Raven Report 2024-2025 Issue Cycle 0 by Sequoia High School Raven Report

FEATURE Project Read pg. 12-13

SEQUOIA HIGH SCHOOL NEWS MAGAZINE VOLUME XXV, NO.1 // OCTOBER 2024

FEATURE Humans of Sequoia pg. 14-15

FEATURE Athletic Communities pg. 22-23

LETTER FROM THE EDITORS-IN-CHIEF

As we returned to campus this school year we were struck by the familiar feeling of belonging that Sequoia evokes. While the new year had many constants there was also noticeable change. In the Raven Report in particular this was especially notable, as we were thrust into the position of Editors-in-Chief. Changes in leadership are never easy, but we cannot stress enough our gratitude for Haylee and Allison’s work to ensure a smooth transition.

Not only did we have fresh leadership, but we had many new Staff Reporters present on the first day of school. We have been lucky enough to be a part of Journalism since our freshman and sophomore years. Standing up at the front of the class on the first day of school was truly a full circle moment for us. Looking out at the classroom we were able to picture ourselves as young reporters, full of excitement, curiosity and a touch of nervousness.

From the start, we could feel a sense of community in the class. From brainstorming article ideas with the editorial board to going to print, even though we did not always agree, we always felt like a team, one that could handle artistic differences with maturity and grace.With the start of the school year, we could also see other communities emerge, adapt and flourish at Sequoia, from sports teams and clubs to new classes. Thus, we decided capture this feeling and start our first issue of the year with the theme of community.

Whether covering the ELD program, Robotics Club or our athletic programs we attempted to capture the

Unaliyi spirit of Sequoia. We recognize that we were not able to even scratch the surface of all of the communities at Sequoia. Nonetheless, we hope our reporting inspires and uplifts the broader Sequoia community.

Another notable change to the Raven Report is the upgrade to glossy paper. which we are all very excited about! This upgraded paper carried a significant additional cost, and we are thankful to our supporters at the Sequoia foundation for providing the Raven Report with the financial backing. This is also the first year that we are running advertisements in our magazine, and we would like to thank the businesses that took a chance on us. These organizations are integral in supporting our student journalism efforts.

Last but not least, we would like to thank our advisor Ms. Diepenbrock. Without her guidance and support our magazine would still have tissue-thin paper that smeared on our hands during distribution and we would only be dreaming of selling advertisements. Thanks to her, we are able to present to you the first issue of the Raven Report for the 2024-2025 school year.

Sasha Efimchik

David Raymond

ABOUT

THE RAVEN REPORT IS A SEQUOIA High School student publication produced in the journalism class through the efforts and decisions of the staff and the publication’s editors and advisor. The Raven Report is a public forum for students, staff, and community.

THE RAVEN REPORT STRIVES TO provide Sequoia High School with informative, engaging and relevant news. The staff will exercise integrity and accountability while promoting justice and transparency through professional reporting about our school, community and the world.

CONTACT

THE RAVEN REPORT STAFF welcomes signed letters to the editor so that readers might share in the opportunities of the scholastic free press in open forum. The written views of students, parents or community members must be responsible, in good taste and free from libel, slander or obscenity. Letters may be edited for grammar or content if necessary; furthermore, editors will not guarantee that letters will be published.

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grier than in the past.With the reduced timeline, students are more impatient in line for their meal,” food services staff Sandra Jonaidi said.

Last year in the month of August, an average 253 students per day utilized school provided free brunch, compared to August of this year, which was only an average of 104 students a day.

“I feel like kids go to classes hungry every day. They don’t have anything to eat until midday,” sophomore Mario Padilla said.

Algebra and IB analysis teacher Josh-

ua Yezerski realizes the importance of students getting adequate nutrition.

“I am worried about kids not getting something to eat throughout the day. I think that it is problematic, but there are times before school when they could come and get some breakfast if they need it,” Yezerski said.

For lunch, there were an average of 460 students per day in August of 2023 who received school lunches, compared to an average of 478 this year. This increase is despite the limited time to grab lunch, and is likely due to the added lunch line locations.

lunch, as it gives them less time to eat.

“If you’re in the back of the line, then you have to rush [to eat],” Padilla said.

Not only does the schedule change have an impact on eating time, it impacts lunchtime club meetings as well.

Students are more hurried and hungrier than in the past. With the reduced timeline, students are more impatient in line for their meal.

Sandra Jonaidi, food services staff

“We have less time to meet, and we’re thinking about changing [our meetings] to flex periods, which might be inconvenient because people might not be able to come every day [and] some people have to make up tests,” Coding Club president Alex Dils said.

“We have adjusted and added a serving station at our meal prep kitchen so that students in the back of campus have somewhere to go closer to their classroom. We have added more student workers to help us serve faster and to allow us to open more windows,” Jonaidi said.

Despite the easier access, some students are still not fond of the shorter

An upside of the shorter lunch period is that it disincentives students from leaving campus during lunch. Though Yezerski is not affected by the lunch due to his earlier teaching schedule, he feels that it is beneficial to keeping students on campus.

