elect his victory—even driv- fied criticism. With ing him to publicly announce: “Stop it.” Still, the House, Senate, cabinet appointments like that of Breitbart CEO White House probSteve Bannon have done little to assuage these and ably even concerns.

Supreme

Protesters promote post-election unity

By MADDIE PEI and ZACK ROSENBLATT Managing Editor and Copy Editor

Following Donald Trump’s presidential victory, demonstrations broke out across the United States from Los Angeles to Chicago to New York, filling the streets, with voices of concerns and anger. Sequoia become one of thousands of protests on Monday, Nov. 14.

Organized by sophomore Alonso De La Concha, the demonstration included 340 members at its peak and continued for the duration of the entire school day.

“My goal was to bring people together. I wanted to advocate peace. I saw people holding up FDT posters and chanting that,” De La Concha said. “I told people to please put them down because asking for equality and peace [while] showing those signs is kind of hypocritical. I wanted to bring peace and unity for everyone together there.”

Throughout the morning, protesters chanted phrases such as “not my president,” “love trumps hate” and “sí, se puede,” Spanish for “yes, we can.” Later, Principal Sean Priest provided the protesters with a microphone and students took turns expressing opinions.

Priest supplied demonstrators with a microphone to give them structure but did not

Court under Republican command, the last real or not we agree check of power that remains is—well—us. others, seeking t Likewise for Trump supporters: the election not the answer. of a morally questionable billionaire doesn’t Ultimately, it validate his message of bigotry, disaffection and that curtain of em frustration. Nobody—regardless of office or sta- cannot let primi tus—has a license to harass, intimidate or oth- Instead, we shou erwise bully anyone; much less if based on their tolerance. religion, political opinions or race.

If you are a part of a minority p “ It is not our external racial, your fears are valid. If you w political affinity that makes are Muslim, your fears are valid. If us who we are, but it is our st you are a part of the LGBT com- internal morality and charsu munity, your fears are valid. If you acter values. ry are a woman, your fears are valid. su However, what is not valid is ca allowing this fear to get the best of us as decent all Republicans a human beings and permit angst to overpower It is not our our ability to make constructive, reasonable de- makes us who w cisions that move our country forward over the rality and charac next four years. synonymous wit What we simply cannot do, especially in times liefs and actions. such as these, is allow our fear, frustration and biases prevent us from becoming a united country. Whether

HOP s t u -

condone missing class or the protest.

“My message has been from the beginning that the most effective way to protest is to [go to college],” Priest said.

“I want their voices to be heard in class.”

Administration monitored the demonstration to guarantee students’ safety and to prevent class disruption. Teachers continued to mark students that participated in the protest absent from class.

“The students were, for the most part, monitoring themselves. Particularly the students who took leadership roles exceeded our expectations,” Priest said.

Priest believes that staff members ensure a safe environment for students regardless of their political beliefs. In addition, administration and the Teen Resource Center (TRC) organized a Restorative Justice Circle for the

dents frustrated with the results of the election. However, many students, such as junior Paul Serra, still seek consolation.

“People needed to get [a lot of anger and sadness] out of their system. [The protest] raise[d] awareness to other people [who] were indifferent about Trump’s win,” Serra said. “I got to meet a lot of people [that] gave me a different perspective. Even though I publicly advocate for these issues, it was eye-opening to see and hear stories.”

Serra did not organize the protest but became one of the its leaders. He shared De La Concha’s commitment to nonviolence and aimed to raise awareness of negative outcomes of Trump’s victory.

Photo by Mars Svec-Burdick

The protest began in 1st period and continued through the school day.

T h e demonstration at Sequoia follows other school protests nearby, such as Carlmont’s and Woodside’s protests on Nov. 11. De La Concha expected some 20 people to arrive after posting to Snapchat and Instagram, but the large turn- o u t inevitably created differing opinions.

“I saw some violent vibes when [some] people were speaking,” De la Concha said.

“Despite the frustration of wanting everyone to be together in unity, I let them speak because that’s what [the protest] was for.”

Violent or nonviolent, protesters received criticism regarding the protest’s usefulness.

