Physical ailments, a death of a parent, coming from broken homes, near blindness, learning disabilities are some of the obstacles that Ceres students collectively faced and overcame and for which they were recognized at Friday’s annual Every Student Succeeding breakfast.
Each year the Ceres Unified School District has its schools nominate a student who’s been a shining example in achieving beyond difficult circumstances. This year 20 students, family members and respective school administrators and teachers were invited to a catered breakfast at the Ceres Community Center.
The 20 students honored were:
• Scarlett Martinez of Robert Adkison Elementary School;
• Erik Quinones, Carroll Fowler Elementary;
• Mateo Martinez, Caswell Elementary;
• Mason Juarez, Don Pedro Elementary;
• Hayden Bilyeu, Joel J. Hidahl Elementary;
• Katalina Mitchell, La Rosa Elementary;
• Aynara Perz, Lucas Dual Language Academy;
• Isaac Rangel, Patricia K. Beaver Elementary;
• Aranza Armas, Sam Vaughn Elementary;
• Jeremy Silva, Sinclear Elementary;
• Hudson Gregoire, Virginia Parks Elementary;
• Ashley Birrueta, Walter White Elementary;
• Zubair Salarzai, Westport Elementary;
• Joshua Vidensek, Whitmore Charter School of Art and Technology;
• Daniel Lazar, Blaker-Kinser Junior High;
• Jaleah Gill, Cesar Chavez Junior High;
• Lauren Van Voris, Mae Hensley Junior High;
• Luis Munoz Batista, Central Valley High School;
• Aliyah Gutierrez, Ceres High School;
• Anthony Sanchez, Argus High School.
Each student was brought across the stage to receive congratulatory handshakes from dignitaries and representatives of dognitaries while a short narrative explained why each was selected for the honor. After the 90-minute event students were allowed to take home balloon centerpieces, backpacks filled with school supplies and their poster-sized photos.
The students and reasons they were nominated are as follow:
Scarlett Martinez
Scarlett Martinez is known to light up a room and radiate positivity to those around her despite the many struggles she faces daily. Scarlett has a unique medical condition as well as several other medical challenges that often cause her to feel tired, dizzy, or sick. Even when she feels sick, she stays in class as much as possible so she can learn. Her perseverance and determination are admirable.
Her condition also causes her to struggle with speech, but she doesn’t let that hinder her. If she is not being understood, she will repeat her words as many times as needed to be understood without showing frustration.
Scarlett bravely recently underwent a procedure to test her brain that required her to stay up all night. In true Scarlett form, she handled it with grace. Last year at our school’s talent show, she performed a solo ballet dance in front of the entire school that left the audience full of smiles and some with tears in their eyes.
Erik Giovanni Quinones
Last year as a fifth-grader at Carroll Fowler Elementary, Erik Giovanni Quinones faced an unimaginable loss when his mother passed away unexpectedly. It was a heartbreak that could have led to anger, isolation, or withdrawal, as is understandable in such painful circumstances. However, Erik’s response to this tragedy was nothing short of extraordinary.
What stands out most about Erik is his choice to respond with empathy and kindness. At a time when he had every right to feel frustrated or disconnected, Erik instead opened his heart to those around him. His courage was supported by a dedicated and compassionate team. Jessica’s House, a service offered through our school, became a crucial resource for Erik, helping him navigate and express his grief in healthy ways.
Erik’s fifth grade teacher, Mr. Soni, made a consistent effort to check in with Erik daily, offering a steady source of comfort and support. Erik’s willingness to openly discuss his emotions and ask questions demonstrated a maturity well beyond his years.
Erik is always the first to lend a hand to a friend in need, and his empathy shines through in everything he does. His kind and caring nature serves as a reminder to all of us of the power of resilience and love in the face of adversity.
Daniel Mateo Martinez
At Caswell Dual Language Academy Daniel Mateo Martinez exemplifies resilience, determination, and an relentless positive attitude in the face of challenges posed by cerebral palsy.