“[There is] less time to go off campus. And so I think that’s an important one to keep kids here so that they’re on time to class,” Yezerski said.

Sequoia’s hazardous driving

BY MAREN OCKEN ~ CONOR VILLAROMAN ~ PRIYA ANSNES Staff Reporters ~ A&E Editor

As the school year began, a sobering reminder of the perils on the road unfolded. On August 16, a 24-year-old cyclist was fatally struck by a car in front of Sequoia High School at the intersection of Arch and Broadway. The cyclist died shortly after the collision. Just a day earlier, two pedestrians were injured near North Star Academy at Harrison Avenue and Duane Street in a separate incident involving a vehicle.

25 [MPH zone],” Maranda said.

At least four days every week I see or hear some form of reckless driving.

Mike McRae, cross country coach

The frequency of dangerous driving near Sequoia High School has become so alarming that it has caught the attention of the Redwood City Council. The council is now considering measures such as installing additional stop signs and traffic lights around the school to help curb speeding and noise. In 2023, there were 280 car crashes in Redwood City, many of them occurring near school zones.

Sequoia High School crossing guard Roger Maranda, stationed at the cor ner of Elwood and Brewster, expressed deep concern over the high speeds some students and other drivers reach.

“Kids, sometimes they go so fast—45, 50 miles per hour in a

Residents living near Sequoia share Maranda’s concerns. Mike McRae, Sequoia’s cross-country/track and field coach and a nearby resident on Fulton Street, acknowledged that while most students are responsible drivers, he’s seen some with little regard for public safety. According to McRae, reckless driving is most common at the end of the school day.

“At least four days every week I see or hear some form of reckless driving,” McRae said, adding that the causes of such behavior include peer pressure, cell phone distractions, and the temptation of high-performance cars.

“These vehicles offer too much temptation for the average young male to speed and burn rubber.”

Both Maranda and McRae have wit-

truck ran a stop sign as a student on a bicycle prepared to cross the street. Thanks to Maranda’s quick action, the student was unharmed, but shaken, ultimately returning home instead of continuing to school.

McRae described a similar close call involving running a stop sign.

“Three vehicles driven by football players were racing down Fulton Street and ran the stop sign at Brewster. One car went into a full drift and barely escaped a bad accident,” McRae said.

In early September, after school, there was an incident when a group of boys were rushing to get out of school. They were stopped in the middle of the crosswalk exiting the student lot on to James Ave. As students walked in the crosswalk the car quickly reversed almost hitting her.

“I was surprised and scared, it felt like my heart dropped. I realized that you need to be more aware of your surroundings because things can happen so fast,” Freshman Devon Woodsome said.

Art by Priya Asnes

What is ELD?

BY MIA RAMIREZ ~ ANGELIQUE SILVA ~ REESE SILVA Staff Reporters ~ Feature Editor

Sequoia High School has a robust English Language Development (ELD) program that provides education to non-English speakers. It helps students learn the English language and academic literacy. Currently, there are around 180 students in ELD but the number increases every week. There are 68 students in ELD I, 48 in ELD II, and 63 in ELD III.

When new students arrive they are tested by the ELPAC [English Language Proficiency Assessment for California]. This assessment is designed for students whose first language is not English. It will evaluate their proficiency in the English language and assist in determining the appropriate classes for their placement.

In addition, the ELD teachers are required to develop their own curriculum, as none is provided for them. Consequently, they must source their own teaching materials for the class. This approach has proven beneficial for the ELD students, growing their understanding of the English language in a manner that is accessible to them.

The ELD students also have similar classes to the rest of the school, but they have a different curriculum. Depending on their grade level, they are enrolled in two English classes, one science class, one history class, one mathematics class, one elective, and a physical education class.

“Teachers in PL [Primary Language] and EML [Emerging Multilingual Learner] classes have students with a variety of language levels, and it is extremely beneficial for them when we have a Bilingual Aide in the class. In classes with no Bilingual Aide, it can be difficult for students to properly learn the material,” bilingual resource teacher Allison Hyde said.

Numerous educators are seeking bi-

lingual students to serve as TAs [teaching assistants] to support ELD students in their learning. In many elective and physical education classes, the absence of a bilingual aide creates challenges for both teachers and students in terms of effective communication.

Jedd Bloom, an ELD I teacher, expresses a desire for increased representation of ELD students in various activities such as clubs, Associated Student Body [ASB], morning announcements, and other opportunities that promote greater involvement of students at Sequoia.

“I encourage all of us to consistently elevate the voices and participation of ELD students at Sequoia,” Bloom said.

He also acknowledges that the ELD students contribute significantly to the community, embodying a diverse array of nationalities and cultural backgrounds from across the globe.

“Overall, it’s an honor to have students with multiple perspectives, representing different cultures in our population here at Sequoia,” Bloom said.

Despite the numerous challenges and obstacles they face while adapting to their new circumstances, these individuals are diligently striving to master the English language. All ELD students exhibit resilience and a strong commitment to comprehending the new language.

“Seeing newcomer international students who don’t speak any English learn and grow their language skills over the few years that we have them is very gratifying and the ELD department is incredibly proud of them,” Hyde said.