De La Concha acknowledged that the protest could not change the outcome of the election. Instead, he hoped for coverage similar to Woodside’s protests and unity.

“Protesting won’t change the outcome of the election, [but] it will still change the outcome of our community. People will feel safer and [more] connected,” De La Concha said. “We knew how we felt even if people didn’t speak. We knew how they felt just because they were there.”

Feature

5

It is easy to be beaten down by the results of with the political affiliations of to create a more divisive nation is this election, but we can’t forget: the greatest stimulus of change is time—and time is on our t falls to each of us to beat back side. As high school students, we are the decidmotion before it draws close. We ers of our future. Our opportunity and reason itive instinct dictate our politics. is our nation’s opportunity and reason; likewise uld practice the uniting force of with that our failures and impatience. In 2020, we, collectively, have the opportunity to be the Yes, our president-elect has no machine of change.

However, in order to be a machine of change prior political experience in any way, shape, or form. Yes, there are that provides our country with a better tomortill people in this country who row, we must be sure that the ways in which we ubscribe to his message of bigot- generate that change are methodical and carried y, racism and sexism. Yes, he was out for a clear, justified purpose. We must be sure upported primarily by Republi- that the change we wish to create represents the an voter, but does this mean that ideals of this country.

If we truly care about the wellbeing of our naare intolerant people? We say no. r external political affinity that tion, we need to push our emotions to the side, we are, but it is our internal mo- swallow political pride, and do what is best for cter values. Political identity isn’t our community, and for our country as a whole. th someone’s moral character, be- Anger, emotion and bigotry won’t make a country great again. Unity, patience, diligence and, . above all, tolerance, will.

— The Editors

Photo by Mars Svec-Burdick

One student holds up a sign: “Young Lives Matter.” Other signs included mottos like “Love Trumps Hate,” “No Hate - No Racism - No Trump,” “United We Stand” and “Increase The Peace.”

Amid widespread fear, safety guaranteed to students cator of integrity in California is to be a civil rights advocate. This doesn’t change if Donald Trump is the chief executive – in fact, it should embolden us as leaders and inspire us to shape the next generation in a way that In the wake of the recent presidential truly reflects what makes America great.” election, the feeling of anxiety and unease said Priest in his mass email.

For so many teachers, students’ pain is looms throughout the school, community, and country. For so many of us, our one they also experience.

“Teachers were upset and worried for first thoughts following the official results were “What is going to happen to their students … Many felt like a lot of our our country?” For others, some pain- kids and people we know and love in the Bay ful first thoughts included “What is going Area are going to be targeted,” said IB Engto happen to my family? To my mother lish teacher and Our Voice advisor Justine Rutigliano. “I think that’s what people were and father, my sisters and brothers?”

For so many students, teachers and par- scared of. People couldn’t believe that someents alike, Sequoia is a culmination of ev- one with such painful rhetoric was elected. erything that defines “community”—racial It’s still hard to believe.”

Teachers took time out of class to have diversity, acceptance of others regardless of gender, religion or sexual orientation. Our students write and communicate any feeldifferences strengthen us and make us who ings they had, students and teachers wore we are. Unfortunately, the rhetoric, ideals safety pins as a sign of support, teachers and proposed policies of our president- posted encouraging signs in their classes elect and his office threaten these aspects of and created spaces for students to write and our community—one in which around 60 post their feelings with sticky notes, all in an effort to strengthen percent of our student our Sequoia community. population is Latino The Restorative Justice or Hispanic.

“People couldn’t believe that Circle, held Nov. 17 by In the weeks, someone with such painful rhetoric months and possibly was elected. It’s still hard to believe.” Our Voice and the TRC, years to come, Sequoia —Justine Rutigliano, was a chance for adminiswill need internal supIB English teacher tration, staff and students at Sequoia feeling shaken port to ensure that by the election to have this school remains a an open discussion to explace where students feel safe, welcome and protected. Imme- press fears, concerns and reassurances.

