Raven Report Issue 4 (April 2019)

RAVEN REPORT SEQUOIA HIGH SCHOOL NEWSMAGAZINE VOLUME XII, NO. 4 // APRIL 2019

Dancing into Monte Carlo: Prom 2019, p 14-15

PAGE 2 // CONTENTS

RAVEN REPORT // APRIL 2019

TABLE OF CONTENTS 4 NEWS

New Teen Hangout

Sophie Cattalini at the UN

Health Careers Academy Recognized

8 FEATURE

Teachers Tell All

Laura Parmer-Lohan on City Council Academy Field Trips Ravens Ditch

10 Opinion

504s in the Wake of Varsity Blues

DNA Tests Don’t Define

Jonas Brothers Are Back, Suckers!

Prom and its Controversies

18 Sports

Ravens Lose to Wildcats in Baseball

Sequoia’s Unified Basketball Team

PAGE 3 // NEWS

RAVEN REPORT // APRIL 2019

Letter from the Editors Optimism in overcoming injustice We hope every senior who went to prom had the perfect night to remember. And we hope the same for every junior, but you all have another shot next year.

We also understand that there was a lot of controversy around this prom (page 20) and that there will always be students who won’t have that idyllic prom memory. Moreover, in the wake of the recent college admissions scandal, we have learned how Section 504 is being abused to gain unfair advantages in standardized testing, among other news, it’s reasonable to feel that the sky is unfairly falling on our generation.

This year in the Raven Report, we admit to having felt this. The stability of our resources has been tested this year like no time since its establishment, and we will face a drop in over one-third of our staff and nearly the entirety of our editorial board just by losing seniors in June. Very, very often, it has felt that the easiest thing to do would be to admit defeat and submit a bad publication made unenthusiastically.

However, that would mean you’d get a bad Raven Report. Amidst all this unfairness, we have the duty to stop it in its tracks. We don’t only roll with the punches, we adapt to absorb their power, and give you—we hope—the best content yet. We always have the responsibility to serve you by sharing your worries and your accomplishments, your stories of opportunities taken to actively reverse the adversity faced,

like one student who seized the opportunity to advocate for women’s rights at the United Nations last month.

Lastly, not only do we have a responsibility to serve you, but you all have a responsibility to serve yourselves. Yes, at times the world can be imperfect and unfair, especially right around high school. But there are still nights (and days) to remember. And those all come, not by luck, but by people actively taking agency and control of their fortune.

The only way to not regret a cringey or controversial prom is to be proud of how much fun you had at it, and how much more you’ll have at the next. The only way not to be upset about a bad response to a project you were proud of, is to remember why you were proud. The only way to get over rejection from one college is to live in the moment at your new one and be proud of everything you did to get there. If you wear rose-colored glasses, you won’t defeat injustice, but you’ll give it the thorough thrashing it needs.

Printing and web posting funded by

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 adviser. The Raven Report is a public forum for students, staff, parents and community members.

The Raven Report strives to provide Sequoia High School with informative, engaging and relevant news. The staff will exercise integrity and adaptability while promoting justice and transparency through professional reporting about the school, the 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.

1201 Brewster Ave. Redwood City, CA 94062 www.ravenreport.org ravenreport17@gmail.com

Raven Report // 18-19 EDITORS-IN-CHIEF Beatrice Bugos Benjy Jude MANAGING EDITOR Brighid Bugos COPY EDITOR Shannon Coan

NEWS EDITOR Taylor Gayner FEATURE EDITOR Ysabelle Punzal OPINION EDITOR Nick Abraham

STAFF REPORTERS Madeline Carpinelli Jake Carroll Alyssa De Leon Laniah Dickinson MULTIMEDIA EDITOR Zoe Dufner Aviva Futornick Ray Evans ENTERTAINMENT EDITOR Kelsie Garay Sophie Harris Maddie Reynolds Andrew Mancini SPORTS EDITOR Jay Tipirneni

Collin Mavrinac Lex Navarra Mia Padilla Tino Pohahau David Ramirez Caitlin Sorensen ADVISER Kim Vinh

PAGE 4 // NEWS

RAVEN REPORT // APRIL 2019

Teen Advisory Board plans for new teen hangout spot want to see in the center, with many students responding with dance classes, art classes and days and times they wanted it to be Redwood City’s Teen Advisory Board is open. Based on the responses, the committee planning to create a teen hang-out spot for explained it’d most likely be open all week until high schoolers to study, chill out and chat with 11 p.m, though its official operating hours will friends. Even though this plan is still in its depend on how much funding they acquire.

“We would want a place that kids can just early stages, the center is planned to be opened kind of go and come whenever they want and in Redwood City within the next few years. have a place for what they The Teen Advisory Board want,” Recreation Specialist is a committee of young Koletti Leha said. “They individuals who strive to don’t have to feel obligated make differences in the community. They help to We don’t want [the center] to to stay there because it’s plan activities that benefit feel structured. We just want more of a open space for Redwood City’s youth, them to feel safe and that there them.”

Many students frequently along with participating is a place for them to hang out go to the Redwood City in community service and do what they want to do Public Library after school activities around the city.

Koletti Leha, Recreation Specialist to work on homework and So far, the idea is to create other projects. For many of a place for high schoolers to these students, home isn’t go after school. It’ll include quiet spaces to get homework done, along with always the best place to get work done, mostly separate areas for students to meet new people, because teens are faced with many distractions such as family matters, agitating siblings and hang out and get work experience.

“The reason the committee and I started this chores. The new spot plans to create separate plan is because we wanted a place for students areas for studying and socializing in order to to stay for a longer period of time after school,” allow students space to best maximize their said junior Mary Cheevakasemkoon, the chair and member of the Teen Advisory Board.

While the hangout spot doesn’t yet have “Redwood City is pretty small. All teens have an official location, one idea was using are Downtown, the library and Starbucks, so the bottom floor of a future Facebook we wanted a specific place for teens from our community to go stay because there aren’t office in downtown Redwood City on many other places for us to go.” certain days.

The committee is planning on providing teens with free food and technology, along with a plan to create a program that will help teens earn work experience and learn how to earn money. According to media blog Bachelors Degree Online, teens should be taught how to work and earn money early in their lives because it will provide them with skills they can use later on in their career.

“We were thinking of having a cafe for students to get free drinks as well as to earn money from working in the cafe. A lot of the board members liked the idea,” Cheevakasemkoon said. “We want to teach students management because schools don’t teach things like how to get a job, how to write a resume, and how to do an interview.”

