“We are so excited to have you here today as we celebrate the joy of the season with our Preschool Winter Performances,” she said. “This is a special time for our children to share what they’ve been learning and to showcase their creativity, confidence, and hard work.”

The children also got a surprise visit from Santa Claus and The Grinch after they finished their performances. They mingled and then got to have a photo taken with Santa.

Mojado also thanked the families for their continued support and encouragement stating that it truly makes a difference in the child’s learning journey. She also gave a big thank you to the amazing teachers and staff for their dedication and for making this event possible.

“At Soboba Tribal Preschool, we believe in creating experiences that honor both education and culture, and today’s performances are a reflection of that commitment,” she said. “Our students have been practicing with so much enthusiasm, and we know you’ll enjoy every moment. So, sit back, relax, and enjoy the wonderful performances our children have prepared for you. Let’s celebrate their achievements and the warmth of the season together!”

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Reiner almost single-handedly conceived and led the successful 1998 campaign for California’s Proposition 10, a tobacco tax to raise funds for early childhood health and education. It established a statewide commission and 58 county commissions charged with investing in healthcare, parenting support, early education and other services for children from prenatal stages through age 5.

At the time this was a radical reframing of public responsibility — placing the earliest years of life at the center of social policy.

Reiner did not arrive at this work casually. He immersed himself in the science of early brain development and the evidence showing how experiences in the first five years shape lifelong outcomes. He articulated, clearly and persuasively, that investing early was not charity but a proven way to reduce crime, mitigate poverty and strengthen families and communities.

I saw his commitment up close when I was the founding chief executive of First 5 Alameda County, one of the county commissions Prop 10 created. Reiner never delegated the hard parts. He showed up, listened closely, asked tough questions and helped solve problems. He led with clarity and conviction, refusing to let bureaucratic inertia define the limits of what was possible. He knew that public policy, like storytelling, requires imagination, discipline and persistence.

As the founding chair of First 5 California, which was created by Prop 10, Reiner extended his leadership far beyond the campaign. He traveled the state, engaging with community leaders, educators, health professionals and families. He was deeply committed to evidence-informed action, not symbolic photo ops. Whether in Sacramento or small rural towns, he insisted on understanding both the data and the human stories behind the work. He seemed to find genuine joy in spending time with the children whose lives were improved.

Reiner also carried with him the imprint of his own childhood. Growing up in the shadow of his celebrated father, the actor and writer Carl Reiner, he spoke candidly about feeling misunderstood and emotionally uncertain as a boy — emotions he later channeled into the drama “Stand by Me.” That film’s devastating scene, in which a youngster sobs that his father doesn’t love him, came from Rob Reiner’s own feelings as a child.

Rather than succumbing to bitterness, he used that emotional insight to fuel his advocacy for families and young children. This work wasn’t abstract for him; it was personal.

First 5 California has generated more than $11 billion for programs that expand access to quality preschool, improve early educator training and compensation, develop innovative childhood mental health services, increase access to pediatric dental care, and provide comprehensive support to struggling families. County First 5 agencies have tailored initiatives to local needs, creating programs that reflect the diversity and complexities of communities across the state.

Reiner was not some Hollywood figurehead in a suit (in fact, sweatpants and T-shirts were his preferred style). He sat through countless commission meetings, handed out chewing gum and kept things moving. When discussions stalled, he didn’t wait: He would make a motion, and if Robert’s Rules of Order had allowed it, he might have seconded it too.

Reiner moved easily among policy experts and elected officials, and his respect for people working directly with children was never performative. He treated a family child care provider in West Oakland with the same seriousness as he would a state legislator. His commitment to equity made him a frequent voice on news panels and public forums in which early childhood policy was being debated.

His vision wasn’t small. It was rooted in the belief that supporting children early is one of the most effective ways to strengthen society. His work reshaped California’s policy landscape and inspired advocates nationwide to elevate early childhood from an afterthought to a priority.

Reiner’s legacy reaches far beyond Hollywood — into classrooms, clinics, homes and playgrounds across California and the U.S. Countless children have had a stronger start in life because he refused to look away.

