Many students struggle with school but it can be especially hard for children with an unstable home life, illness, learning disabilities, loss of a parent or a myriad of life problems. But educators in the Ceres Unified School District take note and delight when a particular student rises above their situation and shows progress.

Each year the 21 schools in Ceres pick one of those victors to celebrate their achievements over breakfast at the “Every Student Succeeding” event, held Friday morning.

Students and their families – as well as teachers and team supporters – were treated to breakfast at the Ceres Community Center all decorated with balloons and large photos of all honorees propped up on easels. Each student’s struggle and accomplishment was recounted in an audio-visual presentation while each honoree came forward to be greeted by Ceres Unified School District Assistant Superintendent Amy Peterman, School Board and City Council members and representatives of elected officials.

The schools and their honorees were:

• Adkison Elementary School – William “Liam” Castle;

• Carroll Fowler Elementary School – two sisters, second-grader Stephanie Sells and sixth-grader Stephanie Sells;

• Caswell Dual Language Academy – fifth-grader Acen Perez;

• Don Pedro Elementary School – Xavier Cummings;

• Hidahl Elementary School – Vineet Chandra;

• La Rosa Elementary School – fourth-grader Daniel Quiroz;

• Lucas Dual Language Academy – Andres Zepeda;

• Patricia Kay Beaver Leadership Magnet (K-8) – fifth-grader Jose Garcia Dominguez;

• Sam Vaughn Elementary School – fourth-grader Julia Ortega;

• Sinclear Elementary School – fifth-grader Sebastian Munoz Batista;

• Virginia Parks Elementary School – fifth-grader Jonathan Ramos;

• Walter White Elementary School – sixth-grader Omar Sanchez;

• Westport Elementary School – Carlos Delacruz;

• Blaker Kinser Jr. High School – seventh-grader David Freeman;

• Cesar Chavez Jr. High School – eighth-grader Emiliano Jimenez;

• Mae Hensley Jr. High School – seventh-grader Aiden Beasley-Moore;

• Argus High School – Stephan Fechter;

• Central Valley High School – Fernanda Gazcon Perez;

• Ceres High School – junior Alizae Cole;

• Whitmore Charter School – senior Austin Jimenez;

Beaver’s Jose Garcia Dominguez, Chavez’s Emiliano Jimenez and Argus’ Stephan Fechter all represented Ceres Unified at the County ESS program.

The following is a highlight of each student:

William “Liam” Castle

Liam Castle has struggled with multiple health issues since he was young, often spending many days sick at home or in the hospital. He missed a lot of school as a kindergartner and first-grader and struggled to meet grade level standards. He became frustrated and experienced behavioral issues and in the third grade he attended school only a few hours at a time. He fell further behind and felt bad about himself.

After being placed in a supportive classroom better able to target his needs, Liam gained confidence in his abilities and blossomed. By the end of the first week, he stayed all day for instruction and within a few months, he was able to stay for the afterschool program.

Teachers and staff provided support in all curricular areas and at recess he received support to assist with his social skills and behaviors.

Liam now insists on coming to school even when he’s not feeling his best. He also feels successful using technology to read, write, and do math. He’s made many friends and has a great attitude about school, often giving staff a welcoming hug.

Leah & Stephanie Sells

Carroll Fowler second-grader Stephanie and sixth grade sister Leah have both overcome challenges from a tumultuous home life which led to them and older brother Aiden being placed into a foster home in 2023. While they sometimes describe their foster mom as “strict,” they feel safe and cared for.

Previously the girls missed lots of school but the Carroll Fowler attendance team worked closely with the Sells sisters and provided incentives and resources to encourage them to show up.

Administrative Assistant Rachelle Garrett has looked after the girls and communicates with them regularly, as well as checks on them at home. Garrett also communicates with social agencies to ensure the girls are receiving the support they need.

Teachers of both girls have played a positive role in their progress. Stephanie’s teacher, Mrs. Meece said Stephanie is such a “sweet girl” who not only tries hard in class and is always a good friend to others but ready to give hugs and a helping hand to anyone in need.

