What do rare diseases, language barriers, broken homes, learning disabilities and family deaths have in common? They 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. The event was held at the Ceres Community Center.

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.

Each student was brought on stage to receive accolades 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 posters featuring giant photos of their selves.

The students and a recap of their unique struggles are as follow:

The 20 students honored were:

• Daleyza Cordero Robledo, Adkison Elementary School;
• Ayden White, Argus and Endeavor High School;
• Yamelin Silva Guevara, Blaker-Kinser Junior High;
• Issac Largent, Caswell Elementary School;
• Seerat Singh, Cesar Chavez Jr. High;
• Mankirat Singh, Carroll Fowler Elementary School;
• Edwin Monreal Patlan, Ceres High School;
• Colton Davis, Central Valley High School;
• Jason Bruce, Don Pedro Elementary School;
• Giovanni Barron, Hidahl Elementary School;
• Victoria Blanco, La Rosa Elementary School;
• Emiliano Lopez, Lucas Elementary Duel Language Academy;
• Anthony Leon Patino, Mae Hensley Junior High School;
• Sofia Rubio, Patricia Kay Beaver;
• Lazaro Aragon Yepiz, Sinclear Elementary;
• Adrian Thompson, Sam Vaughn Elementary School;
• Greyson “Cash” Brown, Virginia Parks Elementary School;
• Valentina Gutierrez, Whitmore Charter School;
• Amorette De La Cruz, Westport Elementary School;
• Saul Torres Espinoza, Walter White Elementary School.

Daleyza Cordero Robledo

Daleyza Cordero Robledo was honored as an exceptional student whose strength, resilience, and character who last year faced the heartbreaking loss of her mother. Despite her profound grief, Daleyza continued to show up each day with a warm smile, a kind heart and a willingness to help others.

She models respect and responsibility in and out of the classroom. Even while on independent study in fourth grade, Daleyza completed all assignments with care and dedication, refusing to let her schoolwork falter during an incredibly difficult time. Her perseverance, compassion, and positive attitude inspire her classmates and teachers alike. She began her fifth grade very shy but has blossomed into a confident young lady and continues to have a positive attitude each day.

Ayden White

Throughout his life, Ayden White has faced hardships no child or teenager should has to endure. He has navigated food insecurity, unstable housing and periods of living with temporary guardians. He carries both emotional and physical scars from these experiences — challenges that would overwhelm many adults, let alone a young person still trying to find his place in the world.

Despite these obstacles, Ayden has earned all A’s and just one B — an incredible turnaround from his sophomore year when he was failing. He has attended three high schools in four years, and has primarily been raised by his grandparents. Despite the instability and trauma he has experienced, Ayden arrives at school on time and ready to learn. Though quiet, he is considered one of the most genuine, caring, and endearing 17-year-olds one will ever encounter.

Ayden’s heart is for others and he worries deeply about his younger siblings — whether they are cared for, attending school and staying safe. He brightens the lives of others in small but meaningful ways, such as bringing a friend her favorite drink.

Ayden is now exploring a long-term housing program that may finally provide the stability he has rarely known.

Yamelin Silva Guevara

Upon arriving in the United States from Mexico in 2024, with her father, Yamelin Silva Guevara faced the task of learning a new language and culture while enduring separation from her mother. She approached the challenges with perseverance and determination.

Yamelin is making academic gains in her ELD class, building essential English language skills. Through after-school tutoring, she is also has strengthened her reading, writing, and language development, leading to increased confidence and improved performance in all academic subjects.

She utilizes resources from the dedicated ELD team and the structured on-campus academic interventions which have led to improved language acquisition and academic success. Her teachers commend her positive attitude, respectful demeanor, and grit in the face of challenges.

What makes Yamelin stand out is her amazing heart and focus. She has embraced every learning opportunity that has come her way, and it shows. Her kindness is infectious; she approaches every school day with an optimistic spirit and a commitment that never wavers.