Mark Friedman is the chief executive of the Eden Health District. He was chief executive of First 5 Alameda County and president of the First 5 Association of California.

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TFP Project Coordinator Jessica Plumlee and Parent Partner I Amanda Nogales shared a table of informational handouts for families and then did a short presentation that highlighted the most important goals of what they refer to as “potty learning.”

Plumlee said there are several steps to accomplish before children are considered ready, emphasizing that just as children walk at different ages, they also develop the skills for using the toilet at different ages. It is important to support the child’s attempts at learning at their own speed although the ideal age to introduce them to this process is typically two-and-a-half years.

The five signs that a child is ready starts with communication—understanding when they have to go, either through words or facial expressions. Next is comfort as a child will ask to be changed or let you know when they are in a wet or dirty diaper. Interest plays a key role as the child starts paying more attention to the toddler potty chair, grown-up toilet, or asks about bathroom habits.

Further, they need to be independent enough to pull their pants up and down without assistance and sit and stand without support. They need to be able to get on and off the seat with ease, whether they use a free-standing toddler size training potty chair or an adjustable seat and step stool for a full-size toilet. Another sign of readiness is when their diaper stays dry for at least two hours at a time during the day.

Even after they are fully trained, accidents will happen and bedwetting is not uncommon until the age of seven, because children sometimes sleep too deeply to wake up.

“Be calm and patient,” Plumlee said. “Remember that cognitive, motor and social skills all need to be at the same developmental levels.”

Nogales offered some helpful tips and tricks. She said families need to decide and be consistent with the language that is used to explain when their child needs to use the toilet. Sometimes sign language is used and that can be helpful for children who are not verbal.

“You are their first role model and teacher,” she said. “Get them involved in the bathroom.”

She said letting the child pick out the stickers they want to use for their potty training chart is also a good incentive. 

To enroll at the preschool, children have to be at least three years old as of September 2 and be toilet-trained. That’s why Nogales said it is a good idea to ask their teacher what the school routine is like so they can start getting them ready at home.

“Potty learning doesn’t have to be stressful,” she said. “It’s really important to praise your children and realize this is a new concept for them so talking it through with them is very helpful.”

As children start to become independent, they want to have more control so it’s important to avoid power struggles by keeping things as stress free as possible. There are many books, songs and short videos on the subject that can be shared with them to help them understand.

Children also need to be taught proper hygiene, which led to one of the games that was set up. A balloon wiping game let kids have fun while learning about the importance of wiping after using the toilet. Two inflated balloons filled with shaving cream between them were tied to the back of a chair and the children had to reach around with toilet paper to try and wipe it clean. 

There were plenty of other fun games and activities to keep kids busy with help from all the teachers. Pin the Poop in the toilet was popular among all ages as many of the kids had older siblings joining them at the event. A few games used rolled up disposable diapers in a variety of ways – as a hockey puck, a bowling ball and a basketball. Prizes just for trying included stickers and small toys. There was a table with coloring pages and crafts.

Not all the games were for the kids as adults were given a chance to play a few rounds of Bingo, facilitated by Pre-K Instructional Aide Alaina Adkins. Preschool Administrator Lenora “Ponie” Mojado pointed out that every spring the preschool holds a community Bingo night to raise funds for an end-of-the-year trip to Legoland. The success of this event has been invaluable to the preschool program, and they look forward to promoting it whenever possible.

Bingo and raffle prizes were on theme as pint-sized soft toilet seats and character underwear were bundled together for lucky recipients to start using when the time is right. Some school backpacks filled with potty training tools, books and school items were donated by Tribal Family Partners.

A delicious lunch was prepared by Tribal Chef Anita Morillo and her team and there was plenty of fresh fruit, sandwiches and pasta for everyone to enjoy.

Families were then treated to a tour of the preschool to see what is in store for children who are starting there when the new school year begins on Aug. 5.

Tribal Family Partners offer many free programs to support Native families with children 0-5. They offer biweekly home visits, parent/child activities, early child development education, family wellbeing, cultural events, resource connections and development screenings, all at no cost. TFP is a grant funded program that has served Native families in Riverside and San Bernardino counties for the past 11 years. To learn more, please call 951-849-4761, ext. 1136.