Leah’s sixth grade teacher Mr. Gonzalez said she has “shown great enthusiasm and aptitude in science, consistently demonstrating a deep understanding of the subject matter. Her writing skills are commendable, as she consistently produces well-structured and articulate pieces.” He reports she excels in social interactions, and is kind, caring and respectful to her peers and teachers.”

Acen Perez

Caswell fifth-grader Acen Perez has faced academics, behavior and emotional challenges but has made great improvement through efforts of school staff.

During the last three years, the school psychologist has worked to develop his maturity. Teacher Monica Mendoza notes that Acen is now the first to enter the classroom and have his materials ready and that he is motivated to read challenging books.

Other staffers have worked with him in English and Spanish skills, learning the value of respect, developing his social skills and managing his emotions. His behavior has improved greatly as well.

Xavier Cummings

Xavier Cummings enrolled at Don Pedro Elementary in January 2023, and he immediately struggled daily to attend school as a result of a traumatic personal experience that occurred several months before. During his first 81 days since enrollment, he attended school only 33 days.

When he did attend, Xavier was often withdrawn and would not participate in classroom activities. The staff worked with Xavier and family to offer incentives for regular attendance, and extra support was given to meet his social and emotional needs. He still struggled.

His attendance problems started all over again in August so staff met with Xavier and family to develop a plan, which resulted great school attendance. He also makes friends, is participating more in classroom activities, joined the school band, and helps the custodian during lunch each day. His smile also reassures the staff that he is making great strides.

Vineet Chandra

Since Vineet Chandra came to Hidahl as a kindergartner, he struggled with limited verbal ability, engaging with staff and peers, sit for long periods of time and did not play appropriately with others.

Through programs and specialized support for his behavioral, social, and academic needs, Vineet began to make so much growth that the team decided it would be in his best interest to continue his second grade in the general education setting. He flourished. He has learned to appropriately engage with those around him by participating in class, advocating for himself and following expected routines and procedures during his school day. He has made connections with others and engages in conversation with others about things that interest him. He has also shown great improvement in academics.

He has shown determination and resolve that he did not have before.

Daniel Quiroz

Daniel Quiroz, a fourth-grader at La Rosa Elementary, is positive and a model of perseverance, but strived academically because of severe speech impediments. An English learner, Daniel is the youngest member of his single income household, and recently lost his grandmother who he was close to. Daniel brings a smile to school and gives his best effort in tasks. He quickly forms close bonds with friends by communicating through his own system of gesticulation and pantomime. Using this self-generated system, he works well in a group setting and contributes by showing attentiveness and perseverance to complete tasks.

Daniel has a strong acumen in mathematics, due to his natural sense of order and organization. While he continues to struggle with literacy, Daniel never gives up and leans on teachers and specialists to help him decode. Once he understands what is being asked, he is quick to meet the challenge.

Daniel is eager to help out as a volunteer to complete special jobs. He is self-motivated and disciplined, works independently, analyzes situations, and is inquisitive about subjects. 

Andres Zepeda

Lucas Dual Language Academy student Andres Zepeda is a great student who has excelled socially and demonstrated unparalleled resilience and courage in the face of profound challenges.

Last year, Andres and sister lost their father unexpectedly and he was so sad and withdrawn that he struggled to meet school demands. Andres was open to receiving counseling and began to improve in behavior and relationships. He slowly became more focused academically and in classroom engagement. Both his mother and sister have provided tremendous support for him, always believing in his ability to be successful. Over time and with much encouragement, Andres has slowly returned to being the happy and active student we once knew.

He may often now be found playing sports during his recess and teaching peers how to be a good sport. He is pushing himself academically regardless of challenges.

Andres has been a source of inspiration to his school and his ability to overcome adversity and maintain a positive outlook is a testament to his character and strength. 

Julia Ortega

Sam Vaughn fourth-grader Julia Ortega wears a bright smile on her face and is ready to help but she works hard to overcome daily struggles. A diabetic, she has learned to monitor her blood sugar on a regular basis. Her attendance suffered and she started to fall behind in math and became a candidate for the Math Intervention program. Julia attended intervention as regularly as she could, and she worked hard. When she had to miss school, she always returned raring to go, and press on.