Issac Largent

Issac Largent is an example of grit, perseverance, and hope.

Isaac was born with Bilateral Clubbed Feet, a condition where both feet turn inward at birth, making walking extremely painful and difficult without repeated surgeries, casting and therapy. When he was two months old, Isaac underwent his first surgery and today has had a total of six surgeries and has spent months with legs casted. Through it all, he has experienced ongoing pain, limited mobility, and long absences from school.

Despite these challenges, Isaac refuses to give up learning. His mother shared that “even when his legs hurt badly, he still wants to be here.” Doctors were amazed by Isaac’s determination as he learned to walk while in casts, using only his tiptoes. They would often say, “I’ve never seen a kid do that.”

Recently, he even completed a full soccer season, an achievement his family celebrated with pride.

In kindergarten, Isaac spent large amounts of time in Home and Hospital instruction. Teachers Alejandra Rangel and Julie Davis brought school to his home, ensuring he remained connected to learning and to his classmates. Ms. Rangel shared, “Even when Spanish felt hard for him, he never gave up, his persistence, despite pain and ongoing medical procedures, was truly admirable.”

He transitioned seamlessly back into school in the first grade where he exceeded expectations. His teacher described him as joyful, determined and academically strong. Now in the second grade, his resilience continues to shine. He brings laughter wherever he goes.

Seerat Singh

Seventh-grader Seerat Singh was born in Spain with a blood disorder known as Beta Thalassemia Major. Her mother moved from Spain to her homeland, India to seek the best medical care and opportunities for her daughter.

With great sacrifice, they left behind traditions and family to relocate to Canada and eventually to the United States.

Her rare blood disorder requires Seerat to have undergo blood transfusions every three weeks. The process can leave her feeling fatigued and weak yet Seerat shows remarkable determination. She balances her medical appointments with school commitments.

Despite a language barrier, Seerat is succeeding academically. Her positive attitude and consistent effort have helped her achieve outstanding grades. Her Spanish teacher, Mrs. Alvarado indicated that Seerat embraces every opportunity to practice, improve and grow. Brian Jones, her ELA teacher, commented that she goes into his class with a smile, eager and ready to learn.

Mankirat Singh

Mankirat Singh was born in Punjab, India and moved to the United States at eight years old with his parents and younger sister. When he arrived at Carroll Fowler Elementary as a second-grader, he spoke no English yet, Mankirat embraced this challenge with curiosity, optimism, and determination.

Mankirat was excited to learn about American culture, make new friends, and master a new language. After one week, he started to understand the English language.

But his third grade year was shattered with the death of his father from a heart attack. He returned to school days later, carrying a heavy grief but feeling he “had to keep going,” a powerful reflection of his inner strength and maturity.

Mankirat struggled, didn’t want to play outside and often felt overwhelmed by sadness. But he continued to show up at school daily and rebuilt his confidence, focus and sense of hope.

Mankirat has achieved remarkable academic and learned to read, write, and communicate fluently in English. He can multiply, work with fractions, and participate confidently in class discussions.

His dedication to reading is especially noteworthy. Mrs. Castillo, the school librarian, shared: “He is only the second student at Carroll Fowler to earn a special school water bottle for turning in 10 complete book reviews.”

When asked what he hopes to become, Mankirat answers without hesitation: “A CEO of a technology company.”

Edwin Monreal Patlan

Edwin Monreal Patlan embodies resilience, determination, and the power of a strong support system. He has been part of Ceres Unified since elementary school, and when he began his journey at Ceres High in August 2021 he quickly distinguished himself through his involvement in the Ceres High Manufacturing Academy. He was excited to join the MPGT Academy, where his talent for hands-on work and problem-solving could shine.

In the summer of his sophomore year, Edwin’s life changed dramatically when he fell from a ladder and sustained life-threatening injuries, including a traumatic brain injury. He nearly died and in the months that followed in the ICU, Edwin lost the ability to walk, eat and talk and experienced significant memory loss.