For more information about the Soboba Tribal Preschool, call 951-487-8732 or visit  https://preschool.soboba-nsn.gov.

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Though the MSJC-CDEC has served the community for over 30 years, this was the first time the center formally recognized its youngest learners in a graduation ceremony, making it a truly historic moment in the program’s legacy.

“We are so proud to celebrate the incredible progress these students have made,” said Kendra Woodcock, Interim Director of the Child Development & Education Center. “This graduation not only marks the beginning of their academic journeys but also highlights the collaborative support of our teachers, staff, and families. Watching these children grow into confident, curious learners has been an inspiring experience.”

Throughout the year, students engaged in hands-on learning, exploration, and discovery, building a strong foundation for future academic success. The ceremony included cheerful performances, proud smiles, and heartfelt applause as each child walked onto the stage to receive recognition for their accomplishments.

The graduation honored not just the students, but the entire MSJC-CDEC community, whose dedication helped make this moment possible. It was a celebration of potential, partnership, and the promise of what lies ahead. Congratulations to the inaugural MSJC-CDEC graduates and their families. This is only the beginning!

For more information about MSJC Child Development and Education Center, please visit https://msjc.edu/childdevelopmenteducationcenter.

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Minutes later, Riverside County Superintendent of Schools, Dr. Edwin Gomez, arrived to surprise students and staff with the news that their teacher, Mr. Anthony Segura, had been named the first 2026 Riverside County Teacher of the Year.

Anthony teaches in a State Preschool Inclusion Class at Edward Hyatt World Language Elementary School in the San Jacinto Unified School District. His classroom consists of preschool students with a variety of abilities and needs—all of whom are learning at their own pace to build a foundation for learning.

“Anthony has all the qualities of an outstanding educator. He is passionate, dedicated, innovative, and community-focused,” said Riverside County Superintendent of Schools, Dr. Edwin Gomez, during the surprise visit. “His impact extends far beyond the classroom, shaping the lives of students, families, and all educators.”

“I would like to thank the students because I love all you guys,” Anthony said immediately following the surprise announcement. “I love coming to school and I feel like my job is not a job. I look forward to it and working with everybody in the community. This award is not about me, it’s about all of us.”

Three more 2026 Riverside County Teachers of the Year will be revealed in upcoming surprise visits. Once named, all four teachers of the year will represent Riverside County in the 2026 California Teacher of the Year competition.

About Anthony Segura

Anthony Segura grew up with attention deficit hyperactivity disorder (ADHD), and remembers the frustration and isolation from often being misunderstood and having his energy and distractibility mistaken for defiance instead of as signposts of a different way of learning.

Regardless of their learning style, students of all abilities in Anthony’s preschool inclusion classroom feel understood, valued, capable of success, and encouraged to build a love of learning through curiosity and exploration. Sing-alongs, freeze dances, kindness cards, and other engaging activities are part of the overall strategy to tailor instruction and collaborations with families and educators that build a foundation of learning for all students.

Anthony discovered his passion for education while volunteering to support adults with special education needs and after spending a transformative year working with high school students with special needs in China.

Beyond his classroom, Anthony has been active in policy work in early education, inclusive practices, and organizing fundraising drives. He also wrote and published a children’s picture book, Firefighter, Firefighter, Who Do You See? He enjoys mentoring aspiring educators to create more inclusive and effective classrooms that benefit all students.

Anthony has served as a classroom teacher since 2015, is a Global Learning Fellow with the National Education Association Foundation, and a Grosvenor Teacher Fellow with National Geographic. He previously served as a Teach Plus Policy Fellow, and earned the National Board Certification in Exceptional Needs.

Anthony earned his bachelor’s degree, teaching credential in early childhood special education, and his master’s degree, from California State University, Northridge. He is a resident of Menifee.