His mother initially hesitated about his readiness for school, fearing that the challenges might outweigh any benefits. Doctors told Mateo’s parents that he was never going to walk and he was never going to talk. However, the school community came together, committing to provide Mateo with the support and resources necessary for his success. Despite his physical limitations, he embraced learning and social interaction with joy and perseverance.
Mateo worked tirelessly to improve his academic and social skills. Ms. Hernandez recalls his transformation from a shy boy hesitant to communicate, to an active participant in classroom discussions and activities. His growth mindset was evident as he mastered letter recognition and sounds in both English and Spanish, a testament to his hard work and the encouragement of his teachers. His love for dancing and his infectious positivity made him a cherished member of the classroom.
In first grade, Mateo advanced four reading levels, meeting grade-level expectations. His writing skills also blossomed, as noted by Mrs.Borroel, who praises his ability to compose complete sentences and his meticulous illustrations in his writing journal.
With support from the Education Specialist Ms. Flores, and his physical and occupational therapists, Mateo has developed fine motor skills and increasing independence. His classmates eagerly volunteer to assist him, but Mateo often chooses to navigate the campus on his own, without the support of a wheelchair.
Mason Juarez
Mason Juarez has made some amazing strides behaviorally and academically since he began attending Don Pedro Elementary as a kindergartener in 2019. The school social and emotional team has been working collaboratively with our education specialist team to provide him with the tools needed to succeed in meeting his goals with self-control and academics.
Mason has struggled with maintaining self-control with his classmate while playing and using kind words with staff and students when he is angry. School staff believed that some of his self-control and frustrations were related to his academic struggles. Everyone recognized that Mason was curious and loved learning about science and that he had difficulty sharing his love of learning because he was below grade level in reading and writing. Mason received additional support to address his academic needs. Mason’s self-confidence and rapport with the Education Specialist Ms. Zotti had a positive impact not only on his academic performance but also his behavioral incidents started to decrease.
During his third grade year the school experienced 26 behavioral incidents with Mason. The following year, in fourth grade, his behavioral incidents dropped to 14. Now in his fifth grade year, Mason has had no behavioral incidents.
Hayden Bilyeu
Beginning his educational career behind his peers due to life experiences that limited his opportunities, Hayden Bilyeu faced significant obstacles. Despite these challenges, he demonstrated unwavering determination and a strong work ethic. Initially placed in a highly structured classroom with heavy staff support, Hayden often struggled to manage his emotions and exhibited negative behaviors modeled by his peers.
Through consistent support, patience and a focus on positive reinforcement, Hayden gradually transitioned to a general education classroom, where he continued to thrive with minimal staff support. This achievement is a testament to his resilience and the effectiveness of the school’s inclusive practices.
Hayden now approaches each day with a smile, a willingness to learn, and a determination to succeed. His ability to remain optimistic, even when faced with obstacles, is a quality that sets him apart.
Hayden’s unique strengths, such as his creativity, his love of music, and his ability to connect with others on an emotional level, make him a truly special individual.
Katalina Mitchell
La Rosa fourth-grader Katalina Mitchell was painfully shy and withdrawn when she entered school. She faced significant anxiety and a lack of confidence in her academic abilities. To make matters worse, she spent her TK year and part of her kindergarten year at home on distance learning due to COVID school closures. When it was time to physically return to school, she was terrified. Katalina missed school a total of 101 days during her first four foundational years (TK-2nd grades) and was having severe emotional tantrums and getting physical with staff. She began 12 weeks of counseling with student support specialists and offered incentives for making positive choices. She was taught strategies for self-monitoring, how to calm her anxiety and how to verbalize her feelings.
Katalina’s second grade teacher, Mr. Elms shared, “I would have to make the students face the back wall whenever she would give a class presentation, because she didn’t want them looking at her. But that ended by the end of the year and she was able to present in front of the class without any issues. She really has come a long way as a student and as a person.”
Isaac Rangel
Born at just five pounds, Isaac Rangel has been facing challenges from the beginning. He has been battling asthma from six months old, requiring breathing treatments every four hours. Isaac also experienced vision problems fine motor skill delays, and remained nonverbal until 3 1⁄2 years old. He also faced near-paralyzing anxiety that made every day experiences daunting.