Where are our ELD students from?

Infographic by Mia Ramirez

¿De dónde son nuestros estudiantes de ELD?

Infografía por Mia Ramirez

¿Qué

es ELD?

POR MIA RAMIREZ ~ ANGELIQUE SILVA Staff Reporters

Sequoia High School tiene un sólido programa de Desarrollo del Idioma Inglés (ELD) que brinda educación a personas que no hablan inglés. Ayuda a los estudiantes a aprender el idioma inglés y la alfabetización académica. Actualmente, hay alrededor de 180 estudiantes en ELD pero el número aumenta cada semana. Hay 68 estudiantes en ELD I, 48 en ELD II y 63 en ELD III.

Cuando llegan nuevos estudiantes, son evaluados por la ELPAC [Evaluación de dominio del idioma inglés para California]. Esta evaluación está diseñada para estudiantes cuyo primer idioma no es el inglés. Evaluará su dominio del idioma inglés y ayudará a determinar las clases apropiadas para su conocimiento.

Además, los maestros de ELD deben desarrollar su propio plan de estudios, ya que no se les proporciona ninguno. En consecuencia, deben conseguir sus propios materiales didácticos para la clase. Este enfoque ha demostrado ser beneficioso para los estudiantes de ELD, ya que ha aumentado su comprensión del idioma inglés de una manera que les resulta accesible.

Los estudiantes de ELD también tienen clases similares al resto pero tienen un plan de estudios diferente. Dependiendo de su nivel de grado, están inscritos en dos clases de inglés, una clase de ciencias, una clase de historia, una clase de matemáticas, una clase electiva y una clase de educación física.

“Los profesores de las clases de PL [lenguaje primario] y EML [estudiantes multilingües emergentes] tienen estudiantes con una variedad de niveles lingüísticos, y es extremadamente beneficioso para ellos cuando tenemos un asistente bilingüe en la clase. En clases sin un asistente bilingüe, puede resultar difícil para los estudiantes apren-

der correctamente el material,” dijo la maestra de recursos bilingües Allison Hyde.

En muchas clases optativas y de educación física, la ausencia de una ayuda bilingüe crea desafíos para los profesores como para los estudiantes en términos de comunicación efectiva.

Jedd Bloom, uno de los maestros de ELD I, expresa su deseo para una mayor representación de los estudiantes de ELD en diversas actividades como clubes, el ASB [Cuerpo Estudiantil Asociado], anuncios de la mañana y otras oportunidades que promuevan una mayor participación de los estudiantes de Sequoia.

“Los animo a todos a elevar constantemente las voces y la participación de los estudiantes de ELD en Sequoia,” dijo Bloom.

Además, también reconoce que los estudiantes de ELD contribuyen significativamente a la comunidad, ya que representan una amplia gama de nacionalidades y orígenes culturales de todo el mundo.

“En general, es un honor tener estudiantes con múltiples perspectivas, que representan diferentes culturas en nuestra población aquí en Sequoia,” dijo Bloom.

A pesar de los numerosos desafíos y obstáculos que enfrentan al adaptarse a sus nuevas circunstancias, estas personas se esfuerzan diligentemente por dominar el idioma inglés.

“Ver a los estudiantes internacionales recién llegados que no hablan nada de inglés aprender y mejorar sus habilidades lingüísticas durante los pocos años que los tenemos es muy gratificante y el departamento de ELD está increíblemente orgulloso de ellos,” dijo Hyde.

Procrastination Nation

BY MAEVA GUILLAUME ~ ISABELLE PADILLA CAMERON REYNOLDS Staff Reporters ~ Feature Editor

It’s 11:58 p.m., and you have just turned in your English essay, which you’ve been holding off until the last minute. It’s incomplete, but it will have to do. You still have math homework and a chemistry test the next day. What do you do? Go to sleep or study? Or, what if you never procrastinated in the first place?

Procrastination is a common prob lem for many students, with 91.9% of a sample size of 105 students admit ting that they procrastinate. This could be for several reasons, but more than half of Sequoia students agreed that it was due to laziness. Only two out of the 105 students said that the cause of their procrastination was due to their job commitments. Teachers at Sequoia share a similar sentiment.

“In college, I was one of those students, [I would] wait till the very end [until] the very last minute, and I was up for 36 hours,” AVID and Ethnic Studies teacher Carlos Villa said.

In a poll of 108 Sequoia students, around one-fourth of students have stayed up past midnight because of procrastination, although 12% have stayed up until 4 a.m. or later. So the question

size organization as a key factor in combating procrastination and feeling

“It’s normal to feel stressed. It’s normal to procrastinate, and like any other skill, it’s something you have to practice.

Emily Ryan, TRC Staff

Gur suggests saving chrome tab groups to help with organizaton, as well as using the Canvas listview as a visual reminder of deadlines. Learning tips and tricks on how to stop procrastinating is something that takes time and a little support. Different programs at Sequoia can offer various support systems, and some, like AVID, are built into the curriculum.

“Certain days of the week, [AVID] focus[es] on time management and other soft skills,” Villa said.