Recent Riverside County teachers selected as California Teachers of the Year include:

• 2025 – Robert (Bob) Mauger, Corona High School, Corona-Norco USD
• 2022 – Nichi Aviña, Cielo Vista Charter School, Palm Springs USD
• 2021 – Keisa Brown, University Heights Middle School, Riverside USD, and Allison Cyr, Lyndon B. Johnson Elementary School, Desert Sands USD
• 2020 – Brenda Chavez-Barreras, Good Hope Elementary School, Perris ESD
• 2019 – Dr. Angel Mejico, El Cerrito Middle School, Corona-Norco USD
• 2018 – Dr. Brian McDaniel, Painted Hills Middle School, Palm Springs USD
• 2017 – Shaun Bunn, Ethan A. Chase Middle School, Romoland School District 
• 2016 – Michelle Cherland, Carrillo Ranch Elementary School, Desert Sands USD
• 2014 – Jessica Pack, James Workman Middle School, Palm Springs USD

The Riverside County Teachers of the Year are selected from nearly 20,000 educators in the county. The rigorous application process requires candidates to spend time reflecting on, and carefully defining, their teaching philosophy. The county teachers of the year are selected on the basis of nominations by teachers, principals, and school district administrators throughout the county. Applications are then submitted to the Riverside County Office of Education, where a selection committee reviews the applications of each district candidate and selects semi-finalists. The selection committee then conducts interviews and site visits to select the final four candidates before the county superintendent announces the Riverside County Teachers of the Year.

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The letter, which was signed by more than three-quarters of state lawmakers, said they are “deeply alarmed” by a growing list of cuts to the federal early childhood program under the Trump administration — including the threat of total elimination — and asked that Congress “reject any proposals that weaken or eliminate Head Start.”

“That is probably the most bipartisan letter and issue that we have worked on in years, and it is all to protect and save our Head Start program,” Assemblymember Patrick Ahrens (D-Sunnyvale) said at a news conference. At least 17 Republican legislators, many representing rural areas, the Central Valley and Orange County, signed the letter.

Head Start also enjoys overwhelming public support across the political spectrum, with 74% of President Trump’s voters in support of the program, according to an April survey of more than 1,000 registered voters nationwide. The poll by the firm UpOne Insights was conducted on behalf of First Five Years Fund, which lobbies Congress on early childhood education.

California receives $1.5 billion annually for Head Start. The program provides child care, education, medical care and nutritious meals to more than 80,000 low-income children from birth through age 5 in the state and employs about 26,000 workers.

Because of recent cuts and threats, nearly 1,000 Head Start employees in California have already received pink slips, Ahrens said.

Two of the legislators who spoke at the conference — Ahrens and Assemblymember Heather Hadwick (R-Alturas) — had attended Head Start programs themselves. “I still distinctly remember eating fresh fruit for the first time in my life, because the Head Start program offers free breakfast,” Ahrens said.

In rural districts, such as Modoc, Siskiyou, and Lassen counties, “Head Start isn’t just one option among many. A lot of times, it’s the only option,” said Hadwick, who represents these areas. “I fully believe that we need to cut our budget and cut the waste. I just hope that we don’t do it on the backs of low-income, working families and our children.”

“Access to reliable early education supports parents to work or pursue training, and early childhood jobs —many held by women of color — support community well-being and economic mobility,” the legislators wrote in the letter. Already, a shortage of child-care access “is estimated to cost California “$17 billion in lost productivity and economic output” annually, they wrote, and cuts to Head Start would “exacerbate this loss.”

Last month, an early version of Trump’s budget proposed eliminating the Head Start program entirely. That proposal appeared to have been withdrawn in the “skinny” presidential budget plan released last week, but the administration has undercut the program repeatedly.

In January, an executive order to temporarily freeze all federal financial aid left Head Start staff suddenly unable to access the funds they had been promised. In February, scores of federal staffers were laid off at the Department of Health and Human Services’ Office of Head Start in Washington, D.C. And in April, the administration announced that five of the 12 regional offices managing relationships with Head Start grantees would be closed immediately and all employees laid off, including Region 9, which covers four states, including California.

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They each received a bag to put their fresh-picked items in so they could take them home to enjoy and share with family. The kindergartners were still talking about their field trip the following day. Lupitah Miranda said she picked some onions and Jericho Vivanco III was excited to find a purple carrot.

The Ranches supply the fresh fruit and vegetables used by the kitchen to prepare meals for the kids’ breakfasts each day. Preschool Administrator Lenora “Ponie” Mojado said the strawberries were really sweet and good and the kids had a really good time there. They are already planning a return trip.