Surveys emailed out to students asked what kinds of activities the students would

By KELSIE GARAY AND DAVID RAMIREZ Staff Reporters

“

work time.

The Redwood City Public Library is open until 9 p.m. on Monday through Thursday, but is only open until 5 p.m. on Friday through Sunday. For many students, these hours aren’t long enough for them to finish all of their work at the library.

“We were thinking about being open until 11 p.m. because, personally for me, I usually stay Downtown until 10 p.m. or 11 p.m. every single day because that’s the only place that I can do homework so late,” Cheevakasemkoon said. “But sometimes the libraries aren’t open enough and schools will kick you out.”

Even though the hangout spot won’t be open for a while, when it opens, it will provide students with a relaxing space to complete homework and socialize.

“Currently, we don’t have any funding.

This is all just the very first step. We are just scratching the surface, and [funding] is one of our future goals,” Leha said.

“We don’t want [the center] to feel structured. We just want them to feel safe and that there is a place for them to hang out and do what they want to do.”

The Teen Advisory Board is open for more board members this upcoming fall. Please contact Koletti Leha for any questions at kleha@ redwoodcity.org

Photos Courtesy of Carmelucia Sabrian Rivera Photo by Kelsie Garay

PAGE 5 // NEWS

RAVEN REPORT // APRIL 2019

Girls just wanna have fundamental change

BY SHANNON COAN Copy Editor

Filled with nerves and excitement she walks through the doors of the U.N. General Assembly in New York City. World leaders sit before her as she listens to a conversation about advancing the rights of women in their respective countries. As junior Sophie Cattalini attended the U.N. Commission on the Status of Women March 10-15 thoughts and ideas raced through her head.

“I was just really excited,” said Cattalini, President of Sequoia’s Young Feminists Club, a chapter of Girls Learn International (GLI).

“I’ve never gotten the opportunity to promote activism or do serious change at such a large scale before, so it was really humbling.”

While at the U.N., Cattalini attended a number of sessions as well as a brief portion of the U.N. General Assembly, where each country received five minutes to present on what advancements in promoting women’s rights they had accomplished over the past year. While listening, she noticed that many of the countries presenting used vague language and failed to mention women.

“Norway stood out to me because they spent most of their 5 minutes talking about education for girls and what they are doing in terms of education,” Cattalini said. “None of the other countries talked about education.”

A large part of her time at the U.N. was spent working on her Advocacy Project, where she along with six other GLI students from across the country researched a feminist issue

and presented potential solutions based off of one of the U.N.’s sustainable development goals. Her group chose to focus on how society is inclusive of individuals with disabilities and specifically the visibility of women with disabilities.

“The legal institutions put into place for people with disabilities specifically refer to men and they leave out women in that conversation. There’s just a different social standard,” Cattalini said.

One of her favorite parts of the week was working as part of the Girls Caucus Team, a group of 12 students who made edits to the U.N. Outcome Document—the official document containing the conclusions that all the U.N. member states agree on about what they are going to do in the next year to advance the rights of women. Together they made official changes to the Outcome Document, which they submitted to the U.N. Women. The member states then took their changes into consideration and Canada implemented them.

“A lot of the clauses said, ‘work towards building this’ or ‘take steps in this’, so we changed those few words to ‘implement these structures’ or ‘create these structures’ to make them a lot more finite,” Cattalini said. “We also added girls into a lot of the clauses because a lot of them just talked about women.”

She first got involved with feminist issues by joining Sequoia’s GLI her freshman year.

There she learned about how the Equal Rights Amendment (ERA), a proposed amendment

to the US Constitution that would guarantee equal rights regardless of sex, had failed to be ratified. Learning about the ERA cemented her desire to advocate for women’s rights.

“As I got older, I was more aware of the disadvantages you have as a woman. The first time I was ever catcalled was freshman year,” Cattalini said. “From there I learned more about the wage gap and discrimination issues.”

After coming back from the U.N., Cattalini presented to Sequoia’s Young Feminist Club about the specifics of what she had learned and worked on.

“She came back totally energized and just really excited,” Young Feminist Club adviser and art teacher Mozy da Costa Pinto said. “It’s enlightening to see the political process and to actively play a role in making some changes.

It’s quite an experience to actually feel like you are doing something rather than idealizing or theorizing about it.”

With the help of the knowledge she learned on her trip, the club hopes to push for changing the language of Sequoia’s sexual harassment policies as well as ensuring that all students are aware of their rights.

“We noticed that it’s extremely vague and basically copies and pastes the general education code for California,” Cattalini said.

“We noticed that there isn’t a lot of support for victims and that there isn’t a lot written about what happens when you share your story, so we want to add stronger wording to show more support.”

Photos Courtesy of Sophie Cattalini

Sophie Cattalini (third from right) with her Advocacy Project Group. Her group focused on how to create sustainable infrastructure for people with disabilities, specifically women.

RAVEN REPORT // APRIL 2019

Photo by Caitlin Sorensen

PAGE 6 // NEWS

Health Careers Academy students train to be first responders through interactive drills and activities.

Health Careers Academy wins award for providing challenging curriculum, real-world opportunities

BY CAITLIN SORENSEN AND MADELINE CARPINELLI Staff Reporters Sequoia’s Health Careers Academy (HCA) became one of the seven California Partnership Academies (CPA) distinguished academies in California, beating almost 400 other institutions for the award on March 4 at the CPA conference in Sacramento.

After three years of being observed by the CPA organization, the

HCA exceeded high criteria in providing Academy students with a challenging curriculum, pushing students out of their comfort zone, and having diversity in the classroom.

Students and teachers were unaware that they were being considered for this award until notified by the CPA. “One thing they recognized is [that] we offer our students a lot of opportunities, [like] service learning opportunities, different projects that give our students exposure to the careers, certifications and

RAVEN REPORT // APRIL 2019

PAGE 7 // NEWS

Photo courtesy of Ashley Gray

training,” Med Clinical 1 teacher Gregory Schmid said. “Those things do more for the community. Teachers’ goals are not to receive awards stood out among some of the other programs.” and instead to better students and further motivate them to do more, HCA teachers Ashley Gray, Gregory Schmid, Nichole Vaughan, for example to deeper partnerships with local businesses.

Stephanie Weden and Principal Sean Priest were conference attendees “[The award] is going to inspire us to continue to grow, and to from Sequoia, where they accepted the award. develop deeper partnerships within our local community,” HCA “It was cool to be called up on stage to be recognized for what we Department Chair Ashley Gray said. “I think it’s both inspirational [for did. Our team had that moment together to just enjoy it,” Schmid said. us] and sets some higher expectations for where we want to go.”

