Raven Report 2024-2025 Issue Cycle 0

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

FEATURE Project Read pg. 12-13

FEATURE Humans of Sequoia pg. 14-15

FEATURE Athletic Communities pg. 22-23

RAVEN REPORT | OCTOBER 2024

1

16

22

24

LUNCH TIMES AND LONG LINES

4

WHAT IS ELD?/ ¿QUÉ ES ELD?

6

PURPLE RAIN

9

THE BEAUTY OF BLOOMING BUSINESS

16

UNDERSTANDING ADDICTION

20

THE YEAR SO FAR: IN PICTURES

24

By Matteo Ayala, Victor Bravo and Cameron Reynolds

By Mia Ramirez, Angelique Silva and Reese Silva

By Nate Gottelli, Yamir Benitez and Cameron Reynolds

By Lyn Leonard, Marlene Lopez and Caroline Sieling

By David Raymond

By Christine Chang

Front cover by Cameron Reynolds

2

Back cover by Sasha Efimchik

TABLE OF CONTENTS

4

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.

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.

1201 BREWSTER AVE. REDWOOD CITY, CA 94062 WWW.RAVENREPORT.ORG RAVENREPORTSEQ@GMAIL.COM

Sasha Efimchik Printing and web posting funded by

David Raymond

RAVEN REPORT // 24-25 EDITORS-IN-CHIEF Sasha Efimchik David Raymond FEATURE EDITORS Reese Silva Cameron Reynolds

A&E EDITOR Priya Ansnes COPY EDITORS Sarina Sanghvi Chrisine Chang NEWS EDITOR Caroline Sieling

PHOTO MANAGER Christine Chang MULTIMEDIA EDITOR Nate Gotelli STAFF REPORTERS Lucie Archambault Matteo Ayala

Yamir Benitez-Ventura Victor Bravo Vasquez Noah Chevillet Maeva Guillaume Lyn Leonard Marlene Lopez Isabelle Padilla

Mia Ramirez Garcia Lyn Leonard Michelle Recinos-Paredes Angelique Sliva Lucero Yuliana Soto Lopez Conor Villaroman

RAVEN REPORT | OCTOBER 2024

Alexander Corpus Sofia Ferrante Daisy Torres Arroyo Johnny Lehman Maren Ocken ADVISOR Mary Diepenbrock

3

Lunch times and long lines

BY MATTEO AYALA ~ VICTOR BRAVO CAMERON REYNOLDS Staff Reporters ~ Feature Editor At the beginning of the school year, Sequoia introduced a new bell schedule that impacts Sequoia clubs and the amount of time that students have to eat lunch.

Lunch has been reduced from 40 minutes to 30 minutes in order to provide more time for teacher collaboration periods at the end of the day. In addition, brunch has been removed to abide by state regulations for standardized passing periods.

“Students are more hurried and hungrier 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-

Data above provided by lunch staff 4

Students waiting in lunch line. Photo by Victor Bravo. ua Yezerski realizes the importance of lunch, as it gives them less time to eat. students getting adequate nutrition.

“If you’re in the back of the line, then “I am worried about kids not getting you have to rush [to eat],” Padilla said. something to eat throughout the day. I Not only does the schedule change think that it is problematic, but there have an impact on eating time, it imare times before school when they pacts lunchtime club meetings as well. could come and get some breakfast “We have less time to meet, and if they need it,” we’re thinking Yezerski said. about changing For lunch, there [our meetings] to were an average flex periods, which of 460 students Students are more hurried and might be inconhungrier than in the past.

With per day in Auvenient because gust of 2023 who the reduced timeline, students are people might not received school more impatient in line for their be able to come lunches, compared meal. every day [and] to an average of some people have 478 this year. This Sandra Jonaidi, food services staff to make up tests,” increase is despite Coding Club presthe limited time to ident Alex Dils grab lunch, and is likely due to the add- said. ed lunch line locations.