Edwin was transferred to a health and rehabilitation facility. After being out of school for the entire year, he fought to regain the strength, skills and confidence needed, both mentally and physically, to return to Ceres High.

Ceres High tailored a plan to his recovery needs and academic goals. Edwin is on track to graduate and plans to attend Modesto Junior College to pursue a degree in mechanics.

Colton Davis

Colton Davis is a senior whose journey reflects resilience, personal growth and a commitment to overcoming obstacles.

Early in high school, Colton was defiant and struggled with attendance, behavior management, following instructions, and accepting responsibility and consequences. He was inconsistent in attendance, had limited instructional time, had difficulty managing his behavior disrupted classroom routines, and was resistant to directions. This impacted his ability to build trust and maintain positive relationships with staff. Colton gradually began learning coping strategies to help him navigate the emotional and behavioral demands of school.

Colton experienced bullying and was involved in physical altercations during a time when he was still developing healthy coping and self-advocacy skills. Despite these hardships, he was surrounded by staff that saw his strengths, believed in his growth, and supported him with patience and care.

Colton now consistently puts effort into his academics, behavior, and relationships. He is enrolled in Advanced Animal Science, Advanced Ag Mechanics, and Digital Photography. His grades have improved, his attendance is more consistent, and he is far more engaged with school. Colton played on the Central Valley football team and as a dedicated member of FFA showed a pig at the Stanislaus County Fair last summer. With a passion for agriculture he is interested in pursuing a veterinarian degree.

Jason Bruce

When Jason Bruce first walked came to Don Pedro Elementary in August 2023, he was entering a new world. With no formal schooling until third grade, everything — from the morning bell to the rhythm of a full school day — felt overwhelming. It left him physically and emotionally exhausting.

In those early days, tasks that seemed simple to others felt like mountains to climb. When the pressures of the classroom grew too heavy, Jason would retreat under his desk or slip away from the room, searching for a quiet place to regroup. The cafeteria, with its clatter, felt chaotic and unmanageable. Jason expressed what he felt, and the adults around him listened.

With specialized academic instruction and individualized accommodations designed to help his learning and emotional regulation, Jason gained confidence and his ability to manage his emotions improved.

But Jason’s success is not his alone. His parents have been unwavering partners in his journey. Their dedication, combined with the commitment of the Don Pedro team, created a foundation where Jason could grow, thrive, and discover his strengths.

Giovanni Barron

Giovanni Barron’s story the past two years represents the heart of the Every Student Succeeds award: a student who has discovered his own power, taken ownership of his learning, and transformed challenges into momentum. His growth has been remarkable, not simply because circumstances around him changed, but because he changed — his mindset, his choices, and his willingness to take the driver’s seat in his own education.

Gio struggled with significant behavioral and emotional obstacles prior to attending Hidahl. When frustration felt overwhelming, his response was often, “Just send me home,” a mindset that made school feel like a place to escape rather than a place to grow.

Since his time at Hidahl, Gio made a powerful shift. With supportive relationships, he discovered that he could do difficult things and more importantly that he wanted to. He started making conscious decisions to stay engaged, to use strategies that help him regulate, and to remain in the classroom even during challenges.

Gio is now a student who actively participates in his education. He seeks clarity, tries new strategies, and shows persistence even when tasks feel challenging. He has grown into a learner who not only regulates his behavior, but also demonstrates the maturity to guide his own progress.

Victoria Blanco

Victory Blanco is an extraordinary sixth-grader whose educational journey embodies the true spirit of “Every Student Succeeding.”

Victoria arrived in the United States from Mexico at six years old without knowing any English so her early years in school were filled with uncertainty, language barriers and academic struggles. But Victoria approached each challenge with quiet determination, choosing effort over discouragement.