“Afterwards we gave a presentation unrelated [to the award] but about Although students didn’t attend the CPA conference, the fact that our program, and it was kind of nice to say, ‘Yeah we received this the academy was given such a prestigious award gives the students a award and recognition but this is what we do, and this is why we do it.’” new sense of pride for being a part of the HCA. The goal of the Health Careers Academy is to provide hands-on “It means a lot because us sophomores have only been in it for learning and to give students the opportunities to get experience in the one year and we’ve already worked hard, especially our teachers,” field they are interested in. sophomore Bobby Poole said. “[We] feel really honored that us, out of For example, students volunteered when the HCA partnered up hundreds of academies of California, were recognized as the top eight.” with The VIA Heart Project to provide a free heart screening for the The goal for the HCA is to give students as much experience in community. the medical field as possible and to help make a future for them by “There are so many opportunities that I [can] take advantage of and providing support to go to college and a future in the health field. so much networking that I [can] do,” sophomore Paul Graf said. “I like Although this was a big accomplishment, teachers said they do not do meeting new people that [are] also interested in the same stuff I [am].” this for the awards and that the award is just a way to recognize all of The HCA also introduces students to new career options and ideas the hard work put into the program. for the future.

“It’s a sense of pride, and it makes me want to continue pushing “We learned a lot about careers that I hadn’t even heard about, the boundary and giving our students more, and more opportunities,” for example, an obstetrician [a doctor that specializes in childbirth],” Intro to Health teacher Stephanie Weden said. sophomore Tanya A. Tapia said. “I didn’t know about that [career], and Through the dedication of the teachers and students, the HCA has now I want to be one.” set the students up for success throughout the years.

Partnerships with local businesses offer students internships and “As a lot of our seniors are making plans for next year, they’re enrichment opportunities outside of the classroom. leaving with more confidence, they’re leaving inspired that they can One yearly tradition is that the HCA finds mentors with experience make a difference,” Gray said. “Most importantly they’re leaving in the health field to pair up with students. Mentors meet with their empowered that they have the knowledge, skills and practice to move students monthly to help them with resumes, job interviews, and to the next level of their education.” general advice about getting a first job and advancing in a career.

Students believe their hardworking teachers are what make the HCA special and award-worthy.

“I think the effort that our teachers put in [made the HCA stand out] because they’re always accessible and they work so hard,” Graf said.

“They’re also all super friendly, and they always want to see you succeed.”

For the HCA, the award will set the bar higher After years of hard work, teachers celebrate after winning the CPA award for and motivate them to the Health Careers Academy. accomplish more and

PAGE 8 // FEATURE

RAVEN REPORT // APRIL 2019

What have you heard?

Teachers always hear more than they let on, so what is the weirdest thing they have heard?

BY MIA PADILLA, Staff Reporter

“When I was first teaching, I looked really young. And I was trying to draw a line to tell students that I wasn’t going to be their friends. And this kid gave me a card on Valentine’s Day. It said, ‘You taught me a lot of things, but you’ve taught me how to love.’ I kicked him out because it was really inappropriate.”

Hillary Martinez, English teacher

“Sometimes I’m not even aware that my students know each other.

And then I find out, that they’ve been dating for like months. And I’m like, oh, they are in my other class.”

Photos by Mia Padilla

“Students have asked me how the brain reacts to day-to-day things like homework and our cell phones.”

Diana Nguyen, history teacher

Nichole Vaughan, English teacher

Debolina Dutta, science teacher

“Once a conversation spiralled out of control when [a student] asked what color a piece of paper was and [another student] said white when it was light blue.

Then a bunch of students took a color blindness test and it turned out [the student] is color blind.”

RAVEN REPORT // APRIL 2019

PAGE 9 // FEATURE

Politics hits home for students with parents in office

BY SHANNON COAN Copy Editor

she would be one of three new City Council members.

“The night she was elected it was pretty exciting,” Bradley ParmerPride, stress, excitement and a sense of responsibility filled the air Dec. 10 as Bradley and Greg Parmer-Lohan swore in the newest Lohan said. “We were refreshing the page every couple of minutes, and it was just really exciting because everybody who helped on the member of San Carlos’ City Council: their mother Laura.

Laura Parmer-Lohan, the mom of both Bradley, junior, and Greg, campaign was there.”

Laura Parmer-Lohan was sworn in on Dec. 10 by her two sons, freshmen, was elected to the San Carlos City Council on Nov. 6. She ran her campaign on the theory of “leading by listening” with a platform something both thought was a highlight of the process.

“It was definitely a fun experience,” Greg Parmer-Lohan said. “It was focused on addressing traffic issues and protecting San Carlos’ parks and open spaces. She received a total of 27.78% percent of the vote, the most kind of stressful but not at the same time because we were swearing in a city official, so of any candidate you can’t really in the race. mess up but at “I’m just real the same time proud of her,” its my mom.”

Bradley ParmerB o t h Lohan said. “I see B r a d l e y her at home, and and Greg I know how hard participated in she was working the campaign to get to this point process. They and how much helped out by she was thinking participating in about it.” anything from For Laura block walking Parmer-Lohan to passing the decision to out flyers to run was one that running a booth stemmed from at Hometown family.

Days.

For “My youngest the months son had given leading up to me feedback the election, that he was very campaigning dissatisfied with became a family the way that many Photos Courtesy of Laura Parmer-Lohan activity and one of our country’s which they all leaders were On Dec. 10 Bradley and Greg Parmer-Lohan swore in their mother Laura to San Carlos’ City enjoyed. treating each Council before she participated in her first City Council meeting as a councilwoman.

“I helped other,” Laura Parmer-Lohan said. “It made me pause because I realized that we ask our her out when my schedule allowed,” Bradley Parmer-Lohan said. “When youth to treat each other with respect and kindness and be thoughtful I didn’t have too much homework, I was block walking with her, putting about how they resolve conflicts, and I believed in that moment that we flyers on door knobs and talking with people.”

For now, neither Bradley or Greg thinks they will run for office when could do a better job.”

Beyond serving as part of her inspiration to run, she also asked both they grow older. They both agree that this is there mom’s ‘thing’, but they sons before announcing her candidacy if they would be supportive of both recognize that through this process they’ve learned a lot about her running for City Council, recognizing that this decision would how local government works.

“I learned more about how things work in San Carlos,” Greg Parmerimpact the whole family.

“It was a family decision for me to run, so they gave me input and Lohan said. “It’s just cool to think about how if you’re up to the task they asked for certain commitments from me in order for them to give of running for City Council, it’s definitely feasible, if you have the determination like my mom had.” me their ‘yes’ to do this,” Laura Parmer-Lohan said.