Isaac’s family, parents Jennifer and Jaime, and siblings Joaquin and Delia have been his foundation of support and comfort. Whether it was navigating the overwhelming nature of family gatherings or enduring tearful school drop-offs, their love and encouragement have been Isaac’s constant source of strength.
Starting at Patricia Kay Beaver Leadership Magnet School introduced new challenges. Anxiety would begin Sunday evenings in anticipation of a week of school and getting him out of the car at school drop-off was an emotional hurdle, often leaving his mom heartbroken as she watched him cry in the rearview mirror. A pivotal moment came when a young classmate, Ankido, chose to sit with Isaac on a bench in kindergarten, a simple act of kindness that blossomed into a deep friendship that provided Isaac with protection and companionship, proving that solace could be found outside of home too.
Isaac has also developed a deep sense of empathy and appreciation for those who support him.
His newfound confidence has led him to become a member of the school’s Leadership Crew, allowing him to present morning announcements and addressing student body at weekly assemblies.
Aranza Armas
During her first two years at Sam Vaughn Elementary School, Aranza struggled emotionally which heavily impacted her learning at school on a daily basis.
Two years later, you wouldn’t even realize that she had many emotional and social struggles. Her family, teachers, support staff, and counselors have all had an impact on her growth and development socially and emotionally at school and at home. She now practices her self-management skills at home, and even verbally things she can do to help self-regulate her emotions.
Her third grade teacher Mrs. Neville stated: “Aranza is kind, funny and a hard worker. She is always willing to ask questions and participate in classroom discussions. I have witnessed Aranza be a good friend to her peers and a ‘righter’ of wrongs. She believes in fairness and integrity. Aranza enjoys art and any opportunity to be creative and use her imagination. I am so lucky to have been Aranza’s teacher this year, and hope she is as proud of herself as I am of her.”
School Principal
Mr. Lapena said Aranza is a joy to have in class and is always ready to learn and enjoys setting up the materials for her classmates when she arrives early.
“I have seen how much she has overcome and what a positive difference she has made in her own life and those around her,” said Principal Kristin Lilly-Porte.
Jeremy Silva
Sinclear Elementary staff says that Jeremy Silva’s academic journey is a testament to resilience, personal growth, and the transformative power of support.
At the beginning of his school experience, Jeremy struggled to engage with assignments, frequently found himself in trouble, and became highly frustrated by school. It wasn’t until fifth grade, after arriving at Sinclear Elementary School, that he was diagnosed with ADHD and dyslexia, conditions that had made navigating the traditional classroom environment exceptionally difficult.
Equipped with a better understanding of his needs, teachers Mrs. Larriva in 5th grade and Mr. Robinson in 6th grade, along with major support from an Education Specialist and a paraeducator, provided him with targeted interventions, including small group reading instruction. These specialized sessions became a sanctuary for Jeremy, offering him the opportunity to focus on one task at a time in an environment that was both structured and nurturing.
In addition to Jeremy having better success with academics, Jeremy became a peer mentor for students who were struggling. He used his personal experience to share with students and to offer them strategies when they were frustrated or upset.
For the first time, Jeremy felt genuinely happy at school, surrounded by a community that cared for him and understood his needs. Jeremy’s love for reading has blossomed in this supportive setting, igniting a passion for learning that he had not experienced before.
Hudson Gregoire
Hudson Gregoire faced significant challenges early on. During his time in his mother’s household, he was frequently exposed to chaos and trauma. This environment left him with emotional confusion, impacting his behavior and understanding of appropriate actions. With no prior experience in preschool or daycare, he struggled to develop the social and coping skills that others had. When Hudson entered kindergarten at a different school, his unaddressed emotions led to 48 behavioral incidents, including outbursts, aggression and intense frustration.
Fortunately, Hudson’s life took a positive turn when he moved in full time with his father, where he found a stable and nurturing home environment. Surrounded by a loving family, including his sister and grandfather, Hudson was able to experience consistent routines, expectations, and a newfound sense of safety. His father’s unwavering commitment to Hudson’s well-being laid the foundation for his social and emotional growth.