While procrastination is an issue to many, Sequoia mental health experts can help by providing insight on how to cope with it.

“It’s normal to feel stressed. I think it’s normal to procrastinate, and like any other skill, it’s something you have to practice,” Ryan said.

Art by Isabelle Padilla, data from survery of 105 Sequoia students

BY NATE GOTTELLI ~ YAMIR BENITEZ ~ CAMERON REYNOLDS Multimedia Editor ~ Staff Reporter ~ Feature Editor

Sequoia Robotics Club, also known as Purple Reign, has been around for 14 years. Despite the club having few official members, they achieve and win high placements in tournaments. With the club being successful while competing against teams with up to 40 members, it raises the question of why the robotics club isn’t more recognized.

The tournaments work by gaining points through having the team’s robot complete a certain task. These tasks could be locating objects through AI vision, or throwing a ring into a hoop.

for short. Along with the struggles of a small team, Purple Reign also has to contend with expensive competition costs. Theses entry fees can quickly pile up with the cost of entering a regional tournement being up to $6,000. Teams helps pay these through their

It’s a great opportunity to learn a mechanical mindset

“The design process is pretty much identifying what ways we can score points.There’s different ways and for our team, it’s hard to do all of them, so we pick some of them that we think we can tackle, and we do that,” senior Quinn Olson said.

Even with the club having only four active members, they still are able to get strong placement in their tourna ments.

“It’s a big challenge. A lot of the other teams are double, or even triple the size for a school team. For a school team, we actually do quite well, last year we placed third in our league,” senior Quinn Olson said.

Tournaments are held through FIRST Robotics Competition, FRC

“We work with Intuitive Surgical. They usually cover the registration fees, which could be kind of high […] we always get the PTSA grant and we always get the alumni grant. They love to support robotics,” club advisor Dayna Danielson said.

Recently in an attempt to drive membership, the club has been promoting them-

in the past.

“We always have a club day table. We have a robot out there. We’ve got at least three people generally at the table pushing it, and we get a lot of signups. We get a lot of kids that put their name on the list, but when it comes to actually coming to a meeting, they don’t usually show up,” Danielson said.

The club is open to all skill levels, from people interested in building their first robot to experienced engineers. No matter your skill level, the robotics club will teach you valuable skills that are applicable outside of the club.

“It’s a great opportunity to just learn sort of mechanical mindsets, if you want to fix a car or fix a washing machine, just getting that mindset of how things work in the design,” Olson said.

Despite all these challenges, the club still succeeds and builds community at Sequoia.

“The kids run it. They’re building a

BY MICHELLE RECINOS ~ YULIANA SOTO ~ CAROLINE SIELING Staff Reporters ~ News Editor

Marsenne Kendall- Chemistry Teacher

How has teaching at Sequoia as a new teacher been for you so far?

“This is my 15th year in education, the second high school I’ve worked at, and I have just found that everyone is so friendly, so welcoming, and so nice. It’s been really lovely to get to know everyone.”

What did your life look like before teaching?

“I actually worked at a firm as a staff scientist, and quickly realized that I wanted a little bit more human interaction. I thought back on my previous years and how much I enjoyed working with young people and tutoring. Even when I was in high school, I was a camp counselor, so reflecting made me kind of rethink where I was heading.”

What are you looking forward to at Sequoia?

“I am so excited for all of the spirit days, for all of the Spirit weeks and for homecoming. I also can’t wait to go see my students doing their sports performances, theater, dance or whatever they’re into. I just love seeing them in their element and doing whatever they feel passionate about.”

What do you like to do outside of school?

“I love to knit, which is really fun. I love knitting. I know how to crochet too, but I’m not as good at crocheting as I am at knitting. I love to cook and bake and I love being outside, caming, hiking, traveling.”

How has teaching at Sequoia as a new teacher been for you so far?

“It’s been nice having access to really nice facilities, supportive staff and admin. I feel very welcome here, as compared to other schools I’ve been at.”

What did you do before entering the field of education?

“I worked at a restaurant for around a year while I was in college. I also worked backstage at concert halls passing out tickets and everything. That was my job for four years in college.”

What are you looking forward to in Sequoia?

“I’m really looking forward to making music with my students, being part of the team and really growing the music program. It is a big goal of mine, and I think it’s really going to be possible with this team and the students, who I think also want to see it grow. I’m looking forward to seeing just how far we can go.”

What drove you to teach Science?

What drew you to work at Sequoia?

“I actually am an alum from Sequoia. I love the school, and when an opportunity came to work here, I was really excited and applied. Now, I’m happy to be back and be a teacher here.”

Were you always expecting to enter the field of education?

“No, not at all, I thought I would be a director for a community service. That was sort of my goal. And then I got a job at a school [...]and it changed my heart.”

What are you looking forward to at Sequoia?

“I’m excited to go to football, volleyball and all the sports games]. One of the reasons I really enjoy being a high school teacher is that you get to see students on fields.”

What do you enjoy doing outside of school?

“When I’m not doing something at school, I like to travel, and every summer I go and visit baseball fields or baseball stadiums. I really enjoy visiting new and fun places.”