As for students whose parents are considering running for office, On election night, the Parmer-Lohans hosted a watch party where all of the people who helped on the campaign were present. The votes Bradley Parmer-Lohan has this advice.

“It’s a lot of work, and it’s going to be a grind,” Bradley Parmer-Lohan were displayed on a screen and every couple of minutes it was refreshed to display the votes came in. The final results were not ratified until 30 said. “Just do your best to support your parent because they’re just as days after election day, but by around 11 p.m. that night it was clear that stressed about losing time with you as you are.”

PAGE 10 // FEATURE SPORTS

RAVEN REPORT // APRIL 2019

Cell phones: Friend or foe?

BY COLLIN MAVRINAC Staff Reporter Cell phones and other technology pose a great advantage, yet also a great obstacle for Sequoia students who have experienced its highs and lows throughout their careers.

In a survey sent to Sequoia students, roughly 87 percent admitted to having used their phone in class. One student in the survey admitted to doing so with ease.

Spanish teacher Evelyn Nadeau has seen large increases in phone usage over the years. “[When] internet on the phones became more readily accessible, then that started becoming an issue with classroom management,” Nadeau said. “[We then had] to create all these rules and policies at school because [phone usage] is a distraction.”

Currently, Sequoia allows three strikes before distributing detentions to a student for breaking school policy. The first offense allows the student to come pick up their phone after school from the AVP office. The second requires a phone call home and a parent to come pick up their child’s phone from AVP. The third strike is when a parent has to come pick up the phone and the student is given two detentions. All of these strikes carry throughout the entirety of high school. “[The policy has been around] since before my time at Sequoia,” Principal Sean Priest said. “Probably since there has been a need for a policy.”

Students though are easily distracted and feel the need for other entertainment during breaks and class time, which both break school policy.

“I think that the phone policy could definitely be a little less strict because I like to use my phone during breaks,” sophomore Lucy Kelly said.

Currently, students are not allowed to use their electronics on campus within school hours. The current policy indicates that electronics should neither be seen nor heard.

“I think the purpose of it—making kids more social—has improved the quality of the school as far as the communication between students,” security guard Matt Kelly said. “I do still find a lot of students still using their phones, so phones are taken when they’re out.”

Several students gave us their thoughts via survey on why they are using their phones.

How Many Hours Students Spend on Their Phones Daily

Results taken from a survey of 434 student Graphic compiled by Thao Nguyen

Many noted that this was because they were bored in class.

“Phone usage in the classroom is a product of addiction,” sophomore Bryana Sosa said.

“You don’t need to check social media.”

Staff have noticed that teens, in general, seem to have trouble being away from their phone.

“I have a flexible bathroom policy, and students will often go and leave for a bit and I can assume that they’re on their phones texting their friend or going on social media,” physics teacher Jack West said.

The school can’t regulate how much students are on their phones outside of school, which leads to phone addiction leaking into the school system. The average screen time for teens comes out to be more than nine hours a day, according to an article from The Washington Post.

A large discussion point among students about the issue is if the policy is too harsh in not letting students use their phone during breaks, or if it is aimed to avoid phone addiction in teens.

“I think students should be able to check their phones during lunch or brunch,” senior

Louis Bulka said. “It’s not like you see students running out to play kickball anymore.”

Cell phones are practical and needed in an everyday life. Students use them to communicate with their peers and, more importantly, family.

“I have to contact my mom saying ‘Hey, I’m doing this, this and this after school. This is probably when I’ll be home,’” junior Claire Williams said. “It’s a lot more convenient to have it be sent before it’s actually occurring.”

While some students use excuses to justify why they need a phone, the presence of this pocket-size tech is still reassuring to parents who want to make sure their children are safe coming and going from their home.

“A lot of parents will be like, ‘I couldn’t reach you all day, are you ok?’ because you expect that your child will be able to respond to you in a timely fashion,” Bulka said. “If it’s locked up in a teacher’s desk, it just causes problems.”

The reliability of cell phones has has great impact on students and the influence just continues to grow without structure like the phone policy when outside of school.

PAGE 11 //FEATURE SPORTS

RAVEN REPORT // APRIL 2019

Ditching the closed campus:

students ignore policy, leave regularly

BY JAY TIPIRNENI, ALYSSA DE LEON AND LEX NAVARRA Sports Editor and Staff Reporters

Designated-Area. The designated area being dollars?”

Though Sequoia and most other the campus,” Administrative Vice Principal Gary Gooch said. “The second one, you start surrounding schools have a closed campus “Hey, do you want to go get Teaspoon getting detentions. Then there’s another policy policy, there are schools in the Peninsula during our free period?” “Yo, let’s go to Ike’s saying that if you come back onto campus after who allow their students to have more liberty regarding leaving campus. for lunch!” “Can you get me Starbucks during having been off, then you For example Palo Alto High your free period?” could be searched.”

School has an open campus.

These are common phrases heard in This is to prevent illicit Much like Sequoia, Palo Sequoia hallways. As much as staff and substances being brought Why do that when I can just Alto is in close proximity students don’t want to admit it, ditching at on campus.

Sequoia occurs often. While our school has a “I went off campus go over to Ike’s and get a with restaurants and other closed-campus policy, it doesn’t prevent the everyday until I got nice sandwich and a drink vendors, making it easy for students to simply get student body from sneaking off campus. caught,” freshman for seven dollars? lunch off campus and come “Students are not permitted to leave Makariotera Pina said. Arthur Von Wronski, senior back. Because Sequoia is campus during school hours,” the official “I was coming back how surrounded by food vendors policy states.

I usually do through the Despite this, the policy has become obsolete front gate and the security guard was there. like Palo Alto High is, many Sequoia students feel as though Sequoia’s closed campus policy in the eyes of Sequoia students. [...] He checked our backpacks, everything. ” “I have left campus several times just so However, many students who have should be adjusted to make the option of I could go get food and come straight back,” left campus without permission feel that outside food more acceptable, even if the senior Gabriela Cux said. punishments are unjustified campus isn’t fully “open”.

“I think there should be some sort of To maintain the closedbecause they always have the campus policy and prevent intention of returning back to system in place, like a check in/check out students from leaving campus campus. Many students leave system where students have earned it...like if on their own, staff and I have left campus campus during lunch or a free they have over a 3.0 GPA. Then you should be security guards patrol the several times just so I period only for the purpose allowed to leave campus,” Von Wronski said.