At Virginia Parks, Hudson joined Mr. Carrera’s Counseling Enrichment class, where he received dedicated support from a behavioral specialist, and the school’s mental health clinician.Hudson quickly made progress, reducing his behavioral incidents to just two major ones by the end of his kindergarten year. The shift to a supportive educational setting allowed Hudson to feel understood and empowered, while also providing him with tools to manage his emotions.
Joshua Vidensek
Joshua Vidensek has been a student at Whitmore Charter Schools of Arts and Technology since 2018. Throughout the years, from kindergarten to now a 6th grade student in middle school, Joshua has grown tremendously both academically, socially and emotionally.
Joshua went through a lot as a young child. At the age of three months, he sustained a subdural hemorrhage that resulted in hydrocephalus. This required a shunt to help take pressure off his brain.
He has also been diagnosed with seizure disorder, congenital malformation of the brain, and ADHD.
When Joshua started at WCS, he struggled with self-regulation and the ability to sit through basic classroom activities and school events, such as the monthly life skills assemblies. As a sixth-grader entering middle school, there was concern that Joshua would have a difficult time adjusting to the ever changing schedule. He proved to everyone that he was ready for this new challenge. Academically, he has been participating in all of his classes and maintaining good grades. He does a wonderful job communicating with his peers and maintains a positive attitude. When a subject might be frustrating, he does a tremendous job redirecting and refocusing.
Joshua is the type of student who always has a smile on his face and is ready to share a story. His kindness is infectious and can brighten your day. Although Joshua still struggles from time to time, Joshua has demonstrated so much maturity and growth in all areas. Now fond of writing, he is determined to author his own book one day.
Ashley Birrueta
Walter White Elementary’s Ashley Birrueta was recognized as a student who exemplifies perseverance, resilience and a positive attitude in the face of adversity.
Ashley was diagnosed with juvenile idiopathic arthritis, which has affected her vision, and yet she approaches every day with determination and a strong will. Ashley is currently learning Braille and how to navigate the world using a cane while pushing forward, utilizing the various services that support her education.
What truly sets Ashley apart, however, is her unwavering positivity. One wouldn’t know the difficulties she has faced when talking to her and seeing her interact with others. She doesn’t focus on her struggles but turns on the smiles and positive attitudes.
She takes the time to share her knowledge and experiences with others, particularly when it comes to using her vision devices and helping others understand how to use the tools that are essential to her daily life. Her willingness to teach and support her peers shows just how caring and responsible she is. Ashley is always there to lend a helping hand, and her kindness and empathy make her an invaluable member of the school community.
Despite undergoing numerous eye surgeries and facing ongoing challenges, Ashley continues to demonstrate incredible resilience. She has never let her circumstances hold her back. She faces each day with courage and grace, never seeking attention for her struggles but leading by example.
Zubair Salarzai
Zubair Salarzai, began his educational journey at Westport Elementary as a kindergartener who had just arrived from Afghanistan. He faced a language barrier that left him feeling isolated and scared. With no staff or peers who spoke his language and technological tools like Google Translate unable to assist with his language, Zubair was in a difficult position. To support him, the district hired an interpreter to help him navigate daily routines and establish a connection.
Despite these obstacles, Zubair Salarzai demonstrated remarkable resilience and determination to adapt and thrive. He spent very little time in class during his first year, feeling frustrated and searching the classrooms for his older brother, the only person who could communicate with him at school. Despite these early struggles, his determination helped him overcome the challenges he faced.
Now he serves as a mentor and ambassador for other students who are new to the country, using his personal experiences to ease their transition. As a familiar voice and comforting presence, he plays a vital role in helping new students overcome their fears and find belonging. He has so many others now on our campus who speak his first language, and he is their support.
Daniel Lazar
Blaker-Kinser seventh-grade Daniel Lazar is passionate about coming to school each day, embracing opportunities to grow and learn. His enthusiasm and commitment make him a role model for others. But it wasn’t always like this.
Throughout his life, Daniel has faced significant obstacles that might have seemed insurmountable; yet Daniel has endured when others may not have. Despite his hardships, Daniel continues to stay positive and motivated in order to achieve personal and academic success.