“I have always loved science, even since when I was a student, science was always the subject that I was the most passion ate about. I found it the most interesting. I had really amazing biology and chemistry teachers. And so I studied biochemis try in college where I found my love of teaching.”

How do you like Sequoia so far?

“I love it. The students here are amazing. They’re fun. Great to get to know, lots of personality, and the teachers here are really great as well. They’re all amazing and welcoming. I could not ask for better students, better co workers, better admin. Everything here is amazing.”

What do you like to do in your spare time?

“I love to binge watch TV shows, especially reality TV shows. Something sucks me into them. I play video games too in my spare time. I hang out with my cat. He’s like my best friend.”

Co-Editor in Chief ~ News Editor

50 percent of 3rd graders are not reading proficiently and one in five adults read below an 8th-grade level in Redwood City. Project READ sets out to increase reading proficiency for students and residents of all ages in Redwood City.

“Project READ is a free literacy program for anyone that lives, works, or goes to school in Redwood City, and we work with anyone ages zero to 100. We provide one-on-one tutoring services for students who want to learn how to read or get better at reading. We depend 100% on volunteers from the community,” Project READ Literacy Program Coordinator Cassandra Levy said.

Project READ was established in 1987 to help children and adults learn to read. Since its founding, it has had a great impact on the community.

“I’ve seen students come to this country and not speak a word of English, and within one to two school years are reading at grade level,” Levy said.

Project READ has helped many stu-

dents adjust to new environments. Former Project READ student and tutor Roberto Paulino said the program allowed him to connect with classmates he hadn’t known well. Paulino has fond memories as a student in the program.

“I really enjoyed how we used to have a jukebox. [My tutor] would put the CD in and play one song. I reall

Even if you just need [volunteering] for school, it could open your eyes to something that you didn’t know you had a passion for.

Cassandra

Levy, Project READ Literacy Program Coordinator

enjoy[ed it and] I remember that song clearly still,” Paulino said.

As a tutor, Paulino feels he has an important role in supporting his students.

“I think [the student I’m tutoring] come[s] more to me because we’ve been together for [around] a year. I feel

that bond, she’s more [comfortable] leaning to me for help if she needs anything,” Paulino said.

Being a tutor helped Paulino get a more clear view of what he may want to do after high school.

“I just really enjoyed the student interactions because I want to become a teacher or a dentist, and I really like to teach younger students,” Paulino said.

Compared to other programs, Project READ provides a more individualized experience. Junior Miya Qui, who had experience working at a private tutoring center prior to her time as a Project READ tutor, enjoys its one on one system as it allows for more personalized connections.

After 11 years at Project READ, Levy encourages high school students to volunteer with the program to become more well-rounded and involved.

“Even if you just need [volunteering] for school, it could open your eyes to something that you didn’t know you had a passion for,” Levy said.

Stats from projectreadredwoodcity.org

The quotes below are real students’ words. However, due to privacy reasons, the drawings do not depict the students who said the quotes.

Photo and art by Sasha Efimchik and Caroline Sieling

Community is all around us, from our friends, to our teachers, to our clubmates and our everyday acquaintances. There are many diffferent communities at Sequoia, but they all aim to embody our school’s motto, UNALYI: a place of friends. Inspired by the work of Humans of New York, the Raven Report has highlighted a few of many special individuals that make up Sequoia High School.

BY SASHA EFIMCHIK ~ DAVID RAYMOND Editors-in-Chief

The beauty of blooming business

BY LYN LEONARD ~ MARLENE LOPEZ ~ CAROLINE SIELING Staff Reporters ~ News Editor

Sequoia students run a variety of businesses, which gives them something productive to do outside of school and the opportunity to earn money to spend or save for their future.

Students who run businesses have extra responsibilities that can be very stressful, but beneficial in the long run. Getting a headstart in high school can be thrilling, but by the time students finish their education, they’ll have already established a source of income and experience in running a business, managing money, customer service, and time management.

Briana Silva Peralta, a junior at Sequoia, has her own business as a florist and confectioner. It started out as a simple interest and blossomed into a flourishing business.

“I started because my sister makes vinyl [discs], stickers and shirts. I thought, ‘Oh, that’s pretty cool,’ and I mentioned how I wanted to [sell] strawberries and pastries and I decided to do it for a party,” Peralta said. After receiving praise at the party, Paralta’s confidence grew and she began increasing her business. Peralta’s clientele is expanding quickly, and recently [she] sold pastries for a whole baby shower of 100 people.

Students learn how to run their businesses through different outlets. Some use social media apps that many students use daily to drive traffic to their business and learn valuable skills. Peralta learned techniques on how to improve her products from TikTok and YouTube. Additionally, social media apps like TikTok and Instagram provide a useful method of widespread advertisement and communication. Peralta typically sells through Instagram or to people she knows personally.

A major roadblock when it comes to starting a business is time, as many stu-

dents struggle to fit it into their schedule. Students can also get swept up in the inner workings of a business and lose control of their school work.

“My main focus is school. I do all my homework first and [then] stay up at night to do [work for] my business,” Peralta said.