An upside of the shorter lunch period “We have adjusted and added a serv- is that it disincentives students from ing station at our meal prep kitchen leaving campus during lunch. Though so that students in the back of cam- Yezerski is not affected by the lunch pus have somewhere to go closer to due to his earlier teaching schedule, he their classroom. We have added more feels that it is beneficial to keeping stustudent workers to help us serve fast- dents on campus. er and to allow us to open more win“[There is] less time to go off camdows,” Jonaidi said. pus. And so I think that’s an important Despite the easier access, some stu- one to keep kids here so that they’re dents are still not fond of the shorter 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 sober- 25 [MPH zone],” Maranda said. ing reminder of the perils on the road Residents living near Sequoia share unfolded. On August 16, a 24-year-old Maranda’s concerns. Mike McRae, Secyclist was fatally struck by a car in quoia’s cross-country/track and field front of Sequoia High School at the in- coach and a nearby resident on Fulton tersection of Arch and Broadway. The Street, acknowledged that while most cyclist died shortly students are reafter the collision. sponsible drivers, Just a day earlier, he’s seen some two pedestrians with little regard were injured near At least four days every week I for public safesee or hear some form of reckless North Star Acadty. According to emy at Harrison driving.

McRae, reckless Avenue and Duane driving is most Mike McRae, cross country coach Street in a separate common at the incident involving a end of the school vehicle. day.

The frequency of “At least four dangerous driving days every week I near Sequoia High School has become see or hear some form of reckless drivso alarming that it has caught the atten- ing,” McRae said, adding that the causes tion of the Redwood City Council. The of such behavior include peer pressure, council is now considering measures cell phone distractions, and the tempsuch as installing additional stop signs tation of high-performance cars. and traffic lights around the school to “These vehicles offer help curb speeding and noise. In 2023, too much temptation for the average there were 280 car crashes in Red- young male to speed and burn rubber.” wood City, many of them occurring Both Maranda and McRae have witnear school zones. nessed near-tragic accidents. MaranSequoia High School crossing guard da recalled an incident in Roger Maranda, stationed at the cor- August when a 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

“

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 RAVEN REPORT | OCTOBER 2024

5

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 bi6

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

¿Qué es ELD?

¿De dónde son nuestros POR MIA RAMIREZ ~ ANGELIQUE SILVA estudiantes Staff Reporters Sequoia High School tiene un sólido der correctamente el material,” dijo la de ELD? programa de Desarrollo del Idioma maestra de recursos bilingües Allison

Infografía por Mia Ramirez

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-

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.

RAVEN REPORT | OCTOBER 2024

7

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 problem for many students, with 91.9% of a sample size of 105 students admitting 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

becomes, how do you overcome this? and that’s a skill we all develop as we “I’ve been slowly learning how to get older,” Ryan said. manage and juggle more and more asStudent recommendations emphasignments over time,” junior Tav Gur size organization as a key factor in said. combating procrastination and feeling Similarly, Teen Reoverwhelmed. source Center Gur suggests [TRC] staff Emily saving chrome tab It’s normal to feel Ryan agrees that groups to help stressed. It’s normal to procrastiprocrastinawith organizaton, nate, and like any other skill, it’s tion is difas well as using the something you have to practice. ficult and Canvas listview as takes time a visual reminder Emily Ryan, TRC Staff to work of deadlines. through.

Learning tips “Sometimes and tricks on how it takes a lot of to stop procrastidiscipline to do what you need nating is something that to do and not what you want to do, 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 Art by Isabelle Padilla, data from survery any other skill, it’s something you have of 105 Sequoia students to practice,” Ryan said.

8

“

BY NATE GOTTELLI ~ YAMIR BENITEZ ~ CAMERON REYNOLDS Multimedia Editor ~ Staff Reporter ~ Feature Editor Sequoia Robotics Club, also known for short. Along with the struggles of as Purple Reign, has been around for a small team, Purple Reign also has to 14 years. Despite the club having few contend with expensive competition official members, they achieve and win costs. Theses entry fees can quickly high placements in tournaments. With pile up with the cost of entering a rethe club being successful while com- gional tournement being up to $6,000. peting against teams with up to 40 Teams helps pay these through their members, it raises the question sponsors. of why the robotics club “We work with Intuisn’t more recognized. itive Surgical. They usuThe tournaally cover the regisments work by tration fees, which gaining points could be kind of high through having It’s a great opportunity […] we always get the team’s robot the PTSA grant and to learn a mechanical complete a cerwe always get the tain task. These mindset alumni grant. They tasks could be Quinn Olson, senior love to support rolocating objects botics,” club advithrough AI vision, sor Dayna Danielson or throwing a ring said. into a hoop.