Academically, he has excelled, maintaining “A’s” and “B’s” in all of his classes. In September, he was recognized as “Student of the Month” for being an outstanding citizen, classmate and scholar. Daniel consistently sets an example for his peers through his positive interactions with others.
In addition to his academic success, Daniel participates in school sports, including flag football, where he demonstrates leadership, teamwork, and perseverance.
Daniel is known for his kindness, empathy, and reliability that have won the hearts of everyone around him.
Daniel’s journey from adversity to achievement is nothing short of remarkable. He is not just a student who has succeeded; he is a beacon of hope, resilience, and positivity.
Lauren Van Voris
Tremendous growth has been observed in the life of Mae Hensley Junior High School student Lauren Van Voris.
When Lauren arrived at junior high, she had experienced difficulties in elementary school which made the transition to a new school overwhelming. Lauren has blossomed into a hardworking, self-aware and driven student who wants to be the best version of herself. She is kind and mindful of all those around her, Lauren has a caring heart and is always advocating for support when someone is in need. Lauren has developed a maturity to help manage and regulate her emotions.
Lauren has also been involved in band, choir, Soroptimist workshops, and been a leader among our Rox group which helps young girls develop essential skills for life. She also consistently demonstrated academic excellence, maintaining and impressive 3.6 GPA while balancing her studies with a positive attitude and dedication to learning. Her hard work and commitment to success makes her a role model for her peers.
Aliyah Gutierrez
A healthy child with a loving family, Aliyah Gutierrez she grew up in Waterford with her parents and siblings, sharing her passions for art, computers, swimming, and cheering for her favorite team the San Francisco 49ers. However, in October 2021, her world changed forever when she unexpectedly lost her mother. This devastating loss profoundly affected her. Aliyah retreated inward, finding it difficult to talk to anyone about her grief. She transitioned to online schooling which compounded her sense of isolation.
As Aliyah entered her teen years, she began experiencing worsening symptoms of low blood sugar, which she had dealt with throughout her life, and undiagnosed absent seizures that had likely gone unnoticed for years. By early eighth grade, her seizures had intensified, escalating to daily convulsive episodes. Her grades suffered as she missed significant amounts of school. In the midst of these health struggles, Aliyah’s family faced various challenges causing them to relocate from Waterford to Ceres.
Aliyah began attending Mae Hensley Junior High, where in-person learning and a supportive school environment helped stabilize her academic progress. Her grades began to improve and she successfully promoted to high school.
Aliyah’s transition to Ceres High School presented new challenges, as her seizures increased in frequency and intensity. With no formal diagnosis, Aliyah endured numerous medical emergencies, including one terrifying seizure lasting nearly 15 minutes that required an ambulance response. She was referred to Valley Children’s Hospital where she was finally diagnosed with epilepsy. Doctors continue to adjust her medication to manage her seizures effectively. Even with ongoing seizure activity at school and at home Aliyah has demonstrated exceptional resolve. She maintains an impressive 3.8 GPA and has missed fewer than eight days of school this year. Her love for learning and positive attitude are infectious, making her a cherished member of the Ceres High community.
Anthony Sanchez
Anthony Sanchez first came to Argus in the 2023 school year and struggled in both academics and relationships. Having been to both comprehensive high school sites in Ceres, and not getting what he needed, the staff at Argus was eager to help Tony acclimate to his new surroundings and find success. However, for the remainder of the 2023-24 school year, Tony continued to struggle with his attendance and behavior in class. Tony was very respectful, and staff would informally check in with him. It was important to let him know that he was noticed and cared for. During one of the conversations, he opened up saying he did not like school and wanted to drop out and go to Project Yes. After explaining that since he was only 16 he couldn’t enroll into the program just yet, he stated that he wasn’t sure what he could do to continue with his schooling.
When August came and the students returned to school, Tony was back and on time for the first day of school. Due to his evolving maturity, he was not kicked out of class. Mid-term I asked him how he was doing with his work, and he said he was doing well, and the work was easy.
Currently, Tony continues to keep up his positive momentum of being present. He is passing all courses. He remains quiet, low key and respectful while getting what he needs to get done. When asked why the big turnaround from his previous years to now, he just says “I just need to get it done.”