Changing the campus policy would be campus checking on students could go get food and of purchasing food for lunch, that don’t have passes. come straight back. and then return for their tricky due to the ‘Portal to Portal’ system the However, many students have Gabriela Cux, senior next class at the time they are state of California has set in place. When a student leaves their house to go to school, their been able to get off campus supposed to. often without getting caught “We’re right next to school is legally responsible for them until through open entrances during the school day. downtown and if you don’t have free/reduced they go back into their house after school.

However, if you feel strongly about the When students are caught going off campus lunch, lunch costs four dollars and if you want without permission, they are given a warning anything else you’re going to have to spend campus policy and want your voice to be on their first offense. eight dollars,” senior Arthur Von Wronski said. heard, you can visit the Sequoia Union High “If we catch the student coming back, “Why do that when I can just go over to Ike’s School District office located on the corner of they get what is called an “ODA”. An Out-of- and get a nice sandwich and a drink for seven James Ave. and Elwood St.

“

“

PAGE 12 // FEATURE

RAVEN REPORT // APRIL 2019

Let’s g

Sophomores Ishmael Ruiz and Hannah Burnham went on a field trip to Hidden Villa with the Digital Arts Academy.

PAGE 13 // FEATURE

RAVEN REPORT // APRIL 2019

go on field trips

By TINO POHAHAU Staff Reporter Sequoia’s Digital Arts Academy and Health Careers Academy have fun field trips that students attend to see job opportunities. Field trips can help students understand a subject on a better level. Hands-on learning experiences like field trips create fun learning environments and make students want to do better in class. If students were offered field trips as a reward for good behavior in class, it could be beneficial.

Students in both the Digital Arts Academy and Health Careers Academy go on more field trips than the rest of the school. Sequoia should consider using field trips in all classes to motivate students and also give students an idea of their future career paths they might take after high school.

When students can observe the subject they are currently learning about be applied in the real world, it can make students more willing to have a positive attitude towards the subject. As a student, sometimes the things we learn in class don’t seem helpful for life after high school, so seeing it be applied to real life situations could guide students towards the right career paths.

Senior David Tuakalau, who is a part of the Digital Arts Academy, went on a field trip to Skyline Community College and spoke to mentors about how to be a presentable person in the work environment. On this trip, Tuakalau and his class learned how to talk in a professional manner during interviews.

“The trip was a chill and fun learning experience that kept me more in tune in class,” Tuakalau said. “I definitely feel more confident in myself because the mentors taught us how to present ourselves when it comes to a job.”

Teachers mainly use field trips to give their class a more socially-open and unstructured lesson about the subject.

Economics teacher, Darrel Turner is taking his class on a walking field trip in April to the courthouse in downtown Redwood City, where they will watch trials and see how the judicial branch works and looks in action.

“This trip should help students get a better understanding of citizens’ civic rights and responsibilities,” Turner said.

He asked Sequoia for a $500 grant for lunch

to feed 60 students and only received $200, which he was asked to spend on Sequoia hot lunch. Turner needed the $500 to feed his students for the day but instead, may have to come out of pocket if he can’t find an alternative way to get the money.

Teachers might not know where to find money for field trips which could also prevent them from considering this. Turner’s situation has shown that all a teacher must do is ask the school for a mini grant for their field trip.

Another Digital Arts Academy senior, Edward Vazquez, went on a field trip to Hidden Villa to pet cows, get close with sheep, chickens and “huge” pigs to understand how farm life works.

“I liked that I got to see agricultural jobs being applied in a real life situation because I’ve been thinking some of the things we’ve learned are pointless,” Vazquez said.

He was happy that he got to see a glimpse of how real life works outside of high school and the academic lifestyle because it showed him branches of work that he might be interested in.

The trip also brought him closer to his teacher and classmates which helped with comfort in the classroom.

“The trip made the relationship between my teacher and I more comfortable and saw her as a friend trying to help instead of just some instructor who might not care about me,” Vasquez said.

Vasquez said the trip made the class feel like a community, making him more friendly with his classmates and giving him the comfort to be himself more. This overall positivity and comfort that the field trip brought made Vasquez more willing to do well in class.

An article about the positive effects of field trips from the website Teach Thought said, “Students have the opportunity to determine what they learn and how they learn it. Said differently, student learning can be interest-driven, not

teacher and curriculum driven.”

Jason Drogin, a Digital Arts Academy teacher, believes field trips help students see their subjects being applied in real life which increases students’ interest levels.

“The primary reason we take our students on field trips is so they can see the job opportunities that await them when they graduate and get a feel for what career paths they want to take. All field trips have positive impacts on students but they have to understand why they are there.”

When asked if field trips would be a good or bad thing for other classes, he said they have to know why they are there for the field trip to have a full effect on the students. If they don’t know why they are there they will most likely not pay attention to what is going on.

“In class the teacher starts off the lesson by saying this is what we are learning, this is how you will show me you learned it, and this is why we are learning it.

Field trips are the why,” Drogin said.

In class, you are able to sit down and learn about the subject at hand, but you aren’t really able to see it being applied.

Field trips are the end of the lesson showing the subject being applied to real life situations.

So what could be some fun field trips for other courses?

For math, a students can go to a sports event and record statistics of the game and the teacher could find a way to incorporate that into activities. For english, students could go to a play— we are learning a lot about Shakespeare, and the Fox Theatre sometimes holds plays students could go to. For science and history, teachers could bring their students to a museum.

Field trips are fun, hands on learning experiences that give students an unstructured lesson about the subject and can also give physical examples of what students can do after high school. Sequoia should consider incorporating them into all subjects.

“In class teachers start off the lesson by saying this is what were learning, this is how you will show me you learned it, and this is why we learned this.

Filed trips are the why.”

—Jason Drogin, Digital Arts Academy teacher

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Friday night Prom draws huge crowd

BY LANIAH DICKINSON Staff Reporter Normally when prom is on a Saturday, students have the whole day to prepare and get ready, but now that it was on Friday, many were in a dilemma.

This year’s Sequoia High School Junior and Senior Prom was on Friday, April 12, at 8 p.m. at the Bently Reserve. In past years, prom has always been on a Saturday, but this year it has been changed to Friday because there was a conflict with a religious holiday. Some students didn’t know it changed and many were furious because of it.

“We definitely took [Prom being on a friday] into account. It [was] a point of concern and we [encouraged] students to attend their classes regularly. We considered adjusting the schedule to a minimum day, but we had an unavoidable conflict with the testing that’s going on,” ASB adviser Corey Uhalde said.

The costs associated with going to Prom also pose obstacles for some students.

According to an article by Money Magazine, teens have been spending way more than their parents did when they went to prom.