Victoria has made remarkable academic and personal growth. She has advanced four reading levels in a year, an achievement that reflects her determination and countless hours dedicated to improving her skills. Her comprehension, fluency and vocabulary have flourished. Victoria is known for eagerly asking for more challenging work and regularly saying she wants to “learn more.”

Victoria’s teachers describe her as hardworking, thoughtful, and unfailingly kind.

Victoria’s character shines brightly. She extends kindness to everyone and often helps classmates. Because she knows firsthand what it feels like to be new, uncertain, and navigating a new language, Victoria serves as a peer mentor to new students. She welcomes and guides them, to make them feel valued and supported.

Victoria has overcome linguistic, academic, and confidence barriers, transforming them into opportunities for growth.

Emiliano Lopez

Emiliano Lopez, a student with autism, has made tremendous progress socially, emotionally and academically. When he first began at Lucas, he often avoided interactions, struggled with big emotions, and shied away from school activities, including dress-up days and social events.

Over time, through consistent support and encouragement, he has learned to communicate more effectively with staff, build friendships, and actively participate in school traditions and activities he once avoided. One of the most significant parts of his success is the development of coping strategies.

Emiliano has shown growth in recognizing when he is feeling overwhelmed and in using tools and strategies learned through ongoing support. This has allowed him to express his needs and regain control over his emotions.

His success is the result of a shared partnership with his family and a strong, dedicated team at Lucas Elementary. His classroom teachers, support personnel, para-professional, and administrative team have all worked together to provide the structure, consistency, and care he needed. They have played a critical role in his progress.

Anthony Leon Patino

In early March 2025, Anthony Leon Patino’s life when he contracted Influenza B, which led to severe medical complications, including significant brain swelling. Anthony lost his ability to speak, all mobility and his appetite so these sudden and drastic changes were overwhelming for him and his family. What followed was an emotional journey filled with uncertainty, long hospital days, and a fierce commitment to healing.

Anthony was hospitalized at Valley Children’s Hospital in Madera where recovery would be long and challenging. He remained hospitalized for two months and immediately began intensive occupational and speech therapy. Mae Hensley’s staff worked collaboratively to ensure that Anthony remained supported academically and emotionally.

Anthony pushed forward day by day, therapy session by therapy session while his family stayed by his side, offering encouragement, love, and strength.

Against all odds and after months of intensive rehabilitation, Anthony made a full return to school in August for eighth grade. Watching him reengaged, rebuilding his independence and reconnecting with peers has been a powerful reminder of what resilience looks like.

Sofia Rubio

Before her diagnosis of childhood medulloblastoma, a cancerous brain tumor originating in the cerebellum, Sofia Rubio was an adventurous, energetic child who loved softball, soccer, and dance. Toward the end of kindergarten, she began exhibiting troubling symptoms, becoming unusually tired, frequently vomiting and persistent headaches. For nearly a month, she attended weekly medical appointments as her family searched for answers. The severity became clear one morning when she awoke with projectile vomiting and noticeable facial drooping. Emergency scans and surgeries finally revealed the cause of her declining health.

The hospital was frightening for Sofia. Only a day earlier, she was living a normal life so making the sudden transition to a medical environment was overwhelming. After surgery, she developed Posterior Fossa Syndrome, which significantly affected her speech, motor skills and coordination. She had to relearn speaking, walking, eating and even holding her head up. The rehabilitation process was long, emotional and incredibly demanding for both Sofia and her family.

Throughout treatment, she endured infections, mouth sores, skin rashes, hair loss, weekly blood work, radiation, two brain surgeries, multiple chemotherapy cycles, and four port replacements.

Sofia’s love for school never faded and she often asked when she’d be able to return to the classroom. As her health improved and the possibility of returning to school became more realistic, she was motivated to “catch up.” She eagerly read books, listened to math songs, practiced academic skills and took on the role of a small teacher to her younger siblings.