Three Ceres students were among 15 honored at the countywide “Every Student Succeeding” recognition event on March 11. They were: Aynara Perez of Lucas Dual Language Academy, Jaleah Gill of Cesar Chavez Jr. High and Luis Munoz Batista of Central Valley High School.
Aynara Perez
Aynara Perez has a story that exemplifies resilience, perseverance and determination. She has been in remission from acute leukemia since the spring of 2024. Her journey has been marked by immense challenges, yet throughout her illness and treatment, she remained steadfast in her commitment to her education. Remarkably, despite undergoing extensive medical treatments and enduring the emotional toll of her battle with cancer, Aynara maintained excellent attendance and continued to excel academically. Her ability to persevere in adversity is nothing short of extraordinary.
Aynara’s success is a reflection of her inner strength and the result of the unwavering support from those around her. Her teachers, counselors, and family worked collaboratively to ensure that she had the resources, encouragement, and emotional support needed to thrive during her treatment and recovery. The entire school community rallied around her, creating a network of care that allowed Aynara to focus on her health while staying engaged in her learning. Her teachers provided accommodations when necessary, ensuring she had every opportunity to stay on track with her studies. Equally dedicated to her success, her family played a pivotal role in fostering her determination to keep moving forward.
Jaleah Gill
Since turning 12 years of age, Jaleah Gill has encountered many difficult and life altering experiences. These experiences could have, as Jaleah said “made her give up,” however, her determination and positive mindset have sustained her through those difficult times. Jaleah’s resilient spirit and courage are evident in her warm and caring demeanor.
Those who have the privilege to know Jaleah, speak to her contagious smile and vibrant energy. With the support and guidance of her mother, Jaleah is thriving. Her teachers speak highly of her and describe her as respectful and hard working. Her friends describe her as a loyal and protective friend who will also hold them accountable to do the right thing when it’s hard.
Furthermore, she encourages them to get out of their comfort zone if this means that the experience will help them grow. She has a compassionate nature and a strong sense of responsibility. In PE, as an exercise leader, she is encouraging and positive and works hard to motivate and be a model for her peers.
A testament to her compassionate nature, is her volunteer work at her church nursery where she describes the joy she feels to hold little ones while toddlers wrap their tiny arms around her legs. Jaleah’s good heart and desire to make a difference are why she aspires to become a special education teacher to make a difference for students who otherwise feel overlooked.
Luis Munoz Batista
Luis Muñoz Batista exemplifies the spirit of resilience, kindness and determination. At just 15 years old, Luis made a life-saving decision to donate bone marrow to his younger brother — a testament to his selflessness and courage. This extraordinary act reflects the core of Luis’ character: a commitment to others and an inner strength that drives him to meet challenges head-on.
Originally from Mexico, Luis immigrated to the United States when he began seventh grade, facing the immense hurdles of a new language, culture, and the disruptions of the COVID-19 pandemic. With perseverance, he navigated the difficulties of adjusting to a new educational system, overcoming language barriers, and embracing his new environment. Today, Luis is on track to graduate, a significant achievement that speaks to his determination and work ethic.
He is often seen carrying his guitar, sharing his love of music with peers and staff, and brightening every room he enters. His teachers describe him as a joy to have in class, consistently respectful and always eager to learn. Despite his academic struggles, Luis has shown remarkable progress by earning high grades in math and improving his English speaking skills. His commitment to learning extends beyond himself; he often helps other students, including non-English speakers, by offering support and encouragement.
He greets everyone with genuine warmth, builds meaningful connections, and fosters a sense of community wherever he goes. Teachers have shared countless stories of Luis’ kindness, from befriending students from different backgrounds to helping new classmates feel welcomed. One teacher recalled how Luis made the effort to learn phrases in Arabic to connect with a student who spoke little English.
He is currently forming a Mexican Banda Group, showcasing his passion for the guitar and his ability to bring people together through shared interests. He has transformed challenges into opportunities, growing into a young man who inspires those around him. His determination, kind heart, and unwavering optimism make him a role model not only for his peers but for the entire school community.