Lizzie Aguirre, a Sequoia senior and owner of nail business, has a similar way of prioritizing schoolwork and her business.

“School is what mainly matters, and then revolve your business around that. For example, I make sure to have a calendar, and I put the most important things [on it],” Aguirre said.

Others do not feel the time crunch of running a business along with school work.

“I always have time for everything, it’s not particularly difficult,” sophomore Angel Jacinto Lemus, who runs a barbershop out of his garage, said.

Despite some students not feeling the stress, the work can take a heavy toll on the students, especially if they’re running their business by themselves. Peralta encourages student business owners to keep good mental health throughout different stages of the business. Peralta shared that while she may not have been getting many orders, she was making progress within her business.

Senior Brittany Valencia, another florist, shared her mindset on how to deal with these less profitable periods.

“Sometimes [I] don’t get that many clients, but it’s just a phase that all businesses face, [so I don’t] give up and just keep pushing and promoting [the] business,” Valencia said.

Profits are not the only reason that students run businesses.

“I started my business because I really like the creativity that you can put

into doing nails, and how there’s no structure to doing the designs,” Aguirre said.

Jacinto Lemus said that he wanted to start his business because “it was fun”. These businesses are impressive pursuits for a high school student, and they would not be possible without the help of supporting family and friends.

“My mentor is my aunt. She helped me financially and she helped me through all my business,” Valencia said. Familial support has been integral to many student-run businesses.

“[My] mentor is my mom, and she was one of the greatest [mentors] because she was the one who supported me and who gave me many opportunities to thrive in this business,” Aguirre said.

Students can support their peers’ businesses through purchasing their goods or services. Students can book nail appointments or buy press-ons through Aguirre’s Instagram account, @beautyby.lizzie. Jacinto Lemus posts his former work and can be communicated with through his instagram account @angellblendzzz. For floral and edible arrangements from Briana Silva Peralta orders can be placed through her Instagram account @flores.de.ana. Valencia runs her business through the Instagram account @arrangementsbybri.

Briana Silva Peralta’s confections, courtesy of @Flores. de.ana on Instagram

Angel Jacinto Lemus garage barber set up

Brittany Valencia’s floral arrangement, courtesy of @arrangementsbybri on Instagram Lizzie Aguirre’s nails, courtesy of @beautyby.lizzie on Instagram

Top 5 makeup products for school

BY LUCIE ARCHAMBAULT ~ PRIYA ANSNES Staff Reporter ~ A&E Editor

With endless beauty products on store shelves, it’s hard to know which products are worth the money and can withstand the phenomenon of one’s rapidly deteriorating appearance when stepping into school, aka “school air.” However, recommendations can help avoid adding a new product into the makeup junk drawer. Here are Sequoia students’ top five favorite makeup products for school.

Mascara is the key to step into school with long and lustrous lashes. But to make lengthy lashes that stay for the entire school day, you need a good mascara. Some Sequoia students pick the Milani Highly Rated Lash Extensions Mascara to achieve this look. This is a cheap alternative to high-end mascara with the same results. Despite it being a drugstore product, it has 4.5 stars out of 5 on the Milani website. The Lash Extensions Tubing Mascara dramatically extends and lifts lashes for the false lashes look. For some students, the product lives up to its description.

“I really like this. It lifts my lashes up so well,” freshman Savannah Lewis said.

Another positive aspect of this product is the tubing formula.

“Since it is a tubing mascara it’s very easy to take off,” Lewis said.

The mascara wand has a Japanese-inspired lash extending tubing technology which wraps each lash with tube-like polymers to add instant length and lift. This lifts the lashes and makes it super easy to take off because of the tube polymers. Taking off normal mascara requires rinsing the lashes with water and rubbing them with makeup remover. With the Milani tubing mascara you can simply remove it with just warm water. Another good feature of the Milani mascara is that, unlike most mascaras, it actually makes the lashes stay up all day. Not everyone has a positive experience though. Many Amazon reviewers explain that they didn’t find the mascara to be flake free and have noticed that throughout the day it flakes under the eyes and cheeks. Although some people have experienced flaking when using the Milani Hghly Rated Mascara, it is easily fixable by brushing the flakes away. There are so many upsides to this mascara that overshadow the flaking; it is cheap, long-lasting, lengthening and has a tubing formula. If you are looking for these attributes, the Milani Highly Rated Lash Extensions Tubing Mascara is a perfect fit to wear to school

Too Faced Born This Way Concealer -$36, Amazon

Milani Lash Extension Tubing Mascara -$14, Amazon

Concealer is a great way to cover any unwanted blemishes and eyebags from homework-filled nights. Many Sequoia students and online reviewers recommend the Too Faced Born This Way Medium Coverage Multi-Use Concealer. At $36 a bottle, it is on the pricier side. But it has 4.5 stars out of 5 on Amazon and is one of the brand’s best sellers. It feels weightless on the skin, is very buildable and is very easy to turn into a full coverage concealer.

“You don’t need a lot of it to cover spots around your face,” Sequoia junior Yoselin Caprio said. Many reviewers and the Amazon description agree that the Born This Way concealer is very long-lasting.