In addition to these efforts of community diately following the final results, teachers and administration began reassuring safety outreach, a representative from Deferred Acand comfort to those affected by the state tion for Childhood Arrivals visited Sequoia of the country. They took steps necessary two days after the election on Nov.10 during to lend a helping hand to those within our lunch to speak to students and staff. Sheryl community. For math teacher Fidel Mora, Muñoz-Bergman, the Director of Program this began with as simple a gesture as post- at the International Institute of the Bay Area informed the community of their legal iming signs on his classroom doors.

“After the election, I just wanted to reas- migration rights.

This is a tumultuous time in the governsure my students. I wanted them to know that this is a safe place for everybody,” Mora ment and infrastructure of our country. We said. “I think [to some people] the results are seeing, more so than ever, exhaustive rifts of the election might’ve said one thing, but in our politics and people. Everyone has the I wanted them to know that not everyone right to feel fear and anxiety, and all emotions are valid. Shifts are happening and will hearing these things feels that way.”

Principal Sean Priest sent an email out continue to happen for the next four years. to all staff offering ways in which to help However, regardless of who you are, you have the right to feel safe and recognized in ease the concerns and fears of students.

“I’ve said many times that to be an edu- your school and community.

By MACKENZIE CLARKE and AVIVA FUTORNICK News Editor and Photo Editor

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espoir upantje viltis hopen

Photo by Mars Svec-Burdick

Principal Sean Priest provided protesters with a microphone.

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Feature

December 14, 2016

Spread the love this holiday season Happiness is Homemade. Look no further than your kitchen. Get your crew and make a meal for a family in need or a shelter to pass on the joy of the holidays through the stomach. Make your plans ahead of time so the shelter knows that you are coming.

Do you shine brighter than the North Star?

If you love to sing and want to share that gift with the world, belt your favorite carols to the neighborhood. Sing at a senior citizen home such as Hopkins Manor or Chartier Assisted Living Home, only a five minute walk from campus. Call ahead of time to let them know you are coming by.

Looking for ways to give back during the holidays, but are tired of working at food banks? Here are some new ways to give back to your community this season.

Not Old Enough to Drive? Host a drive! Socks are the most requested item in homeless shelters. Put out some donation bins and advertise the event. Donate to a homeless shelter or a donation center.

Remember that you don’t have to limit yourself to volunteer work during the holidays. People need your help all 365 days of the year.

Winter Cleaning!

Now you can get rid of all those useless brand items that that you’ve is the time to get rid of them to make space for the new. Donate old clothes to the St. Francis Center or the Sequoia Family Center.

Students hunger to eat in class

By RIO POPPER

and LAUREN STEVENS Online Editor and Staff Reporter We’ve all been there. It’s fourth period. You can feel your stomach growling, but you aren’t allowed to eat in class.

“I just want to eat my darn banana. I don’t have time to eat during snack,” sophomore Isabel Donovan said.

According to the European Food Information Council, the brain performs challenging mental tasks better when it has available glucose. Even after just two hours without food, the brain’s ability to perform starts to decline.

“Snacking helps students focus on the material they’re learning and not on thinking about lunch,” sophomore Gianna Colombo said.

Students are not the only ones who think this. Of the teachers

I’m not a people person... Get a group together and make some toys for an animal shelter. It’s a fun way to let your artistic side shine while also giving to those less fortunate animals. Great places to donate are Nine Lives, Pets in Need and Afghan Hound Shelter. Ask for a wishlist of toys they need and see how many of them you can make. You can hand deliver them and might come home with pet as well.

See FOOD on page 8

— Compiled by BRIGHID BUGOS

Starbucks brews contoversy, second year running claimed ‘Starbucks Aficionado’ Taylor Barvich said.

Staff Reporter Let’s be real, among all the other things going on in the world, people are Ever since worried about a red cup?

Starbucks released a statement from Starbucks introduced a red Jeffrey Fields, Starbucks Vice-President cup in place of Design & Content, stating that Starof Christ- bucks “wanted to usher in the holidays m a s - t h e m e d with a purity of design that welcomes cups, many all of our stories.”

Starbucks’ decision is reasonable. customers have expressed an- Choosing a design with symbols that ger. This year, Starbucks introduced follow a particular religious denomia new cup. Though it is not Christ- nation alienate those that don’t follow mas-themed, it is still holiday-themed. that religion—and it’s important we remember that every However, consumers religion should be are still unhappy.

