Ninety-six students were celebrated with a luncheon buffet that kicked off with a video presentation of all students being honored. The final slide had the message: “Congratulations! It is because of you that we are a proud nation!” Soboba Chairman Isaiah Vivanco then welcomed everyone to the event.

“We really want to recognize our Elders, parents, aunties and uncles and everybody out there supporting our youth through this journey and their educational goals,” he said. “I think it’s really important that you stand by their side and make sure they get the opportunities they need.”

Bird singers and dancers offered many social songs while guests made their way to the buffet that featured a variety of Mexican food, an omelet bar and a pasta station. After that, each student was invited on stage by Tribal Executive Officer Steven Estrada, who served as emcee for the event and provided the blessing.

Students in grades 6-12 were divided into categories based on their overall GPA with each receiving a certificate, olla and check. Each was congratulated by Tribal Council Chairman Isaiah Vivanco, Vice Chairwoman Geneva Mojado, Secretary Monica Herrera, Treasurer Adona Salgado, and Sergeant-at-Arms Daniel Valdez.

The following Silver Award recipients demonstrated Outstanding Achievement by earning a GPA of 3.0-3.4 during the 2025-2026 school year. Brave Suukat Alvarez, Jeffrey Arres, Alison Arrietta, Crystal Arrietta, Emily Arrietta,  Ruby Marie Arrietta, Tuupash Arviso, Evan Glen Ayala, Lokelani Basquez, Noah Cardenas, Nikilish  DeHoyos, Logan Lopez, Duke Marruffo-Lara, Navaya Masiel, Nadillyn Mendoza, Su’kutt Morreo, Wayne Nelson, Audrina Pantoja, Aubrey Post, Emalee Post, Sebastian Post, Akwaalimay Resvaloso, Chelesh Resvaloso, Ndiyilii Resvaloso, Ronald Resvaloso III, Agustin Salgado, Bella Vallejo, Ezekiel Velazquez, and Ginger Velazquez.

Gold Award recipients, demonstrating Superior Achievement by earning a GPA of 3.5-3.9 during the 2025-2026 school year, are as follows. Ava Arenas, Tishmal DeHoyos, Randy Benjamin Galindo, Aydreean Rose Garcia, Tamara Hurtado, Alana Kashersky, Davina Masiel, Marilyn Mendoza, Phyllis Claudina Morillo, Mac Pineda, Adam Post, Noah Post, Genevieve Relopez, Monica Rose Rivera, Paloma Rodriguez, Monique Isabelle Russell, Jerimyah Saenz, and Myah Saenz.

Platinum Award recipients who demonstrated Academic Excellence by earning a GPA of 4.0 or higher during the 2025-2026 school year are Allea Nosuun Alvarez, Victoria Maria Boiso, Hallee Cozart, Athena DeHoyos, Elizabeth Lahuede, Aubrey Mazza, and Bella Ward.

Jennifer Valenzuella is a proud mom who had a child in each of the above categories. Tishmal DeHoyos, 17, received a Gold Award, Athena DeHoyos, 14, earned Platinum status, and 12-year-old Nikilish DeHoyos was a Silver Award recipient.

“I really give my kids the credit for all the hard work,” Valenzuella said. “I am there to support them in whatever way I can of course. Positive reinforcement helps. I praise them for not only doing well but also seeking help when they need it. I always encourage them to do their absolute best and never give up; mostly to do better than me, top all of my accomplishments because the only thing that can really stop them is themselves.”

She said it was nice to have everyone’s hard work be acknowledged with this type of ceremony. “It made the kids feel important,” Valenzuella said.

High School graduates and their future plans were shared as they made their way to the stage to be photographed with Tribal Council. Estrada said, “This important accomplishment will allow them to continue pursuing their educational and career goals.” The following students were recognized: Maria Arrietta, Mathieu Begay, Joeann Marie Walker Calderon, Angel Cardenas, Crystal Rae Devore, Marco Hernandez, Kylie Herrera, Levi Herrera, Jesse Lara, Aureny Manzanilla, Kevin Andrew Medina, David Modesto Jr., Janessa Mojado, Ronald Morillo III, Jayden Morreo, Suun Nelson, Sadie Pimentel, Danny Placencia, Leland Razon Jr., KiatNawishmal Resvaloso, Sophia Resvaloso, Savannah Rivera, Shawna Rivera, and Gloria Valdez. Each graduate received a certificate, Pendleton blanket, lanyard, commemorative plate, and check.

Tribal members earning a college degree or vocational certification are Alyssa Appleby, Jasmine Adele Basquez, Tatiana Diaz, Taryn Grant, Joshua Lala, Lawrence A. Modesto, Lenora “Ponie” Mojado, Shyann Morreo, Michael Placencia, Steven Post, Yolanda Rhodes, Alyssa Salgado, Ariyana Nicole Salgado, and Raymond Smestad. Each received a certificate, Pendleton blanket, lanyard, commemorative plate, and check.