Throughout her journey, the school community surrounded Sofia with support. Since returning as a third-grader, she has felt welcomed and encouraged by her classmates. Her kindergarten teacher, Mrs. Apodaca, has remained a steadfast source of care and encouragement, supporting Sofia both on and off campus. Sofia’s emotional strength has also been evident in her close relationship with her father, who has comforted and guided her through the toughest moments.

Sofia is resilient, kind, nurturing, motivated, and extraordinarily brave. She enjoys crafting, reading, participating in the superintendent’s book club, and spending time with her cousins.

Lazaro Aragon Yepiz

Nicknamed “L.J.” Lazaro Aragon Yepiz has overcome significant medical and learning challenges with remarkable courage and perseverance. Despite his obstacles, he approaches each day with a love of learning and a genuine curiosity that fuels his growth. LJ’s determination to never give up is evident in the way he tackles difficult tasks, advocates for his self and celebrates every milestone along the way.

LJ began early interventions at just 18 months old. At 2½ years old, LJ was diagnosed with Level 2 autism, significant speech delay and ADHD. At that time, doctors told the family that he might never speak. He faced many developmental challenges early on. Doctors feared he possibly had a neurological conditions that could affect his ability to walk, eat or communicate independently.

By age 3, LJ began school in a Special Day Class (SDC) from preschool through second grade. His TK and Kindergarten teacher, Mrs. Hunter shared: “LJ has possessed such a strong passion for learning. I was blessed to have him for two years and during his kindergarten year, I observed such amazing growth. He achieved, grew so much academically because of his ongoing commitment to a devoted work ethic.”

By third grade, LJ was in full inclusion into Mrs. Braley’s class. She shared, “he amazed us all with his hard work, positive attitude and determination to do everything his classmates were doing – without the support of a para. He wasn’t afraid to ask questions, accepted redirection with third grade maturity, and connected easily with everyone around him. Each day he blossomed a little more, showing all of us just how much he could accomplish.”

Now a sixth-grader, LJ is kind, resilient, generous and deeply caring. He has overcome challenges that many people never see.

Adrian Thompson

Adrian Thompson Adrian exemplifies the spirit of perseverance and academic determination. Following the loss of his mother, Adrian faced significant emotional and behavioral challenges that impacted his ability to engage fully in school. Through consistent support from educators, counselors, and family members — and through his own resilience — Adrian has demonstrated remarkable growth and maturity.

Now in third grade, Adrian is thriving both socially and academically. He has developed effective coping strategies, shows empathy toward peers, and exhibits a strong commitment to his learning. His teachers describe him as focused, respectful, and increasingly confident in the classroom.

Adrian’s academic progress is particularly notable in mathematics, where he consistently demonstrates analytical thinking and persistence in problem-solving. His accomplishments reflect his dedication to personal growth and his determination to overcome adversity.

Adrian’s journey is an inspiring reminder of the power of resilience and the importance of providing students with the support and encouragement they need to succeed.

Greyson “Cash” Brown

Greyson “Cash” Brown has had a journey representing the true meaning of resilience, teamwork, and the transformative power of a supportive school and home environment.

From the moment he arrived, it was clear that Greyson possessed tremendous academic ability, curiosity, and a natural kindness that, at times, was overshadowed by the difficulties he faced. With stability, encouragement, and clear expectations, that kindness and intelligence began to shine. Greyson’s foster parent, Karla, provided a safe, loving, and structured home that emphasized boundaries, accountability, and consistency. She has been a critical part of his growth, supporting him through difficult transitions and teaching him flexibility, patience, and self-reflection. One of Greyson’s proudest moments was returning home one day to say, “You were right — I love my teacher now… even though she gets on my nerves sometimes,” showing his ability to reflect, grow, and build healthy relationships.

At school, Greyson quickly showed that he learns easily, asks thoughtful questions, and genuinely cares for others. With time and consistent support, he began to recognize how his choices impact himself and those around him. He learned to take accountability, consider others’ perspectives, and make decisions that align with the Panther Creed.