In the article it noted that a student going to school in San Antonio, Texas in 1988 spent about $65 for her prom. Now, that former student’s daughter spent $400: a dress was $125, a ticket was $100, getting hair done was $70, splitting a party bus was $50, nails cost $40, and earrings cost $20.

For Sequoia to rent the Bently Reserve for a night, it cost $10,000.

The Federal Reserve Bank of San Francisco, now known as the Bently Reserve, was the main headquarters for almost 60 years.

The theme this year was “A Night in Monte Carlo,” which included $2,490 of casino games and food costing over $15,500.

A major reason for spending so much money on hair, makeup, dress, shoes, is to look fabulous to those around you. Many pictures are taken by friends and family before you even leave the house.

Then those photos are shared with people, who show them to other people, who then show the photos to other people and so on.

“I think Prom is supposed to be this fun thing you will remember in your high school years. Get fancy and go with someone you like or your friends,” junior Lydia Perrone said.

During the dance people were mainly hanging in the casino and by the beverages. There were Shirley Temples made right in front of you and endless casino games. The DJ could have been better, but everyone still danced all night long. There was also a photobooth that had many going back and forth.

671 students attended Prom on Friday, April 12, which was a new record for attendance.

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RAVEN REPORT // APRIL 2019

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RAVEN REPORT // APRIL 2019

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BY BEATRICE BUGOS Editor-in-Chief

The Operation Varsity Blues scandal, in which wealthy parents paid large amounts of money to give their children advantages to get into prestigious colleges and universities, will be discussed for the next several years as the college process cycle renews.

However, this is only the tip of the iceberg. There are so many ways parents are buying advantages for their children.

One of these less discussed advantages is parents using unwarranted accommodations for standardized tests, commonly

called “having a 504.”

A 504 is an education accommodation plan created with the parents and the school to allow a student with a learning or physical difference to learn and test to the best of their abilities in an environment that works for them.

Before the scandal broke, I was aware that students were using 504s to gain extra time on the ACT and SAT. I was fortunate enough to have an SAT/ACT tutor, and he recommended me to have a 504 because most students at the private school he works at have one.

I qualify for a 504 because I have a physical difference which could allow me to have access to extra time on standardized tests, even though I don’t necessarily need it. I choose not to have one because my specific physical difference does not hinder my ability to learn.

Because of this, the scandal infuriated me because people are misusing 504s which is unfair to those who actually need them.

The ringleader of the scandal, Rick Singer, told one family that the scam worked by getting their child diagnosed with a fake learning difference to test in an isolated room. Then, in that isolated room, a bribed proctor was also part of the

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scam. The bribed proctor would then change the student’s answers to get the desired test score.

Let me emphasize that parents are misusing a system built to foster equality. They are only creating more inequality within the college process.

In 1973, the Rehabilitation Act was passed, including Section 504, to hinder discrimination against people with physical or mental differences.

To get a 504, students can have a free evaluation by the school. But, parents can also pay for an outside evaluation, which is what most parents involved in this college admissions scandal did, because it is likely their student didn’t actually need one.

There is a range of people who qualify for a 504 because the policy is so vague, allowing for almost every condition, or lack of condition, to be covered. The proper documentation of a di ag no s is , c h a n g e s in academics and a teacher recommendation may be asked for, but it depends on the school.

With 504s, there doesn’t have to be a written document about the accommodations.

The parents must notify the school of any

significant changes in accommodations but the notice doesn’t need to be in writing.

When I was looking through the policy of the 504 to understand it better, the loopholes were staring me in the face.

I can clearly see how the parents paid for an outside evaluator to have their child examined and slipped the evaluator a few more hundred dollar bills to get the evaluation done “correctly.”

There is also no standardized 504 plan so essentially one could make whatever plan is suitable for their child’s needs, or lack thereof.

T h e other loophole is that 504s do not need to be reported to colleges because colleges are legally not allowed to ask if a student has a learning impairment. This of course protects those who need 504s but also protects those who are misusing them.

Then, to get extra time on the ACT and SAT, there is no guarantee you will have it even with a 504 or other education plan.

There are a series of procedures and documentation needed for each test. The most important is a “Teacher Survey” form which provides evidence that

the student is using their accommodations in the classroom. But take into consideration that this needs to be completed six weeks in advance.

I am not accusing all students of using 504s only to gain an advantage. Most students are using it for their intended purpose.

However, there has been an increase in the rate of student using accommodations for the SAT with an increase of 2.5 percent increase from 2012, according to the College Board.

A Wall Street Journal analysis of federal data shows that more students have gotten a 504 to receive extra help with issues ranging from ADHD to anxiety.

There is a lot of work necessary to have educational accommodations for the classroom and standardized tests to meet students needs. I feel sympathy for the people who do have to deal with this for their own good because the system process seems taxing.

But, if someone is trying to cheat their way through it, that’s a lot of time and effort you could be spending on actually studying for the test so you can do well for yourself. Take the time to reflect on what help you need and what help you can give others in order to help our school community grow stronger.

OPINION PAGE 20 // FEATURE

RAVEN REPORT // APRIL 2019

Suckers for the Jonas Brothers Blast from the past: Jonas Brothers return with show-stealing song

BY DAVID RAMIREZ Staff Reporter After a six year hiatus, the sibling trio of our dreams, the Jonas Brothers have made their comeback to the public eye in the release of their new song and music video, “Sucker,” which premiered on YouTube March 1.

It garnered a staggering of 68 million views in under two weeks, along with 30 million audio streams. It was the number 1 U.S. audio stream throughout all platforms.

According to iHeartRADIO, “Sucker” is the first song debuted by a band to chart number 1 on Billboard’s Hot 100 of this century. As a group, it’s also their first single to chart number 1.

Their return over the past few months has only been chatter and rumors until the release date, when the band took to Instagram to post an image of themselves in front of the royal Hatfield House with the caption “Sucker” in the bottom right corner.

Here are my first impressions of the song and music video: In my first listen of the audio, it was catchy and was great to jam to, but it felt boring as it progressed, and left me wanting more; it didn’t satisfy enough in one go. Sonically it sounds like something you’d hear in Hollister or Forever 21; catchy and fun, but lingers more in the back of your head. You’ll be intrigued, though the piqued feeling will soon deliberately ebb away.

It’s very much a banger with great harmonies and uplifting beats. It’s a radiofriendly song that comprises of rock and pop sounds, which you can’t resist bopping your head to. It ends very abruptly which hits quite hard, although there weren’t any spectacular moments that make you feel like this song is what’ll be on repeat on everyone’s playlist, at least not in the first listen.