On Thursday, each class held a Spring Party and there were lots of treats donated by parents for them to enjoy during their snack break. They also enjoyed some of the fresh fruit from Bautista Creek Ranches.

Preschoolers used lots of pastel colors to hand paint oversized paper eggs that decorated the classroom’s windows with the message, “We’re ‘egg’-cited about Spring.” Their classroom door announced, “Preschool room is in full bloom” with each child’s face replacing a daisy’s center.

Pre-k students spent the morning using markers to color egg crowns with bunny ears attached, mosaic bunnies from torn construction paper pieces, and other activities. Teacher Ana Garcia said they also had an Easter Bunny coloring page that required them to follow directions while learning their color words through spelling and singing. A party planning list allowed parents to volunteer to bring certain items and Garcia and aide Alaina Adkins put it all together. The class also had a Peeps taste test between blue raspberry and cotton candy flavors of the marshmallow treats and cotton candy was the biggest hit.

Garcia said the children learn about all the seasons and weather while discussing their everyday calendar. Their artwork has been spring-themed and while Adkins and Garcia were setting up tables with colorable table covers and plates decorated with bunnies, the kids were intent on watching a spring tale video featuring Peter Rabbit.

Elena Vega-Castello kept the kindergarten students busy with a “rip art” bunny, coloring wooden bunny shaped ornaments, doing puzzle mazes and connect the dots activities and making chicken hats. She said and teacher Laura Aldrete discuss the different types of clothing worn during different seasons so the children learn about the type of weather to expect during springtime. Their classroom billboard inspired them to “Spring Into a Good Book” and let them know that “We Bloom Together.”

On Friday, April 18, kids didn’t have regular classes but went to the preschool campus to participate in an Easter Egg Hunt on their playground. Joined by family members, they also were treated to a delicious to-go lunch of Alfredo pasta with fresh green, orange, red and yellow peppers, spaghetti, fresh salad and tangerines from Bautista Creek Ranches.

Teachers and staff all pitched in to make balloon decorations for the multi-purpose room, where the Easter Bunny posed with children for photos, and to fill and hide hundreds of colorful plastic eggs for the kids to find. Golden eggs were also hidden, and the lucky finders received a special toy.

The fun started with the preschoolers at 10:30 a.m., followed by the Pre-K kids at 11:15 and the Kindergartners at noon. As they waited at the start line for the green light to enter the playground, eagle-eyed students scouted the playground and plotted their first moves.

One pre-k student was interested in looking for all the red colored eggs while others were counting out loud how many they could see from their vantage point at the edge of the play area.

With bags, baskets and buckets, all the children came ready for fun as their parents and siblings stood nearby, some taking photos and videos while others encouraged their children to look in certain directions.

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The school has undergone some changes since the previous school year with former preschool teacher Lenora “Ponie” Mojado now the Preschool Administrator. Instead of creating and implementing lesson plans, she is now busy going to meetings, setting up fundraisers, talking with parents and taking care of day-to-day operations.

“This change happened a couple of days before school started (on August 6). I had all my preschool classes ready to go and everything done, and they asked if I would like to take the position, and I said yes. This is a big step for me, and I’m excited about taking on this role,” Mojado said.

She served as the interim administrator during the final months of the previous school year and said it was hard doing the job while still teaching. “I would get pulled away from my class to let my aide, Alaina, handle the classroom. It wasn’t fair for her, and I appreciated her hard work and dedication throughout this transition,” she said.

She said the biggest challenge has been taking over the budget. But the benefits have already been noticeable and many. “The goals that I want in this role are for the children to have a fun, safe, learning environment; to mostly learn about their culture and how we come together as a community,” she said. “These children are the future of the Tribe, and it starts here at preschool. Their schooling and foundation start here, and I want the children to learn and grow from their preschool and kindergarten experiences.”

Mojado is pursuing her bachelor’s degree in early childhood education, and she will be able to continue her studies while working in this position, a stipulation she made before accepting it.

The school no longer offers a “2s” class, which was usually pretty small. Mojado plans to use that existing classroom as a resource center for children that need extra support.