Within a year and a half, Greyson made remarkable progress. By the 2025-2026 school year he was fully mainstream into fifth grade where he continues to thrive. His teacher shares that he is respectful, engaged, responsible, and consistently demonstrates gratitude. He works hard — even when things feel challenging — and is a positive role model to his peers. His leadership has become a source of pride not only for himself but for the students who look up to him.

Valentina Gutierrez

Valentina Gutierrez Valentina Gutierrez embodies resilience and optimism as a first-grader who has faced more hardships than many. Born with a rare condition that left her missing the left side of her heart, Valentina cheerfully shares her story, telling others that she has a “special heart.” Her parents, grandparents, and cousins have always been a key support during her health challenges, encouraging her to see the positives and to focus on what she can do rather than what she might be missing. Valentina brought that same spirit of optimism, kindness and resilience with her to Whitmore Charter.

Determined to fully participate in school, Valentina hasn’t let two open-heart surgeries — one during her transitional kindergarten year and another shortly after in kindergarten — hold her back. Even missing substantial amounts of school couldn’t stop her from growing and thriving academically. She stayed connected to her classmates through a supportive home and hospital team, video-calling her classmates and checking in with her teacher. Valentina always demonstrates a willingness to learn and consistently puts forth her best effort, supported by her classroom community and personal drive. While she may sometimes have to slow down to give her body time to rest, she is always determined to showcase her greatness.

Valentina is known for being kind and compassionate. Her teachers say she treats everyone with generosity and warmth, brings joy to others. She can be heard encouraging others to never give up, offering optimism to her classmates. ild up others wholeheartedly.

Amorette De La Cruz

Although she has faced academic challenges, inconsistent attendance, and prior social-emotional challenges, Amorette De La Cruz has transformed these obstacles into fuel for her success. Her journey this year reflects determination, courage, and a genuine desire to become the best version of her self.

When the school year began, Amorette was still working to rebuild her confidence and reestablish positive routines. In prior years she had missed more than 20 days of school, making it difficult to sustain academic momentum and stability. However, this year she has missed only four days to date, demonstrating how deeply she values learning, connection and her place in the classroom. Her dramatic improvement in attendance is one of the clearest indicators of how far she has come.

Amorette is a source of positivity and humor – qualities that have not only supported her own success but have inspired those around her. Her creativity provides a healthy and expressive outlet for herself and others, and her willingness to include classmates, encourage friendships, and model kindness has helped cultivate a warm, inclusive atmosphere within the classroom.

Academically, she approaches challenges with persistence and an unshakable belief that she can grow. Her effort is consistent, heartfelt and honest. She asks questions, seeks feedback, and celebrates even small wins. Her teachers can always count on her for a genuine smile, her best effort, and an open, honest attitude.

Saul Torres Espinoza

When Saul Torres Espinoza first arrived at Walter White two years ago, he did not speak or understand English and often felt overwhelmed in a new environment. He frequently withdrew from learning and relied on distracting behaviors as a coping mechanism when tasks felt too difficult. These behaviors were not rooted in defiance, but in the frustration of navigating a new language and unfamiliar expectations.

Saul demonstrated something extraordinary: he never stopped trying. Day after day, he practiced, listened, and pushed himself — even when learning felt uncomfortable. His steady effort became the foundation of the remarkable growth we see today.

According to his teacher, Ms. Vieyra, Saul is a “kind-hearted, motivated student whose growth this year has been truly remarkable. He arrives every day ready to learn, willing to work hard, and never backs down from a challenge.” His math and reading abilities are rising and his maturity in approaching difficult tasks.

His previous teacher and current math intervention teacher, Ms. Ruiz, reflected, “Saul is a kind, loving student whose steady determination has made a powerful impression. He participates confidently, takes pride in being bilingual, and is a joy to teach.”

Saul’s journey reflects the power of perseverance and a school community that believes deeply in his potential. He is a shining example of how courage, consistency, and support can transform a student’s future.