Recently in an attempt “The design process to drive membership, the is pretty much identifying club has been promoting themwhat ways we can score points.There’s selves to students around the campus different ways and for our team, it’s through posters, announcements and hard to do all of them, so we pick word of mouth. Howev- er, these some of them that we think we can efforts haven’t consistently tackle, and we do that,” senior Quinn driven attendance Olson said. to their club Even with the club having only four meetings active members, they still are able to get strong placement in their tournaments.

“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

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 robot to be able to compete. At the end of the competition season, then they can just kind of hang out a n d play around with the robot that they’ve made.” Danielson said.

RAVEN REPORT | OCTOBER 2024

9

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.”

10

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.”

What drove you to teach Science?

“I have always loved science, even since when I was a student, science was always the subject that I was the most passionate about. I found it the most interesting. I had really amazing biology and chemistry teachers. And so I studied biochemistry 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.”

RAVEN REPORT | OCTOBER 2024

11

By Sasha Efimchik ~ Caroline Sieling 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 stu12

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

Photo and art by Sasha Efimchik and Caroline Sieling

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

RAVEN REPORT | OCTOBER 2024

13

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

“[When I hit my first home run] it was sick, it was the first at bat of the whole season, and I was like this is actually exactly what I wanted to do.”

Cameron Abrams senior

“Whoever said, ‘Work smarter not harder’, was not entirely correct because you can definitely do both, but working smarter is probably more important.”

The most fun day I’ve had at Sequoia high school is Friday football game with a nice rally. I get to see Mr. Gooch, have a nice conversation with him and then we take home a varsity football win.

Ryan Stanberry senior

Tav Gur junior

“I was sitting in math class with girls I had never met before but we were having a really fun time laughing and passing around random stories about family.”

“In my opinion, society rewards talent, but in reality, I think that talent is how much work you’ve put in.”

Liam Antonissen junior 14

Emma Tercic

“In days where I’m maybe not feeling my best, or I might be a little bit stressed out from school, I can always look forward to seeing [BSU’s] advisor, Mr. Skillen, and then seeing everybody there, all my friends, [and] everyone who’s been able to be there and support us.”

Jada Crockett senior

“[I would most like to dunk on] Mr. Calles [...] because he is cool.”

“In the drama community [...] we had a lot of great memories and I remember one of the nights we just had a whole freestyle rap in the dressing room. It was so loud that people could hear from the outside.”

Carlos Arrelano

senior Fabian Garcia

“I always liked robotics, and then I thought it’d be cool to learn about it.”

Ivan Madrigal

“[My favorite memory at Sequoia] is eating Panda Express with the football team.”

Jonathan Huffer

“My friend quit [spanish class] and it was a lot more sad after he left.

[He quit] because it was too hard for him.”

“When I was on an AVID trip I got pushed into a pool.”

Zachary Gebhart junior

Ariana Bucio-Zarazua

“[Justin Schernig and his dad] they’re very dad, you know what I mean, they’re very fatherly, like mature and such.

I feel like he has a millionaire type mentality.”

Colin Haag

RAVEN REPORT | OCTOBER 2024

15

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 stu16

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

RAVEN REPORT | OCTOBER 2024

17

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

18

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.

Benefit Benetint Cheek & Lip Stain - $26, Amazon

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

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.

Milk Makeup Cream Blush Stick $24, Amazon

RAVEN REPORT | OCTOBER 2024

19

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

For this article, students were interviewed about their struggles with substance abuse. The five interviewees have been given the placeholder names Mark, Sam, John, Claire and Jen. The issue with vaping on campus is visibly evident to Sequoia’s community.

However, the reason that these students feel the need to vape at school is not always recognized.

The root cause for many is a longterm addiction, exacerbated by the fact that many students have their first encounter with nicotine products — the addictive agent found in tobacco — at a very young age.

Mark stated that he first started vap- erance. [...] Your body needs more to ing in seventh grade after being offered feel the same that you did that first a vape by his friend. John had a simi- time you vaped or used any other sublar experience, starting vaping in sixth stance.” grade.