While dealing with her own health and attendance challenges, Julia also looked out for her dad while as her mom dealt with her own health struggles. 

She worked her way out of intervention because of her progress. On campus Julia says hello to everyone and looks after her peers. She also tapped into her voice and dance talents to perform in the Talent Show. 

Sebastian Munoz Batista

Fifth-grader Sebastian Munoz Batista came to Sinclear at the beginning of first grade, shortly after his family emigrated from Mexico. At the age of three Sebastian was diagnosed with leukemia and underwent a bone marrow transplant with older brother Luis the donor.

During his month and a half long hospitalization at Stanford Medical Center in the summer of 2022, Sebastian was unable to attend school in person until his immune system would allow it. He diligently kept up with his school work in the district’s Home and Hospital Program. 

Even though he is an English learner, his drive to learn kept him from falling behind in school work.

His regime included weekly medical checkups at Madera Children’s Hospital.

He missed his friends so at times Sebastian’s mom drove him through the school parking lot where he was greeted by banners hung with encouraging words to cheer him up. A number of students made cards for him to express how he was missed – and to wish him well.

In February 2023, Sebastian returned to school and is now in remission.

Sebastian’s teacher Mrs. Ferguson said: “Sebastian has great school attendance, a love of learning, and is a kind and respectful student. Clearly, he is a student that has overcome health challenges while still thriving in school and modeling a persevering spirit.”

Jonathan Ramos

Despite facing significant personal challenges, Virginia Parks fifth-grader Jonathan Ramos has demonstrated remarkable resilience, determination and academic excellence.

At the end of third grade, Jonathan had behavioral problems and regularly missed school. He often clashed with teachers and peers.

The school team devised a comprehensive plan encompassing behavioral and social/emotional support. Mrs. Arreguian, Jonathan’s fifth grade teacher, showed compassion, patience and connection in helping him grow in school. This tailored approach proved to be the catalyst for Jonathan’s remarkable transformation.

Over the past two years, Jonathan has blossomed into a thriving student and his attendance has vastly improved, with the number of absences down from 28 in the 2022-23 school year to just two this year. Behavioral problems have also drastically declined, from over 18 in the prior year to only two in the current.

His newfound passion for learning has him actively participated in class discussions and his eagerness to tackle challenging assignments. His report card now shows him achieving 2’s and 3’s across all subjects. 

Beyond academics, Jonathan embodies the virtues of kindness, compassion and unwavering loyalty. He readily extends a hand to others, champions those in need and cherishes his friendships. His artistic talents shine through his love for drawings and paintings. Jonathan’s transformation is a testament to the power of support and the indomitable spirit of a young man who refused to be defined by his challenges. 

Omar Sanchez

Walter White sixth-grader has met a number of challenges since a kindergartner and is known for his smile and sense of humor which lights up any room.

When Omar’s dad was briefly separated from the family, he experienced sadness and worry. Omar has also experienced the loss of special family members including both of his grandfathers which had a profound impact on Omar while he grieved.

In 2018, Omar started receiving support for his communication skills and he would later receive support for academic skills as well.

Through distance learning during the COVID-19 pandemic, teachers began to notice that Omar was quiet and unresponsive for periods of time, which was not typical for his sparkling personality. Omar’s family also was concerned.

After returning to full-time in-person learning, Omar still struggled while mom relentlessly advocated for his needs until he finally received an accurate medical diagnosis.

Walter White staff and his family now have  a better handle on ways to meet Omar’s unique needs. Omar will likely experience medical challenges for the rest of his life but his kindness, perseverance and humor will continue to provide the foundations for a successful and positive life.

Carlos Delacruz

Westport Elementary student Carlos Delacruz has shown significant personal growth and achievement.

Two years ago, Carlos was a student who didn’t smile and found it difficult to have a conversation with anyone, only speaking a couple of words at a time. Carlos was withdrawn and seemed to care less about school or learning.