Lyrics like “We change the weather, yeah I’m feeling heat in December when you’re ’round me,” and “You say the word and I’ll go anywhere blindly” sound like a fifth grader wrote a love letter to their crush, though they made it sound very heartwarming.

Which then prompts to very lustrous lyrics that are quite sultry and, of course, it wouldn’t be a Jonas Brothers track if it wasn’t risque.

However the music video spiced it up and made it feel different, it fed the hunger the audio alone may not have. Right from the start you’ll see an overview of where they filmed their video. The Hatfield House, built in 1611, which was also Queen Elizabeth the first’s childhood home. Seconds later you’ll witness the band singing to each of their lovers.

It’s very sensual and at the same time it’s exhilarating. The visuals are very quirky in a good way as it elicits a very “Alice In Wonderland” atmosphere. In one scene, they’re all seen having a meal together as well as sporting crazy outfits and dancing. It’s like swimming in a pool of wackiness, luxury and sexual desire.

Call it a beautiful homage to the center stage of their hearts. Each Jonas brother is in a relationship of their own with three glamorous women: Nick is married to Priyanka Chopra Jonas, a well known actress and singer, Joe holds the heart of his fiance Sophie Turner, also an actress, and Kevin married television personality and former hairdresser Danielle Jonas all the way back in December 2009.

No more arguing with your bestie for which Jonas brother is whose.

During the video, each couple had time to be shown off with very seductive as well as over the top crazy scenes. In some scenes each couple gets close to their partners and one scene in particular is when Chopra appears to strip while walking towards Nick. But in another, Joe and Turner are in a bathtub outside of the house, Turner appears classy whereas Joe appears very carefree and crazy.

The video does shine a bright light on opulence, and it appears as if the leading ladies are enthralled over it. All of them are dancing and walking around with very dramatic looks. Everyone genuinely looks amazing strutting around with great attires. It’s like

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watching princesses and princes letting free to be abstract and happy.

As soon as it ends, they’re all seen posing elegantly for a family portrait. Each of the shots throughout the video with the couples is very cool to see. You’ll notice how much each Jonas has grown and it’ll make you feel happy for them… unless they’ve stolen your heart.

Conclusively, “Sucker’s” crazy and amorous visuals as well as catchy beats made it one enticing and triumphant comeback. It explores strong bonds along with fidelity, and does so in a way that’s comforting as well as entertaining.

Congratulations to the Jonas Brothers for

which they’ve claimed their first number one single on Billboard’s Hot 100. Merry wishes to the newly reinvented Jonas Brothers as they continue to live out their happily ever afters.

More recently the Jonas Brothers came out with a new single and music video “Cool,” which premiered on YouTube April 4. Six years of waiting and the Jonas Brothers have finally reunited to not only release the record breaking “Sucker” but now have also released “Cool.”

“Cool” has garnered achievements as well in the little time it’s been out. So far it’s been announced by Headline Planet that it’s been

pop radio’s most added song, a warm welcome for the single and more to look forward to. It’s still making its way up in the charts from the help of support and endearing fans.

Again, the song took time to grow on me, dull at first but amazing after. The music video gives a very retro vibe and is very summery as well, overall the music video is great and might be said the same from other fans.

Fans now have more to listen to and look forward to what is in store in the future for the Jonas Brothers and how it’ll benefit them, the fans. Six years of absence, I think it is safe to say that it was very much worth the wait.

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DNA test doesn’t say who you are

Whether you of identifying with the culture is solely to reap of my identity and is something I take pride in.

BY YSABELLE PUNZAL You can’t talk or buy yourself into a culture took a 23andMe the benefits it provides them.

Feature Editor If that culture or ethnicity wasn’t a big part in a matter of days or even minutes (after test or looked up your ancestry on of your parents or grandparents lives growing finding out from some DNA test or someone A n c e s t r y . c o m , up, then it’s not a part of yours either. You may telling you). It’s something you are either born your identity is like some of the foods, maybe know how to with or work towards.

If someone who is 11 percent Filipino defined not by a say “hello” and “thank you” or have a piece of DNA test, but how decor native to said culture, but that does not started walking around telling everyone how they are “super Filipino,” but didn’t grow up you were raised. make you suddenly a part of it.

Growing up in a very traditional Filipino knowing anything about its culture or norms, No spit or cotton swab test is going household, I was raised to bless my elders I would feel disrespected and mocked. They to suddenly make (motion of placing the back of an elder’s hand are taking an identity they have little to no you, for example, against your forehead, like a bow showing connection to and are acting as though they Asian. You can’t respect), take off my shoes when I enter a are of that ethnicity or culture, which enrages all of a sudden say house and learned how to eat the kamayan me because it almost feels as though I am that you’re biracial, style (with your hands). Although I didn’t grow being discredited or taken advantage of.

One doesn’t have a right to fully assume when according to the test, you’re only 8 up in the Philippines, I am still very immersed in it because my parents and extended family an identity if it is not truly a part of who they percent.

If you didn’t grow up with that culture’s still hold true to their roots and have exposed are, nor shaped who they’ve become. Some traditions, norms, way of life or were just not me to it all of my life. It has become a large part people will go on to claim they are a part of an ethnicity, yet fail to receive or immersed in it, then I’m sorry to say, take ownership in the negative but you shouldn’t check that box. I get Italian: 7% Kenyan: 1% aspects of it. They aren’t affected it. Maybe you took a DNA test, found by the stereotypes because out you were 3 percent Cuban and are Cuban: 0.9% they can’t relate to it or don’t suddenly super interested in Cuban Native encompass it, and they probably culture. That’s perfectly fine. However, will never be racially profiled for telling everyone you’re Cuban now, American: 4% being of that ethnicity. They’ll despite never having had any real settle for the benefits that being emotional or physical connection part of that culture offers, but to it is in my opinion, completely won’t be associated with the inaccurate. ‘disadvantages’ it brings.

For most of her life, presidential Culture and identity are large candidate Elizabeth Warren publicly parts of our lives. It’s more than a identified herself as part Native small box to check or something American, despite having no actual you can say to create this false connection or resemblance to it. She image of yourself. They are how recently came out and apologized for Japanese: 5% we express ourselves and beliefs, falsely identifying with the Cherokee connect with people from all Nation after receiving backlash for over the world, and show pride her misuse of their culture. and appreciation for our race, After hearing this, I was shocked ethnicity, and family. and found it completely absurd as she An online test should not shows absolutely no resemblance to British & Irish: 82.1% and does not dictate who you the culture. I highly doubt she knows are. It really only tells you and anything about it and has probably your ancestors who made babies never even been to the Cherokee with who and where.