The accessiEarly encounters bility of many of such as these are these illicit subnot uncommon, as stances is a reathe average adult son for the prevasmoker first has niclence of substance otine at 15.3 years of 11th graders in SUHSD self use in adolescents. old, according to the report having used nicotine at least Mark claims to National Institutes of once get vapes from a Health (NIH). Early local smoke shop, Union High School District. California exposure can make Sequoia stating that they Healthy Kids Survey, 2022-2023: Main Report the process of quitonly occasionally ting even more difficheck identificacult. tion. Sam said he had found vapes on “There are individuals that start us- the floor and used them. ing in middle school. Some individuals Access to these products can also could even start using earlier than come from familial connections. that,” Teen Resource Center di“I tried cigarettes when I was youngrector Judy Romero said. er, that s–t was nasty. [...] My older step “The longer you use, sister told me to hit her vape when I the harder it is to was seven or eight, and ever since then, quit because I[‘ve been] addicted,” Claire said. you build Cutting off this access is not easy a tol- due to the multitude of ways students obtain these products.

“My preference would be that we wouldn’t have any smoke shops in the community, and vendors would not sell to minors,” Romero said.“[However], there could be access at home, access by an older sibling, or access from friends.”

All of the students interviewed expressed a desire to quit at some point. Many claimed that they could quit if they wanted to.

Stickers from Michele Peyton’s class room

20

10%

“I could quit whenever I feel like it,” “There’s hella people, so [security] Sam said. is not going to waste their time,” Sam However, quitting is not always as said. simple as it seems. The TRC uses an As Sam spoke, the bathroom had approach known as harm reduction to around 20 students vaping out in the help students who are addicted. open, with security officers present According to Romejust outside the ro, students are given door. Despite the option by the Vice this, security Principals to meet did not at“There are individuals that start with a TRC therapist tempt to stop using in middle school. Some if they are found to the vaping individuals could even start using be under the influence and no stuearlier than that,” or in possession of dents were controlled substances. punished.

Judy Romero, Teen Resource Center From there, the TRC A c director helps create the stucording to dent’s individualized Oliver, stuharm reduction plan. dents can only be punished if they are “We meet with [students] for two actively holding or in possession of a sessions to try to help them gain an vape. This means that security is not understanding [of] whether this is a able to cannot punish students on the problem,” Romero said. “We know suspicion of vaping. that it is not realistic for someone to The lack of enforcement might be just quit overnight. Yes, there might be seen as compounding the problem on individuals that can do that, but for the campus. However, there is not a clear most part, we take small steps.We help fix. students develop positive coping skills “I wish we and also make referrals to community had more resources when appropriate.” campus However, many students have cited security. that security has directed them to the It’s such services in the TRC. a large “[A security officer] took my vape s c h o o l and she walked me to class, but I had o f another vape in my backpack,” Claire 2,000 said. stu“Students are suspended when they dents are ‘under the influence of a controlled and we substance’ per California state educa- only have tion code as we cannot send a student four camback to class that we know a student pus security is under the influence of a controlled that really try substance. Controlled substances in- their best,” clude alcohol and marijuana but not Romero said. tobacco,” Administrative Vice Principal Despite these Sophia Oliver said in a statement. “ We issues, many stualso believe in progressive discipline, so dents have been consequences might change depending successful in on the number of offenses for a given quitting. Jen has student.” not used nicSome students cite an idea of a safety otine for 110 in numbers while using vaping products days after preat school. viously being a

“

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 because I am trying to get rid of weed, because that’s what messes up my head,” John said.

Overall, substance abuse at Sequoia is a complex and nuanced issue. That is caused by many factors, from predatory sales to minors, access to products from family or friends and the addictive nature of these substances.These compounding factors make it so that there is not a clear resolution to this issue.

Graphiti from school bathrooms

RAVEN REPORT | OCTOBER 2024

21

Photo 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 Mems pushed forward, employing Sequoia football team for 15 success- unique scheduling to better prepare ful years. He has decided to step down the football team. from his position, passing the torch to “This summer when we went to go a Sequoia alumni. Students are now practice at other fields, I made it our wondering who this new coach is and goal to eventually get to the top division where Sequoia deserves to be,” what he brings to the table.

Coach Poulos led the Ravens to many Mems said.