Over time, he has acquired valuable tools to effectively manage his emotions. 

Fourth grade teacher Mrs. Mendoza was determined to make a connection with Carlos. After a few months in fourth grade, staff started to see a glimpse of Carlos’ transformation. He started believing in himself and working harder in class. He started smiling big and saying thank you when he heard how awesome he was.

In the face of earlier struggles, Carlos has undergone a remarkable transformation. He has gone from a student prone to confrontations and disagreements with administrators to becoming a mentor for younger students grappling with behavioral issues of their own. 

David Freeman

As a sixth-grader, Blaker-Kinser student David Freeman had a difficult time adjusting to his new hometown, home, and school. His academic struggles had him refusing to complete his work and hardly showing any willingness to participate in class. He couldn’t regulate his emotions, lashed out in anger and had a mistrust of everyone on campus.

David is now a model student and loves attending school and enjoys perfect attendance. He now excels academically with a perfect 4.0 grade point average and was recognized as “Student of the Month” in September.

David’s favorite subject in school is Math and he will often ask for additional math practice to complete at home. 

Having improved his coping and advocacy skills, and the ability to regulate his emotions, staff members now say he is kind, helpful, outgoing, and positive.

He enjoys art, his fitness and training class, playing basketball. David participates in extracurricular activities and is a participant in school rallies. David also intends to play for the seventh grade boys’ basketball team. 

Aiden Beasley-Moore

Despite facing obstacles related to school attendance, medical issues and housing instability, Aiden Beasley-Moore has not only persevered but thrived at Mae Hensley Jr. High.

One of the turning points in Aiden’s life was his entry into the foster care system which brought about a positive transformation in him, evident in his consistent school attendance. Aiden attended school every day in the challenging month of November, demonstrating his unwavering dedication to learning. His punctuality and the genuine kindness have made him a favorite among the office staff, who eagerly anticipates his early morning arrivals.

Academically, Aiden maintains a 2.5 GPA, showcasing his commitment to excellence. He remains focused on his studies, positioning himself to be on track for promotion. 

Aiden plays a pivotal role in the attendance focus group at Mae Hensley, motivating his peers to prioritize regular attendance and punctuality. He takes charge of selecting the weekly incentive and appears confidence in making decisions. As an exemplary older brother, Aiden speaks highly of his younger sisters and showcases a selfless nature. His commitment to sharing his attendance incentives with his siblings reflects a sense of responsibility and generosity. Aiden’s infectious smile, coupled with his calming presence in the classroom, contributes to the positive atmosphere at Mae Hensley. 

Fernanda Gazcon Perez

Central Valley High School student Fernanda Gazcon Perez has shown remarkable progress in mastering a second language and has grown much since arriving in the United States from Mexico.

In her initial months at CVHS, she had a highly number of absences until staff learned that she was caring for younger siblings at home. Fernanda was also shy and had a difficult time getting accustomed to school and her academic challenges resulted in low grades. Undeterred, Fernanda exhibited resilience and openness to learning. She overcame the initial challenge of navigating a Chromebook – in Mexico she never used a computer – but she learned quickly.

When faced with the possibility of returning to Mexico, Fernanda expressed a desire to stay in California and pursue a high school diploma. 

With the motivation of her mom and brother, Fernanda is now on track to graduate. 

Alizae Cole

Ceres High School junior Alizae Cole has overcome profound emotional barriers in the past year since the tragic and unexpected death of her mother, followed by the loss of her great-grandmother just weeks later.

Alizae had to cope with grief while adjusting to her new norm but she faithfully showed up to school every day and continued being a student leader, one of her roles as president of the CHS Black Student Union. Alizae is committed to growing the BSU by spreading awareness of her culture and creating an inclusive environment for students. She is also involved in Leadership and maintains a high grade point average.

She is a positive and ambitious student who has become a role model for her peers.

Having played softball since the age of four, Alizae aspires to play softball in college and was offered a scholarship to play for Northridge University, which she accepted. She plans to pursue a Criminal Justice degree.