Nation. The fact that such a wellTo all of you who took a known public figure had the audacity DNA test or learned from word to make such a statement frustrated of mouth that you are now all me as falsely identifying with a culture of sudden from said culture, is something many people do.

I encourage you to actually Some people find the need to learn more about it and your market themselves as a minority to family history. Understand the appear more ‘diverse.’ They hope it difference between appreciating will help them appear more relatable a culture and background, and to minorities, get jobs, get into college, claiming it as your own truth. apply for scholarships and so much more. To them, the only importance

RAVEN REPORT // APRIL 2019

Ravens’ baseball takes on Wildcats and wind

PAGE 23 // OPINION

O

n the afternoon of a windy Thursday afternoon, Varsity Baseball competed against Woodside High School, and the wind, in a conference game. The game was preceeded by a tailgate of Mr. Softee’s Ice Cream and snacks sold by the Associated Student Body. After winning their matchup at Woodside 6-2 April 9, the Ravens fell to Woodside by a score of 10-28, led by a 15-run surge in the second inning.

Sophmore Kai Holm, Shortstop

—Compiled by Aviva Futornick

Sophmore J.P. Boyle, catcher

Junior Shane Ulrich, pitcher

PAGE 24 // OPINION

RAVEN REPORT // APRIL 2019

BY ANDREW MANCINI Staff Reporter

Photo by Andrew Mancini

Unified Sequoia team offers CTE Digital Photo and Design basketball experience for all

BY ANDREW MANCINI AND MIA PADILLA Staff Reporters

Photo by Andrew Mancini

Excited, determined and bearing a wide grin on his face, senior Ever Quintanilla dribbles down the basketball court. He carefully eyes the open basket; the other team’s defense hasn’t yet caught up with him. But instead of going for a routine layup—the shot you might expect from a point guard like Quintanilla—he passes it across the key to teammate freshman Max Ozumba, who catches it, shoots and scores.

Quintanilla, Ozumba and several other students represent Sequoia in the Unified Sports program, playing for the Unified Sequoia basketball team. As part of the program, which is run by the Unified Special Olympics organization, athletes in high school with and without disabilities compete together in sports ranging from table tennis to basketball.

“The Unified basketball program pairs students with and without disabilities on the same team, playing against similar teams,”

Junior Javier Mendez Gonzalez perseveres as he looks to score, despite his offensive play being blocked by a member of Hillsdale’s team.

Unified Sequoia Head Coach Adili Skillin said.

By including people with intellectual disabilities on sports teams, the organization hopes to eliminate stereotypes about individuals with different abilities.

Around the world, about 1.4 million students in elementary, middle, and high school take part in Unified Sports. Every year, local high schools host round-robin games

“

[Unified Sports] is what the essence of basketball is supposed to be. Yes, it does get competitive ... but the purpose is to have the students play basketball for fun.

Adili Skillin, Head Coach

between unified teams. This year’s games were held on March 21 and March 28, between Hillsdale’s, Woodside’s and Sequoia’s unified teams.

Although the score isn’t the focus of the game and there’s no advancement to the Sweet 16 or Final Four like in March Madness, the teams play diligently, working together and giving it their all.

“It’s what the essence of basketball is supposed to be like,” Skillin said. “Yes, it does get competitive: the team wants to score and play aggressively and make great plays, but the purpose is to have the students play basketball

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What is Unified Sports?

“Our opponent is intolerance. As long as we come together on the field of play, we can defeat it.”

The Unified Sequoia team, coached by teachers Nick Boldrey and Adili Skillin, grins after a competitive game against Woodside.

starts practicing during lunch in Gym 2.

He points to Sequoia’s Unified Team’s encouragement of both teams during their games as evidence of his players’ kind nature.

According to Skillin, his favorite play occurred when Quintanilla passed the ball all the way down the court to freshman Devin Williams.

Instead of dribbling and making a basket himself, Quintanilla passed to Williams, helping the team work together and establish connections.

“It’s a really supportive team, a caring community,” said senior Rose Marinaccio, who played for the team in 2018 and 2019.

“We’re not here to win. We’re here to have fun.”

The games take place only once a year, but Skillin, who played basketball himself as a student and has coached the sport for over 20 years, knows he will coach again next year.

“I’m just so happy seeing the joy [that playing

the game] brings the kids. Even the students without disabilities who play get just as much out of it,” Skillin said. “There are different ways of making kids happy, polite, and to show good sportsmanship, and the team is all of this and more. It’s the perfect job for me.”

Both Marinaccio and Quintanilla are in their final year at Sequoia, but said they are making the best of it by playing on the team one last time. Marinaccio hopes the team can garner more players in future years, and perhaps gain more school-wide recognition, like through cheerleaders performing at the home games.

“I’m very grateful that they have this league for the school, so kids can just have fun,” Quintanilla said. “[For] the kids who can’t make the actual school team, there’s still something to be involved in. We make the best of it. And we have a wonderful time out there.”

Photo by Andrew Mancini

for fun. As a coach, I get involved not just strategically, but also positively, supporting the team.”

Quintanilla, who has been playing basketball since he was 6, sometimes goes up to the basket and scores. But often, he chooses to pass the ball to other players, allowing them to get excited after making a shot.

“It’s fun seeing my teammates score, too,” Quintanilla said. “To see them smile, and have a wonderful time, too. It creates great memories.”

Skillin has fond memories of last year’s season, when he began coaching the team.

Since then, Skillin has been asking teachers to recommend interested students to play for the team has collaborated with the Black Student Union and Best Buddies to gain additional members. There are no formal practices, but a few weeks before the games begin, the team

Photo courtesy of Adili Skillin

That’s the idea behind Unified Sports, a program run by Special Olympics.

Around the world, athletes with and without disabilities come together to play on sports teams. The program supports people with intellectual disabilities by building their self-esteem and confidence, while also serving as a way to improve the understanding and acceptance of students without disabilities.

During a Unified Sequoia game against Hillsdale High School’s basketball team, senior Ever Quintanilla dribbles down the court. Every year, local high schools host round-robin games between unified teams.

PAGE 26 // SPORTS

Safe and Sober Presentation 2019

RAVEN REPORT // APRIL 2019

Juniors and Seniors gathered on the front lawn for the biannual Safe and Sober Presentation on Wednesday April 10. Students learned firsthand the impacts that can come of drunk driving through a mock-car accident followed by a funeral service. The Redwood City Police and Fire Departments were there to assist in the presentation.

Photo by Aviva Futornick Compiled by Taylor Gayner