“It lasts me the full day with very limited areas that have cracks,” Caprio said.

The durability of this product is great for hiding the tiredness on your face after long days at school. However, there are a couple of things to be aware of before purchasing it. Sephora reviewers agree that the concealer tends to be yellow and to oxidize (due to air and oils the pigment in the makeup changes color and appears darker or orange-ish throughout the day). This is very important to keep in mind while choosing a shade. Despite this, the Too Faced Born This Way concealer is a hydrating, long-lasting, and good coverage concealer that will get you through a long day at school.

Lip gloss is crucial for a school makeup look. It helps to hydrate and protect your lips so you don’t have dry lips at school while giving them a sheer nice color. The Elf Glow Reviver Lip Oil/Lip Gloss is widely recommended on social media and by Sequoia students. This lip gloss is one of Elf’s best sellers and is super budget friendly at $8. It also earns 4.6 stars out of 5 on Amazon. According to Elf, this lip oil is an ultra-glossy rosey-tinted lip oil that nourishes, hydrates and enhances your lips’ natural color.

“It’s not sticky and [it’s] super pretty,” sophomore Oceane Lacasse said. It’s infused with nourishing apricot oil, avocado oil, jojoba oil and pomegranate oil which hydrate the lips. Another positive factor of this product is the lip gloss wand.

“I love the doe foot applicator. It makes it very easy to apply,” Lacasse said.

The product has certain drawbacks. ¨It doesn’t last through the whole day. I have to re-apply 3-4 times a day,” Lacasse said. Compared to other lip glosses, this product does not need to be re-applied as frequently. Despite this slight flaw, this lip gloss is a great product to keep your lips plump, hydrated and shiny at school.

A good lip tint gives a nice color to the lips that just completes the look. Long lasting color on the lips is very important to avoid “concealer lips” or pale lips at school. Numerous online reviewers and Sequoia students recommend one of Benefits most popular and best-selling products, Benetint. With a rating of 4.3 out of 5 stars, this lip tint has become very popular, because it is long-wearing, non-drying, and transfer proof. It gives a very natural-looking tint to the lips and comes in a range of reddish beautiful shades that work for everyone.

This lip tint is also very versatile and can be used in many different ways.

“I really like how you can use it everywhere on your face as a lip tint but also as a blush,¨ Lewis said.

As stated in the description and in many reviews this product is a very long lasting tint.

“It tints your lips and cheeks for hours, it lasts really well and looks very natural,” Lewis said.

This makes Benetint great for school and is sure to last through “school air”.

One issue with the product is the packaging. Sephora reviews say that the application can be messy because the applicator can splatter. The tint also leaves the fingers stained for the rest of the day, if applied with fingers. So to enjoy this product to the fullest be sure to be careful with the packaging and applying the lip stain. Other than the slight flaw in the packaging, if you are looking for a lip tint the Benefit Benetint is a great choice with a nice long-lasting natural color perfect for school.

Blush is a major component to feel more confident and have an overall complete makeup look. It allows you to have a summer sun-kissed look in the middle of fall. Sequoia students recommend Milk Makeup’s Cream Blush Stick. This best seller has 4.3 stars out of 5 based on the 2,912 reviews on Sephora’s website. Milk Makeup’s blush is a cream color stick with a two in one lip and cheek formula cream color. This blush is very blendable and has a very hydrating formula.

“It feels really light on my skin and doesn’t dry up my skin like powder blushes can,” sophomore Oceane Lacasse said.

It has many hydrating ingredients such as mango butter, avocado oil and apricot oil which gives it a light and hydrating feeling on the skin. The cream stick blush is also great for school.

“It usually lasts the whole day,” Lacasse said.

Unfortunately, although it is a great blush, the lip color component is not on par with the blush. Many Sephora reviewers state that the tube is very big and difficult to apply to the lips and when the blush stick is applied to the lips it feels dry. It is recommended to only use as a blush and not as a lip color, in order to avoid unnecessary crusty lips at school. But as a cream blush to wear to school this product is perfect.

Benefit Benetint Cheek & Lip Stain - $26, Amazon

Elf Glow Reviver Lip Oil/ Lip Gloss - $8, Amazon

Milk Makeup Cream Blush Stick$24, Amazon

Understanding Addiction

Exploring the root causes of subsance abuse and addiction at Sequoia and what resources are available to students

BY DAVID RAYMOND Co-Editor in Chief

10% of 11th graders in SUHSD self report having used nicotine at least once

Sequoia Union High School District. California Healthy Kids Survey, 2022-2023: Main Report

Stickers from Michele Peyton’s class room

“I could quit whenever I feel like it,” Sam said.

However, quitting is not always as simple as it seems. The TRC uses an approach known as harm reduction to help students who are addicted.

According to Romero, students are given the option by the Vice Principals to meet with a TRC therapist if they are found to be under the influence or in possession of controlled substances.

“There’s hella people, so [security] is not going to waste their time,” Sam said.