As a 2010 Sequoia alumni and a victories throughout the 30 seasons he was head coach for. In the time be- previous quarterback, playing under fore he took the position, the Sequoia Coach Poulos, Mems has a strong confootball team had an overall record of nection to Sequoia High School. After 23 wins and 48 losses, a disappoint- graduating from Hamline University in Minnesota, he ing statistic felt like Sequoia for most. was where he beThrough longed.

Coach “I remember Poulos’s What makes him a good coach getting ready to 15 years on the is his strength, knowledge, and graduate college, job, he amassed an honesty combined with his unique and I sent an email overall record of 82 methods. to Coach Poulos wins and 64 losses. telling him, ‘I want Coach Mems will Ricky Delgado, JV football player to come back. I strive to lead this want to apply for team to greater the offensive coordinator position. I’m things and hopefully greater success.

Coach Frank Mems, the third head ready for this,’” Mems said.

Shortly after the email was sent, coach in a period of nine months, plans to skyrocket the team to high- Coach Poulos responded, but most of er divisions. The change in coaching the coaching slots were filled, leaving staff remains unexplained. Despite the Mems the title of Position Coach. He challenges of Terremere field getting worked his way up to becoming offenredone and a changing coaching staff, sive coordinator and now head coach.

22

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.

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 during a run.

Sequoia athletics are the people on the “[Community] certainly helps [evteam. eryone] be bet“Everyone has ter runners. [...] different very Everyone’s trying important roles to improve and throughout the “Cross country builds community for trying to be nice game, so that freshmen because [they’re] able to to each other,” jubrings everyone find inspiration and role models in the nior cross countogether,” junior older and faster runners.” try runner Brenwater polo team nan Sherman said.

Brennan Sherman, junior cross member Ashley The Sequoia country runner Ogden said. cross country The collaboteam builds conrative nature of the sport helps bring nections through their passion for runteammates together. ning.

“My favorite part is probably the “Cross country builds community people that I’ve for freshmen because [they’re] able met, and overall, to find inspiration and role models in Senior Drew Ostrander protects ball from Burlingame how we work as the older runners and faster runners,” defender. Photo by Max Slayen. a team and how Sherman said. much fun we have The team is able to come together together,” Ogden through the time spent together learnsaid. ing to a environment that keeps the S i m i l a r l y , runners coming back despite the tough c r o s s - c o u n t r y practices and races. runners enjoy “I think it brings them together supporting their through a supportive community and teammates and a supportive environment to grow,” jucheering them on nior Benjamin Kinley said.

Frosh/Soph girls race at Crystal Spring.

Photo by Nicole Reynolds.

“

Freshman boys race in Golden Gate Park.

Photo by Nicole Reynolds.

RAVEN REPORT | OCTOBER 2024

23

Students and performances at the 2024 Homecoming Rally

Sequoia’s first home football game and tailgate

24

BY CHRISTINE CHANG Copy Editor

ASB students at the 2024 Sequoia Alumni Picnic Sequoia ASB and Band on Back to School Night Raven Guides and incoming freshmen at Freshmen Orientation

For more photos, visit the Raven Report Instagram @ravenreport RAVEN REPORT | OCTOBER 2024

25

@RAVENREPORT RAVENREPORT.ORG

ONLINE

EXCLUSIVES SEQUOIA SEA TO SEA

By Maeva Guillaume

SCHOOL BOARD RACE

By Christine Chang

SEQUOIA STUDENT SENATE

By Alex Corpus & Noah Chevillet 26

Run your Ad in the Raven Report Support High School Journalism RavenReportseq@gmail.com

RAVEN REPORT | OCTOBER 2024

27

Raven Riddles Across

Read the issue to find the answers!

[3] Last name of football team’s new coach [4] Last name of student who sells flower arrangements [7] Country that majority of ELD students are from [8] Redwood City’s free literacy program [9] Average percent of students that procrastinate

Down

[1] Approximate age that most nicotine smokers start [2] The phenomenon of one’s rapidly deteriorating appearance when stepping into school [3] Last name of Sequoia’s crossing guard [5] Last name of Chemistry teacher who plays video games in her free time Puzzle #1 [6] Name of Sequoia’s robotics team https://www.ohmydots.com

4

7

2 9

3

8

6 7

8 1

1 4

9

7

2

9 4

1

6 7

28

3

2

3

2

9

3

6

1

2 5 8

9

7 6