“Ponie” Mojado, who earned her Bachelor of Arts degree in early childhood education, enjoyed sharing the event with her 12-year-old son, Mac Pineda, who was a Gold Award recipient. The San Jacinto Valley Academy student, whose favorite subject is history, is looking forward to playing soccer this school year and is determined to keep his grades up so he can attend the awards ceremony again.

“Mac plays baseball and soccer in middle school, so he had to maintain good grades both semesters to participate,” Mojado said, adding that her 10-year-old son Eli is going to do his best in school so he can be part of the awards ceremony in a couple of years.

Reflecting on her own educational journey, while being a busy mom and working full-time as the Soboba Preschool Director, Mojado said balancing everything has been a real challenge.

“I often had to focus on finishing papers instead of letting the boys celebrate with their teams after a soccer tournament win,” she said. “They understood, and I’m grateful to have two amazing boys who support me.”

Mojado said the recognition event truly motivates kids to work hard. “I was amazed by how many college graduates are pursuing teaching,” she said. “It’s inspiring to see so many future educators, especially at a time when we need more Native teachers for both the preschool and Noli.”

Vivanco said since they were celebrating academic achievement, the Tribal Council felt it was an appropriate time to focus on higher education, highlighting the many high school and college graduates.

“We want to promote that as best we can and make sure we are giving our kids the opportunity to go on in whatever career paths they choose,” he said. “So today we have two ceremonial signings that we will be doing.”

The first was with California State University, San Bernardino. Vivanco explained that the Memorandum of Understanding will allow graduating students to get automatic acceptance if they meet the minimum requirements for eligibility set forth by the school. It also allows the students to transfer admission.

“What it does is, it opens that door,” Vivanco said. He then invited Provost and Vice President of Academic Affairs A. Rafik Mohammed and Admissions and Outreach Specialized Recruiter Alex “Panda” Armendariz as well as Tribal Council Vice Chairwoman Geneva Mojado, Secretary Monica Herrera, Treasurer Adona Salgado, and Sergeant-at-Arms Daniel Valdez, to witness the signing amid applause from a full room of guests.

University of La Verne Vice President for Enrollment Management Alaina Dunn was invited to sign the MOU that guarantees admission for enrolled Soboba Tribal members and Noli Indian School students who meet the university’s standard admission requirements.

The school is also offering ongoing admission and enrollment training for teachers, counselors and parents, financial aid and scholarship workshops. The long-term partnership will expand access to higher education for Native American students while creating new educational and professional development opportunities for the Tribe’s workforce.

“We know many times our youth are going to big colleges and sometimes it’s a culture shock, but these colleges have committed to helping our youths to make sure they can stay in a place that’s comfortable for them,” Vivanco said. “I think these two signings today will help guide our youth into the kind of future leaders we need. So again, on behalf of the Tribe, thank you to them.”

Soboba also has existing MOUs with the University of Redlands and California State, San Marcos. Vivanco recognized Soboba TANF and Noli staff for working on all the MOUs for the future success of Soboba’s youth.

There were some spectacular prizes to be won by all the students as each had received a raffle ticket when they arrived and there were enough gifts to go around. From PS5 game systems and Apple iPads to 55-inch televisions, Dick’s Sporting Goods’ and Starbucks’ gift cards, there was much to get excited about.

In closing, Chairman Vivanco reflected on the fact that over the years, this ceremony has grown from a small venue at the Soboba Springs Golf Course clubhouse where about 100-200 were in attendance.

“Today we expected almost 600 people here to help celebrate our youth and all our graduates,” he said. “We know the event will continue to grow and that’s exactly what we are looking to have happen. The Tribal Council will continue to do the hard work to make sure that we can continue to support our youth, making sure they have every opportunity to attend college and achieve their career goals. Hopefully one day they will come back and be a productive member of our own community. Students, strive for your best; we’re here to support you. And thank you.”

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Hinks, a biology major from Nuevo, recently completed a month-long veterinary internship in Italy, where she shadowed veterinarians, observed surgeries, participated in hands-on clinical procedures, and experienced a different approach to animal care. The experience not only strengthened her academic goals but also inspired a new professional direction: becoming an equine veterinarian.

“I wanted to study abroad, but I didn’t know where,” Hinks said. “I did my own research, found veterinarians in Italy, applied, interviewed, and was accepted. It was absolutely worth it—100 percent.”

Hinks is completing her biology coursework before transferring to Cal Poly Pomona to pursue pre-veterinary studies. Her long-term goal is to earn a Doctor of Veterinary Medicine (DVM) degree and build a career caring for animals.