“I feel like if you are going to respected.

“Why is this a have Christmas cups in your compaThis year, Starthing? I feel like if bucks had taken you are going to have ny that cares about representing all Christmas cups in cultures, then you should have a cup note of consumers writing on their cups your company that for the Jewish people who celebrate Hanukkah.” for years with their cares about repre—junior Felicitas Etu ‘iconic’ cups since senting all cultures, 1997. then you should In the media, othhave a cup for the er religions are overJewish people who celebrate Hanuklooked and underrepresented. We can kah,” junior Felicitas Etu said.

Starbucks’ revenue did not decrease, all name a Christmas movie, but have though, in fact, it rose. On, average difficulty recalling a Hanukkah movie. people spend about $780 a year on Naturally, the dominance of Christmas Starbucks according to CBS News. in media representation bleeds into soClearly, the cup design did affect Star- cial life—including cases like that of in Starbucks’ cups. buck’s revenue significantly.

Please keep in mind, however, that a “I am not so much as worried about the insensitivity associated with the cup is just a cup. The significance of a red cups as I am about them getting Starbucks cup extends only to the bevmy drink wrong,” junior and self-pro- erage it contains.

By DARIEN DALY

Sequoia Says:

What do you want for the holidays? “[I hope for] good grades so I can have a winter break free of stress.” Don’t we all, Christiaan, don’t we all.

—Christiaan Oey, senior “[I need] money for gas, so I can go places.” Maybe Langord can help out Santa.

—Joely Langford, junior “[I would love] a FidgetCube, as I like to fidget.” FidgetCubes are cubes with fidgeting fuctions, apparently.

—Marco Pretell, sophomore “All I want for Christmas is you.”

Queue in drums and background music from Mariah Carey.

— Pheobe Henige, freshman —Compiled by SAM BROOK

7

Feature

December 14, 2016

Air Jordan culture kicks into style at Sequoia

With shoe culture on the rise, we decided to find students who have long been interested in Air Jordan shoes to share their motives, collections and wildest shoe desires (a.k.a. their “grails”). Here are three of the most passionate sneakerheads at Sequoia.

N’jai Leblanc Senior

Reason for Collecting:

—Compiled by SIMON CLARKE and TYSON FRALEY

Jack Weber Freshman

Destiny Johnson Senior

Reason for Collecting:

Johnson’s father has been an avid shoe collector since he was a child. His fascination influenced her to begin collecting shoes at the end of middle school. Her first pair of collector shoes were the 1995 Jordan 11 Concords.

Size of collection:

Johnson has a shoe collection of over 100 pairs of shoes, including one type of each of the first 14 retro Jordans.

Grail:

Johnson’s ‘grail’ is a pair of Aqua 11 lows, a pair of white and turquoise, patent leather air Jordan basketball shoes.

Reason for Collecting:

Weber first got into collecting shoes in 5th grade.

His first pair of Jordans in 7th grade which were Air Jordan Air Force Ones, not Nike Air Force Ones.

Ever since, he has grown his Jordan collection.

Size of collection:

Weber has a Jordan collection of 14 pairs, including 11’s, 10’s, and Jordan 14’s. Most of what he buys is based on what appeals to him the most: quality, comfort and style.

Grail:

Weber’s ‘grail’ is a pair of Air Jordan 5 Supreme Camo, a Nike/Jordan collage with the clothing company Supreme.

Button-down for winter fashion

Emily Tankeh, freshman “If you’re wearing boots no one can tell you’re wearing fuzzy socks.”

Jake Kalia, sophomore “You gotta go with the versatile, neutral colors. Layering is also a big thing.”

Leblanc has been collecting shoes since freshman year, and his collection began to reflect his love for basketball.

“I don’t have many Jordans, but that [sense of style] really carried over from the court,” Leblanc said.

Size of Collection:

After three years, the collection, which contains both basketball and casual shoes, holds the Georgetown 11’s and Taxi 12’s, among several others.

Grail:

Although he has a preference for all of the OG (first 14 releases) Jordans, Leblanc says that his grail is the Flu Game 12’s.