Judy Romero, Teen Resource Center director “

“There are individuals that start using in middle school. Some individuals could even start using earlier than that,”

As Sam spoke, the bathroom had around 20 students vaping out in the open, with security officers present just outside the door. Despite this, security did not attempt to stop the vaping and no students were punished.

frequent user.

“I knew [vaping] was really bad for me and sometimes I would get really sick from it, and then I was just like, I can’t do it anymore,” Jen said.

For others, weaning off of certain substances is the first step in quitting. John reported significant cognitive effects from daily cannabis use.

“Sometimes I feel like I’m in third person,” John said, “It’s to the point where I’m high every day.”

However, John has stopped his usage of cannabis.

“[My vaping] is mostly nicotine be-

Graphiti from school bathrooms

by Christine Chang

Passing down the clipboard

Sequoia alumni returns to football team as head coach

BY JOHNNY LEHMAN ~ NOAH CHEVILLET ~ REESE SILVA Staff Reporters ~ Feature Editor

Coach Poulos was head coach of the Sequoia football team for 15 successful years. He has decided to step down from his position, passing the torch to a Sequoia alumni. Students are now wondering who this new coach is and what he brings to the table.

Coach Poulos led the Ravens to many victories throughout the 30 seasons he was head coach for. In the time before he took the position, the Sequoia football team had an overall record of 23 wins and 48 losses, a disappointing statistic for most.

Through Coach

Poulos’s 15 years on the job, he amassed an overall record of 82 wins and 64 losses. Coach Mems will strive to lead this team to greater things and hopefully greater success.

Mems pushed forward, employing unique scheduling to better prepare the football team.

“This summer when we went to go practice at other fields, I made it our goal to eventually get to the top division where Sequoia deserves to be,” Mems said.

As a 2010 Sequoia alumni and a previous quarterback, playing under Coach Poulos, Mems has a strong connection to Sequoia High School. After graduating from Hamline University in Minnesota, he felt like Sequoia was where he belonged.

What makes him a good coach is his strength, knowledge, and honesty combined with his unique methods.

Ricky Delgado, JV football player

Coach Frank Mems, the third head coach in a period of nine months, plans to skyrocket the team to higher divisions. The change in coaching staff remains unexplained. Despite the challenges of Terremere field getting redone and a changing coaching staff,

“I remember getting ready to graduate college, and I sent an email to Coach Poulos telling him, ‘I want to come back. I want to apply for the offensive coordinator position. I’m ready for this,’” Mems said.

Shortly after the email was sent, Coach Poulos responded, but most of the coaching slots were filled, leaving Mems the title of Position Coach. He worked his way up to becoming offensive coordinator and now head coach.

Mems has already gained the confidence of many of the players on the football team.

“He believes in everyone, works with integrity, does his job and he’s been giving us a new place to learn, all while hoping for our success,” sophomore Ricky Delgado said.

Delgado went on to express that he feels Coach Mems will provide a lot more to this team due to his intensity and honest approach with the team and its players.

“What makes him a good coach is his strength, knowledge and honesty combined with his unique methods,” Delgado said.

Additionally, when asked about how he feels about his teammates, Ricky expressed that he and his teammates are “brothers” and the team is “family”.

It is clear that the new addition of Coach Mems has players excited and ready for this upcoming season. He has created a good relationship with not just Ricky, but all of his players.

Coach Mems possesses the capability to unite this team, build a strong sense of brotherhood among its players and guide them towards achieving greater things.

Photo

Sequoia athletic communities: Water Polo and Cross Country

BY ALEX CORPOS ~ SOFIA FERANTE ~ CAROLINE SIELING Staff Reporters ~ News Editor

Community is the foundation of Sequoia. Athletics provide a community many students participate in; two close knit communities at Sequoia are the cross country and water polo teams.

Members of the cross-country team build community through the collective interest and excitement of running. Cross country team runs an average of three miles during each practice which gives them plenty of time to bond while running. Water polo requires extensive communication and teamwork, connecting students as they strive for victory. Athletes in water polo also have an opportunity to bond through grueling exercises and practices. Many

students agree that the best parts of Sequoia athletics are the people on the team.

“Everyone has different very important roles throughout the game, so that brings everyone together,” junior water polo team member Ashley Ogden said.

“during a run.

“Cross country builds community for freshmen because [they’re] able to find inspiration and role models in the older and faster runners.”

“[Community] certainly helps [everyone] be better runners. [...] Everyone’s trying to improve and trying to be nice to each other,” junior cross country runner Brennan Sherman said.

Sherman, junior cross

The collaborative nature of the sport helps bring teammates together.

“My favorite part is probably the people that I’ve met, and overall, how we work as a team and how much fun we have together,” Ogden said.

Similarly, cross-country runners enjoy supporting their teammates and cheering them on

The Sequoia cross country team builds connections through their passion for running.

“Cross country builds community for freshmen because [they’re] able to find inspiration and role models in the older runners and faster runners,” Sherman said.

The team is able to come together through the time spent together learning to a environment that keeps the runners coming back despite the tough practices and races.

“I think it brings them together through a supportive community and a supportive environment to grow,” junior Benjamin Kinley said.