Austin Jimenez

When Austin Jimenez first transitioned to high school, staff found him to be a shy, somewhat awkward teenager who found it difficult to speak up or ask for help. 

When his parents enrolled him at Whitmore Charter High School as a freshman, everything changed for Austin, who is now a senior. Previously an introvert, he is now outgoing and even created an autism awareness presentation for his fellow students. He has educated his classmates about the characteristics of autism and how people with autism may respond to a given situation. Austin has been described as charismatic and dynamic, and informative when he facilitated an activity to illustrate how a teen with autism would respond in a group project.

Austin’s mom shared that had her son not come to Whitmore Charter High, he wouldn’t be as outgoing. Drama has helped him. He has a great support system with his friend group.” Ms. Hayes, Austin’s English teacher agrees with this adding that, “Austin loves to joke and collaborate with his classmates. He enjoys participating in class discussions and adding a little bit of humor in his viewpoints.”

Austin enjoys performing in drama, and his deep baritone voice commands the attention of the audience.

He excels academically and is a testament to what students with different challenges can overcome.

He has been elected ASB secretary, organized several ASB committees, and taken the lead on advertising a drama performance.

Jose Garcia Dominguez

Jose Garcia Dominguez is a fifth-grader at Patricia K. Beaver Leadership Magnet School who loves reading and math and whose dream is to be an engineer or architect. 

While living in Mexico with his mother, Jose suffered from abuse, abandonment and malnourishment. His parents split, and his father began suffering from kidney failure. With no one else to help, nine-year-old Jose was the one giving his father dialysis when he should have been outside playing.

After his father died and he was abandoned by mom, Jose’s family in the United States arranged for him and his younger brother to live with them here. While in refugee centers, he suffered continued abuse at the hands of the adults tasked to protect him. After five challenging weeks in foster care, Jose and his brother were placed in the care of an aunt and uncle, where Jose began to thrive. There he helps around the house and bringing home school work to show his aunt. He loves the feeling of being successful and enjoys working on projects with the younger students in ASES. The 10-year-old comes to school every day with a smile, greets staff and wishes them a good day. He is an active participant in classroom discussions, where he is supported by fellow Spanish-speaking students. He is able to effectively communicate his thoughts and ideas.

Emiliano Jimenez

An eighth-grader at Cesar Chavez Junior High School, Emiliano Jimenez is an active participant in the Dual Language Immersion Program, to receive instruction in both English and Spanish. Despite numerous challenges during his upbringing – including the loss of his parents and grandfather – Emiliano consistently demonstrates resilience and strength. 

Emiliano is being raised by his grandmother Maria, with dedication to becoming an exemplary citizen.

Emiliano participates in track and field, displays prowess in long-distance running and enjoys soccer and golf.

His commitment to personal growth and education was influenced by his late father, who was a teacher at a Dual Language Immersion school in Grayson. Emiliano enrolled at Lucas Elementary when it opened, and has benefited greatly from the value his family has always placed on Dual Language Immersion education.

His compassionate nature is evident in interactions with others. A great listener and caring individual, he generously gives back to others, including assisting his younger cousin with academic challenges. He even helps his grandmother navigate technology.

Emiliano has an interest in engineering and hopes to contribute to this growing field. He consistently earned A’s and B’s in seventh grade and has maintained the same high marks in eighth grade.

Due to his exceptional performance in math, Emiliano is taking Math I, a testament to his hard work, dedication, focus, and active participation in his education. 

Stephan Fechter

For Argus High School student Stephan Fechter, navigating the corridors of education while battling housing insecurity became a defining chapter in his academic journey.

Stephan’s junior year was a tumultuous period for him with housing instability casting a shadow over his educational pursuits. School was a distant priority since Stephan only attended classes five days of school the entire year. 

While the echoes of housing instability lingered, senior year heralded a newfound stability. At the time of his nomination, Stephan missed less than 10 school days, a testament to his resolve and a marked improvement from his past.

Stephan has maintained a 3.0 GPA this year.

Stephan’s journey serves as a beacon — a reminder that adversity does not define destiny. Instead, it fuels the fire of determination, igniting a passion for success against all odds.