“Jordan is my favorite player,” Leblanc said. “During that game when he wore [the Flu Game 12’s], he produced under some rough circumstances. It’s always cool to know there’s a story behind [what you’re wearing].”

Sequoia High School

North Pole 2016-2017

Krampus Xavi Boluña The Yetis Trevor Crowell Maddie Pei

The Ghost of Liberals Past Mars Svec-Burdick

The PSLs Beatrice Bugos Benjy Jude

The Gingerbread Cookies Rio Popper Maddie Reynolds

Buddy the Elf Nicholas Abraham

Reindeer Trainer Brighid Bugos

Santa’s Little Helper Matthew Eisenberg

The Lit Menorah Zack Rosenblatt

The Melting Snowman Mackenzie Clarke

Dr. Dreidel Aviva Futornick

Elves Sam Brook, Simon Clarke, Shannon Coan, Darien Daly, Tyson Fraley, Dario McCarty, Liam Menendez-Brennan, Carolina Michel, Ellie Pederson, Isabel Sanchez Foster, Lauren Stevens, Krista Weaver Mrs. Claus Minauti Davé

Photos by Simon Clarke and Ellie Pederson

Luz Sandoval, junior “Scarves. I love scarves.”

Luca Richardson, senior “Long jackets and bombers.

Bombers are always good.”

—Compiled by ELLIE PEDERSON

CORRECTION from Issue 2: Raven Report misattributed Debolina Dutta as the Young Republicans’ Club adviser in the Young Republican Club feature. As of the publication of this issue, Lisa Gleaton is the current adviser for the club.

Send letters to the editor to ravenreport17@gmail.com

8

Sports/Feature

December 14, 2016

Scoring goals not enough to stay in soccer

By KRISTA WEAVER Staff Reporter At Sequoia, there have been rules set up regarding academic progress while playing sports, but how many people are aware of them? How do those affected feel about them?

According to Athletic Director Melissa Schmidt, five to ten Boys Soccer players were unable to make the team this season due to their dropping grades.

When sophomore Johnny Avina went to tryouts, they told him that in order to play, he had to have completed the online courses, and needed to meet the grade requirements, which he had not done.

Others players, such as sophomore Gio Jimenez Garibay, were told that the only reason

Photo by Krista Weaver

In order to retain the privilege to play or practice, students must meet certain academic standards. they could not play was because they were missing a few credits.

“I feel like that’s not fair because I feel I changed my grades this year. Everybody makes

mistakes,” Garibay said.

According to the Eligibility & Participation Handbook, in order to participate in the season, one must have at least a 2.0

GPA and can not be more than 15 credits behind their required amount. These rules have been around 20 years, and no modifications have been made since.

Safety at Sequoia secured with supply of SRO

By ZACK ROSENBLATT Copy Editor There is a new face helping to keep Sequoia safe this year. David Stahler is this school year’s new Security Resource Officer (SRO)—the acting police officer on campus.

Officer Stahler is the only one on campus who carries a gun and a taser.

He works with the Redwood City Police Department to protect students and enforce state laws on students and teachers.

“He is a really kind person and really easy to talk to,” Administrative Vice Principal Gary Gooch said. “Officer Stahler is really approachable, extremely easy to talk to, a great communicator and great with kids.”

Stahler has been working with kids his whole life and enjoys being able to interact with them on daily basis instead

of working in an office or being behind As Sequoia’s SRO, Stahler mostly fothe wheel all day. cuses on cases in which students have “I like working with kids. I have broken a law on or off campus. young kids and they can potentially go “There is no real specific assignment here,” Stahler said. “It is a chance to other than to support the Vice Principals check out the school they may attend.” here,” Stahler said. “If a student walks by Before becoming a with a cell phone out, police officer, Stahler my priority isn’t to “If someone knows that there worked at a technolo- is a police officer at school, that tell the student to put gy company in Silicon person is less likely to come to that it away, though I still Valley. After the ‘Dot- school and start trouble.” have the authority too com Bubble Burst,’ —Gary Gooch, [if needed].” the company went Administration Administrative Vice Principal bankrupt and he was hired an SRO to create laid off. an overall safer envi“Usually you get a ronment that can help severance package, but not all jobs have students reach their maximum learning those benefits. When that happened, I level. realized that in order to raise a family, “I think his presence here is good as you need a dependable job,” Stahler said. a preventative measure,” Gooch said. “If Around the time the company went someone knows that there is a police ofunder, the Sept. 11 events inspired him ficer at school, [they’re] is less likely to to act. He later became a police officer. come to that school and start trouble.”