“I’m still trying to decide on the plans, but the future is looking bright at the preschool,” she said.

Current enrollment is at 50 and Mojado said they are finally fully staffed and even have a preschool assistant, Lilly Gutierrez.

Inside the entrance, each class has a posting board that shows at a glance what the lesson plan and schedule will be for the coming weeks as well as upcoming important dates and reminders. Also included is the daily lunch schedule.

Mojado said there will be new changes in preschool policies, which have been submitted to Tribal Council for approval. She said there are changes in teachers and teacher’s aides in the Pre-K and preschool rooms, but nothing too significant.

Kindergarten teacher Laura Aldrete’s posted note welcomed families and let them know that the month would be spent getting to know the environment, teachers, staff and each other. They will also work on becoming familiarized with the routines and structures of the kindergarten class that is in session from 8 a.m. to 1:30 p.m.

With 18 students enrolled so far, each child has an individual desk with storage rather than a cubby and shared tables that the younger age levels still have. “It benefits the students’ personal space, helps them focus on learning at their desks and prepares them for elementary school,” Mojado said. Aldrete and Instructional Aide Elena Vega Castello answered questions from parents who toured the classroom.

“The first two weeks were challenging for all of us, but the kids got used to things very fast,” Aldrete said, adding that having individual desks makes a big difference, giving the children a lot more independence.

Pre-K teacher Ana Garcia, who has been teaching at the preschool for six years, is joined by Instructional Aide Alaina Adkins who worked in the preschool class with Mojado last year. The biggest change this year is there is only a morning class of 20 students for this age group of mostly four-year-olds. Garcia can use the afternoons for prep time now and it seems to be working.

“So far, we’re doing good as a team,” she said. “A lot of the students were at the school last year (with Alaina) so that’s been a big strength.”

Although the curriculum remains the same, Garcia is using a different approach by letting the children explore and learn. They will observe them as they do problem solving on their own. “My goal is to have them sitting at their own table places to get the idea of staying in place,” Garcia said. “My goal is to get them ready for kindergarten. I want them to learn and get familiar with letter sounds so when they get to kindergarten they are not struggling.”

The preschool class of mostly three-year-olds, which used to be Mojado’s class, is now led by teacher Julissa Garcia and Instructional Aide Jess Thompson. With a class size of 12, the focus will be on getting children accustomed to being in a school setting as well as learning skills such as letter sounds, formations and more.

They shared the importance of letting children bring family photos to post on the “Nokiiyam” (family in the Luiseño language) board “to help them feel represented in their learning environment while they are away from home.” There will be monthly family projects so families can interact with each other and the children can share with the class. The first project was an “All About Our Class” binder that contained a page on each child. They included photos of their favorite toys, movies, activities and family photos.

“We know parents are their first teachers so we’re all in this together,” Garcia told the parents who stopped by her classroom. “We will do observations and assessments on each student, but we don’t compare them in any way. All children learn at a different pace and in their own ways.”

Each of the three grade levels offered a theme that was carried throughout their classrooms that the teachers decided on. “It’s a good way for their creative sides to show,” Mojado said. “Everyone’s classroom came out fantastic, and it was great to see their classes come to life. I love the themes this year; the teachers worked so hard in their classrooms.”

Preschoolers were welcomed to their “groovy” classroom where “Good Vibes Only” is the retro-1970s theme. Pre-K students were greeted with a “Hello Sunshine” theme and told to “be kind, be brave, be you.” Those in kindergarten were told they “put the cool in school” and that each day “will be a good day.”

Many resources were available to parents as they walked the hallway. There were treats for the children such as coloring books and kinetic sand from the Department of Public Safety officers and puzzles and pencils from Soboba Fire Department personnel. Backpacks, tee shirts and placemats about healthy eating were offered by Hosea Jones of the CalFresh Healthy Living program for Riverside University Health System. Jessica Plumlee, with Tribal Family Partners, shared the free programs offered for families of Native children from pre-natal to kindergarten.

A spaghetti dinner was offered in the adjacent multipurpose room and most families met there to chat with others and share what they had just learned from their child’s teachers.

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