The internship was offered through the Doctors in Italy Fellowship Program, an international educational initiative that provides aspiring healthcare professionals with opportunities to shadow physicians and veterinarians while gaining cross-cultural experience. Founded in 2018, the program partners with hospitals, veterinary clinics, and animal rescue organizations across Italy to help students develop clinical insight, cultural awareness, and a broader understanding of global healthcare. Although participants train throughout Italy, the program is conducted entirely in English, with translators available when needed, making it accessible to students from around the world. Participants also take part in organized cultural activities that complement their professional experience.

The four-week internship took place in Florence and Milan, providing exposure to two distinctly different veterinary environments. During the first two weeks in Florence, Hinks worked with the Italian Horse Protection (IHP), where she gained hands-on experience caring for horses and other large animals.

“We learned how to perform ultrasounds on horses, draw blood, and observe the daily treatments the animals received,” Hinks said. “It was very hands-on, and the veterinarians were incredible teachers.”

In Milan, the experience shifted to a veterinary hospital specializing in companion animals. There, she observed surgeries, anesthesia procedures, patient preparation, and the collaborative work of veterinary teams, including surgeons, laboratory technicians, and veterinary support staff.

“The experience allowed me to see every role within a veterinary hospital,” Hinks said. “Seeing the different specialties helped me realize that becoming an equine veterinarian is exactly what I want to do.”

Already an experienced horse owner, Hinks said the internship confirmed that working with horses is where her passion lies.

“I do have horses of my own, so everything just came together,” she said.

One feature Hinks especially appreciated was that the entire program was conducted in English, allowing her to fully immerse herself in the clinical experience while living abroad.

“Everything was in English,” Hinks said. “If somebody wasn’t very fluent in English, they would have a translator. It was very easy to follow along.”

Beyond the clinical experience, the program immersed students in Italian culture through organized excursions and activities. Hinks visited iconic landmarks including the Duomo in Milan, Michelangelo’s David in Florence, and the Leaning Tower of Pisa, while also participating in Italian cooking classes that gave students a deeper appreciation for the country’s culture and traditions.

One aspect of the experience that left a lasting impression was the compassion she witnessed among Italian veterinary professionals.

“The bedside manners they have there is so different,” Hinks said. “You can tell how much they truly love their animals.”

The experience has already begun opening doors back home. Since returning to California, Hinks has applied for several veterinary internships and says local veterinarians have expressed interest in helping her continue building her clinical experience.

“After my experience out there, it’s definitely easier to get an internship here,” she said. “I’ve already applied to a few and talked to a couple of veterinarians, and many are interested in having me on board and learning with them.”

For Hinks, the experience reinforced the value of stepping outside her comfort zone and pursuing opportunities beyond the classroom.

“I highly recommend it,” she said. “The student coordinators were amazing. You’re never alone, you can reach them 24/7 if you need help. It was an unforgettable experience.”

About Mt. San Jacinto College: Mt. San Jacinto College (MSJC) is a comprehensive community college serving a diverse student population of approximately 30,000 annually across a 1,700-square-mile area. With campuses in San Jacinto, Menifee Valley, Temecula Valley, and San Gorgonio Pass, MSJC provides accessible, equitable, and innovative educational programs. The college offers a wide range of courses and programs designed to meet the transfer requirements of four-year colleges and universities, supporting students in achieving their academic and career goals. 

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A record number of 31 youth aged 14-21 were eligible to work at one of 20 worksites that stepped up to be part of this important program. The TANF program provides these career exploration opportunities with the support of departments and businesses within the Soboba Band of Luiseño Indians’ reach as well as some at the Santa Rosa and Cahuilla reservations and in the city of Riverside where other TANF program offices are located.

All potential youth workers are required to complete the same job application process as any Soboba employee would. This gives them first-hand experience and insight into the work world and what they can expect in the future. Once accepted into the work program, they spend a full week of pre-employment training.

Soboba TANF Senior Program Specialist Annalisa Tucker said during this time, youth completed several foundational certifications and workforce‑readiness activities. Each participant earned their CPR & First Aid certification, obtained a food handler’s card, and finished their new‑hire orientation with Human Resources. They also engaged in mock interviews, learned practical skills on how to be a successful employee, and took theCOPS (Career Occupational Preference System) career assessment to identify potential career paths and college majors that aligned with their strengths. In addition, youth participated in leadership development activities designed to build confidence, communication, and teamwork. Employers are asked to complete performance evaluations that rate the quality of work, quantity of work, job knowledge and work habits displayed by the young workers under their supervision throughout their employment.