High football, basketball attendance leaves others ignored

By BRIGHID BUGOS Sports Editor Friday nights for most high school students evoke memories of frigid football games and the brisk pace of basketball games, as far as sports go. But does anyone remember the soccer players playing in the elements or the tennis team swinging without shade?

At games other than basketball and football, the audience is meager; only a couple of committed parents and some other athletes show up.

When cross country made it to Central Coast Section (CCS) championships, did anyone go to their meets? No. This is because all the meets are away and they begin before school even gets out. Who even wants

to watch people dying as and meets are all accessible they run up hills any way? for students. Waiting to be But sports games are picked up? Check the Semuch more complicated quoia website and stop by a than they seem. First of all, game for a little. they can inspire even the laAbout 32 percent of stuziest of people to get out and dents play a sport at Sequoia, do some exercise no matter which means there is one how little. Also, if you can in three of your friends and see your classmates friends About 32 percent of students that you or class- play a sport at Sequoia, which could be mates kill a means there is one in three of your s u p p o r t move, then friends and classmates that you ing. Even why not could be supporting. though go to cheer a sport them on? might not It’s much more rewarding be as popular as football or for the players and the fans basketball, players put forth when you know the players the same effort and passion outside of the sport and ac- into their game. tually talk to them.

The size of a team does With sports in the pool, not determine the amount on the field, on a track and of time and energy invested in a gym, games, matches in it. For example, Girls Golf

typically has a very small team, but they have gone 27-2 in the past 3 years. Not many people know that.

You don’t have to understand the game to enjoy it, it’s the atmospheres that make them fun.

“You’re there for the sport, but you’re also there to have fun, and I think that’s the best part about it. Cheering and rooting for your team,” junior Michela Imperiale said.

“It doesn’t really matter if you know what’s going on; you’re just there to support your team.”

So, I encourage you to grab some friends and go to a game, match or meet and cheer on your classmates. Who knows, maybe you’ll even get inspired to get some exercise or join a team.

“I think it should be a rule, but if they give you enough time to bring up your grades [during pre-season] then you can play season,” Avina said.

Although there are such restrictions, there are also exceptions. Schmidt mentioned that not just soccer, but for all sports at Sequoia, it is common each season that there are a few students who could not make the team because of their grades.

Depending on the sport and the coach, someone who does not meet these requirements can still practice with the team.

“The eligibility rule is to determine who is eligible to compete,” Schmidt said. “It doesn’t say that people can’t train with the team. Some teams will carry students who are academically ineligible and help them get their grades up [for the] next grading period.”

FOOD

from page 6

14% No

86% Yes who allow their students to eat in class, 82 percent did so because they don’t want their students to be hungry. Thirty percent choose to allow snacking to help their students focus.

There are some drawbacks, however. It can be messy, distracting and/or a burden for the teacher. Of teachers who don’t allow food, 47 percent cited mess as the reason for this policy.

“I have five classes and by the end of the day, it can get pretty gross in here,” history teacher Nancy Berry said. “I just try and limit the food mess. I also think it’s distracting for students when someone is eating right next to them.”

Students are not oblivious to this reasoning, however.

“My teacher got mad when one of our students brought a whole meal, which was pretty annoying cause everyone in the class was hungry [too],” senior Marcio Rodrigues said.

Many students, like senior Marcos Pena, believe that eating in class is beneficial.

“In classes, we’ve done this for many years, it’s the same procedures.

[A helpful] adaptation would be to eat something because not everyone eats,” Pena said. “Maybe people are hungry. Maybe they need it to stay awake. It just helps out a lot.”

Overall, the decision on whether or not to let students eat in class is in the hands of the teachers. After all, it is their classroom.