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There’s something powerful, complex, and wondrous happening in this instant as your eyes move from left to right across this screen. An anatomical phenomenon is bridging my consciousness with yours. A channel is open. 

Here are a few assumptions I’ll make about you based on this connection we’ve established: 

• You enjoy being informed, amused, challenged, maybe even provoked by written language. 
• Decoding the letters and words requires little effort (especially if I keep my sentences concise). 
• The conventions of writing (i.e. sentence structure, punctuation, and syntax) enhance rather than confuse your comprehension of ideas. 
• Because I tend to veer toward (overly) sesquipedalian language, you can appreciate an obscure word from time to time.

Finally, as the kind of parent who reads your child’s school’s weekly newsletter, I’m assuming you were at ease with the functional aspects of school when you were a student. School came to you naturally as a student. This last assumption reflects a central paradox of formal education. Throughout their academic careers, students interact with the written word. Each day, each unit, semester, year, they make sense of increasingly complex concepts and ideas. Literary and expository. The easier it is for you to read, the more interesting and complex the ideas you have access to. All the better if you actually enjoy it.

Now, for a moment, please pause to consider how excruciating it is to soldier through a day of school if the letters and words DON’T come naturally. Imagine every new sentence poking your temporal lobe like a thumbtack. Having to read and reread even the highest-frequency words multiple times before they made sense. Moving on to the next word only to forget what you just read. Imagine how tired you’d be by the time your first period class ended. Imagine how frustrated you’d feel when the slide deck on the overhead screen advanced ahead before you could even decode – let alone comprehend – the text presented. 

This is the experience of many students on any given day in any given school, including Sequoia. Decoding and comprehending written text is central to what we call “learning” in an academic setting. Being a strong reader and being a strong student are inextricably linked. While there are many aspects of life where people thrive without being confident, enthusiastic readers, it’s almost as if the function of school is to weed these people out, reserving the increasingly limited available seats for those who, like you (and me), thrive in the realm of written text. A friend told me recently that after their youngest child graduated from high school, the high-powered private college advisor used by everyone in their school community intimated that “maximizing” college admissions outcomes usually came down to one factor: “Does your kid read for fun or not?” 

So whether for practical or strategic purposes, the need to read persists. Schools use norm-referenced assessment data (e.g., Lexile level) to identify, with as much precision as possible, how we can focus our energy. We embed research-based literacy strategies across all subject areas, including concrete supports such as sentence starters/frames, annotation techniques, and concept maps. We continually remediate, accelerate, and otherwise strengthen our students’ fluency in reading. Come visit classes with me, and you’ll see these strategies implemented everywhere, from intervention/support classes to IB classes. Strengthening literacy is what connects educators across curricula. Sequoia’s teachers, for example, spent a significant portion of our professional learning time on January 5 learning literacy strategies compatible with all disciplines 

The “system” is still designed to reward a narrow percentage of its participants for their proclivity. Meanwhile, our practice is loaded with elements targeted at expanding the percentage of its participants who possess this proclivity. This dissonance fascinates me. Simultaneously gatekeeping and erecting ladders. But what if instead of paradox, we’re actually seeing a polarity? My list of assumptions about you may be flawed. Reading might not have always come easily for you. The ability to read complex text with ease is NOT a prerequisite to enjoying complex ideas and intellectual pursuits. Albert Einstein was dyslexic. 

So in addition to providing literacy support (and continuing to refine what that looks like), schools like Sequoia do right by students when they treat reading as one of many modalities that provide access to complex ideas. The ability to read, while easier for some than others, is not fixed. What we call learning is always about overcoming one barrier or another. All the better when this is a cooperative endeavor. Strong readers benefit from the assets that struggling readers bring to an interaction just as much as struggling readers do from strong readers. It’s inspiring to see it in practice at Sequoia. It’s fun to envision what more we could do together. 

Have a great week!

Focus on Mental Health

Our most recent PTSA/ELAC meeting focused on the very important topic of mental health. A huge thank you to Judy Romero and Rebekah Howard for leading such an engaging and informative session. For those who were unable to attend, you can view the presentation here. 

The Parent Teacher Student Association (PTSA) is pleased to invite parents to come and enjoy a cup of coffee and conversation with Principal Sean Priest on Thursday, February 12th at 9:00 a.m. in Room 233.

La Asociación de Padres, Maestros, y Estudiantes (PTSA) invita a los padres de familia a disfrutar de una taza de café y a conversar con el director Sean Priest el jueves 12 de febrero a las 9:00 de la mañana en el salón 233.

Sequoia Needs You/¡Sequoia los necesita!

The PTSA runs programs throughout the year to support students and teachers and to enrich the Sequoia community. None of this is possible without committed volunteers, and as we begin planning for next year, we’d love your help.

We invite you to complete a short survey to let us know how you would enjoy getting involved. Please select any of the areas that sound meaningful to you, or share the interests and skills you’d like to offer.

A PTSA Board member will follow up to discuss opportunities, answer your questions, and help you find a role that’s a good fit. Whether you have a little time or a lot, every contribution makes a difference.

Thank you for supporting our students, teachers, and community—we truly can’t do it without you!

Warmly,

Francoise Monet

Sequoia High School PTSA President

¡Sequoia los necesita!

La asociación de padres, maestros y alumnos (PTSA por sus siglas en inglés) opera programas durante todo el año para apoyar a los estudiantes y profesores y para enriquecer a la comunidad de Sequoia. Nada de esto sería posible sin voluntarios comprometidos y conforme empezamos a planear el próximo año, nos encantaría contar con su ayuda.

Lo invitamos a completar una pequeña encuesta para hacernos saber de qué manera le gustaría más involucrarse. Por favor seleccione cualquiera de las áreas que le parezcan significativas, o comparta sus intereses y habilidades que le gustaría ofrecer.

Un miembro de la mesa directiva de PTSA dará seguimiento a sus respuestas para discutir oportunidades, contestar sus preguntas, y ayudarlo a encontrar una actividad que se alinee con sus intereses. Ya sea que tenga poco tiempo o mucho, toda la ayuda hace la diferencia.

Muchas gracias por apoyar a nuestros estudiantes, maestros y a la comunidad - ¡no podríamos hacerlo sin usted!



Afectuosamente,

Francoise Monet

Presidente de PTSA de Sequoia

8th Grade Shadow/Tour Parent Volunteers NEEDED!

We have 2 shadow days left and are looking for current Sequoia parents to volunteer to support prospective 8th grade families as they explore our school. This role involves answering questions, sharing your experience as a parent, and helping new families feel confident about their transition. Sign up here!

Join SHSEF and Principal, Sean Priest, to learn more about open board and volunteer positions on Thursday, Feb. 5 at 5:45–7:00 p.m. in downtown Redwood City.  

RSVP for location details.

For questions, contact SHSEF Event Co-Chairs, Anjanette Lundell ajlundell@gmail.com or Ashley Rios ashriosca@gmail.com.

Thanks to all SHSEF donors, Sequoia students can access free after-school math tutoring on campus, and the fantastic school newspaper, The Raven Report!

We understand that Sequoia's math courses sometimes require extra support. Our drop-in sessions, hosted by experienced Sequoia math teachers, are here to help. This valuable support is available for all math levels, including advanced college math.

Drop-in Hours:

• Mr. Yezerski: Mondays, 3:45–6:45 p.m. (Room A5)
• Ms. Ramanathan: Tuesdays & Wednesdays, 4:00–5:30 p.m. (Room 221)

The Raven Report is produced by the Journalism class as a student-led, project-based class. Students are editors and staff reporters. They conduct interviews, write stories, learn Adobe InDesign, and collaborate to inform the wider school community. SHSEF is grateful to be able to help fund the Raven Report.

With your support, we can continue to fund these vital programs throughout our students' high school journey at Sequoia. Our fundraising goal this year is $650,000. Your support helps create an Education that Empowers! There are many ways to give.

Please Donate today!

Follow us on Instagram

Looking for a way to get your SHSEF information and news and engage with our community? Follow us on Instagram: @SequoiaEdFoundation 

Please sign up to support the Junior Class fundraiser to sell Concessions at Sequoia basketball games. Money that is raised will be used towards the Graduation Night Celebration. We have spots to donate food & drinks, donate money to purchase items, or volunteer time to sell items at the basketball games. Please go here to sign up. Thank you for your support. If you have any questions, please contact Erika Nelson at 650-556-3525. 

Both home and away games have been added to the Sequoia High School Calendar –

and don't forget to follow @seqboosters on social media.

The SUHSD Middle College program at Cañada College is now accepting applications for Fall 2026

Middle College is a collaboration between the SUHSD and Cañada College, and students earn both high school and college credits, enabling them to complete their high school requirements and earn college credit simultaneously. All classes are held at Cañada College, and there is no cost. 

Learn more here: Middle College Video

Interested sophomores should speak to their counselor and attend one of our Parent/Student info sessions. Limited space for rising seniors. 



• Tue, 2/10 - SUHSD-Boardroom - 6:30-7:30 p.m.
• Wed, 2/25 - SUHSD-Boardroom - 6:30-7:30 p.m.
• Thurs, 3/12 - SUHSD-Boardroom - 6:30-7:30 p.m.

 RSVP Here

All application components must be submitted by Friday, 3/20/2026 @ 4:00 p.m.

Email us at canadamiddlecollege@smccd.edu for questions or visit the website for more information or call 650-306-3120.

Winter Formal Parent Chaperone Volunteers Needed – Fox Theater (1/31/26)

Hello Parents/Guardians,

We are looking for parent volunteers to help chaperone the Winter Formal at the Fox Theater on Saturday, January 31, 2026, from 8:00–11:00 p.m.

No special requirements are needed—just your presence to help ensure students have a safe and fun evening.

If you are interested in volunteering, please contact Mr. Uhalde cuhalde@sequoia.org.

Thank you for your support!

Upcoming Schedule Modifications

• Mid Winter Break 2/16-2/20



What will you learn in the Media Center?

The Spring 2026 Sequoia Media Center Newsletter is here!

To sign up for the free Parent Venture newsletter, click here. 

How can you offer guidance in a way that your child is willing to hear or consider? Eran Magen, PhD, founder of Parenting for Humans, offers a popular Parent Forum on "How to Give Advice Your Child (Might) Listen To." Register

¿Cómo puede ofrecer orientación de una manera que su hijo esté dispuesto a escuchar o considerar? Eran Magen, PhD, fundador de Parenting for Humans, presenta un popular Foro de Padres sobre “Cómo dar consejos que su hijo (quizás) escuche”. Registro

AI is already part of how students study, create, and think. Join Amy D. Love, author of DISCOVERING AI: A Parent's Guide to Raising Future-Ready Kids, for an engaging conversation that brings clarity, confidence, and a plan for your family’s future. 

Register

La IA ya forma parte de cómo los estudiantes estudian, crean y piensan. Únase a Amy D. Love, autora de DISCOVERING AI: A Parent's Guide to Raising Future-Ready Kids, para una conversación dinámica que aporta claridad, confianza y un plan para el futuro de su familia. Registro