Even though some of the workers were returning to a job site they had been at in previous years, a Managers Meet-and-Greet luncheon on June 18 was a welcome kick-off before they were set to start their assigned jobs on June 22. The youth were able to discuss scheduling with their new bosses. Many of them have high school sports practices and other obligations to be considered while managers discussed some of the projects that needed to be completed and explained how they could help their departments during the six-week program.

Regional TANF Manager Harold Arres welcomed everyone to the event and told the youth to be proud of themselves for taking the initiative to apply. He introduced Soboba’s Tribal Executive Officer Steven Estrada to say a few words to the youth after providing a blessing.

“You should congratulate yourselves on the dedication that you’re showing,” Estrada said. “It’s nice to earn a little bit of income over the summer but this is really an extra slice of Trial sovereignty. Tribal programs are an extension of Tribal government and shows what Tribes have the authority to do. We have 19 different departments within the Soboba Tribal administration, employing over 300 individuals who make this their career.”

Estrada shared that he got his start in Tribal programs as a teenager when he volunteered at the Santa Rosa Tribal office during the summer. He began working in cultural monitoring and got a job at Soboba doing monitoring which rolled into the Environmental Department.

“I continued to dedicate myself to Tribal government, working in these Tribal programs and now I am overseeing the whole administration, reporting to Tribal Council,” he said. “You can’t do it alone. You really need to maintain these relationships and carry yourselves professionally. I have an amazing team of dedicated leaders within their departments. So remember that this is not just a job; it’s a career you can grow into. You guys are making Tribal government work so give yourselves a round of applause.”

A special guest speaker at the event was Soboba’s oldest living Tribal member, Teresa Silvas Seaton, who was born on April 21, 1930. She shared her lifetime of work experience and what advantages it provided.

“When I was born at Soboba Hospital, there weren’t many opportunities for Native Americans, especially the women,” she said. She felt fortunate to be able to work with her mother at a young age and helping with the apricot harvest and as a teenager at the cannery in Hemet. After graduating from high school in 1948, Seaton joined the Army Air Force.

“All this led to me being responsible, reliable, and resourceful,” Seaton said. She said if she could accomplish all that she did when there were limited opportunities available, she encouraged the youth to take advantage of all that is offered to them these days.

Allynn Silvas was excited to be assigned to work with the Soboba Sports Complex ground crew. His supervisors are Alex Alvarado, who is the Maintenance Lead at the Sports Complex and Fabian Correa, who is also in charge of maintenance for the crew that also takes care of the grounds at The Oaks.

“I’ve lived on the rez since I was five and my dad took me to work with him, so I grew up watching the way things work around here,” said Allynn, 16, whose father is Parks and Recreation Director Andy Silvas. “I always watched these guys work, day in and day out, and I know they do a lot. I’m just looking forward to being helpful.”

Jerimyah Saenz is working with Tribal chef Anita Morillo and her team at the kitchen for the second year in a row. The sixteen-year-old has already chosen to attend culinary school after he finishes high school and this program gives him an insider’s view to all aspects of kitchen operations. Not only is he learning about menu planning and how to operate different types of equipment, but he is also building life skills. The Tribal kitchen is responsible for preparing food for Tribal meetings, weekend events, program lunches and more.

Soboba’s Roadrunner Express has been a popular worksite and has welcomed WE LEAD participants since the store opened in 2023. Store Managers Linda Whitener and Tony Brimer will oversee four youth workers this year who will learn about the daily operations of the 24/7 store and service station.

“Customer service is always number one on our list of what is most important for them to learn,” Brimer said. From checking in deliveries to stocking shelves and cashiering, there is always something to be done at the busy store. He said following the schematics throughout the store helps them stock the shelves and that in turn teaches them where items are located so they can guide customers in the right direction. Brimer said it is this type of helpfulness that brings customers back.

Whitener said two of the workers, Bentley Resvaloso and Ete’tish Arviso are new to the worksite, but Domingo Resvaloso and Ginger Velazquez are returnees. Supervisors enjoy the program because the youth come in wanting to learn. The managers said they are full of energy and willing to do whatever is asked of them.

Danny Placencia is a recent graduate of San Jacinto Valley Academy and already has decided he wants to become a mechanic and/or a welder. Fortunately, Soboba Public Works is part of the WE LEAD program and offers him a chance to get his hands dirty working with the mechanics.

The department is responsible for anything Soboba-related and that includes 225 vehicles, 25 generators, seven fire trucks and a number of Noli school buses. The work they do is about 50 percent routine maintenance and 50 percent repair work.

Mechanic Alex Gutierrez and Head Mechanic Russ Hanson said Danny shadows them as they talk him through whatever they are working on. They explain each step as well as tools they are using and why. Danny helped them pull a motor out of one of the Kubota utility vehicles that is used by the Sports Complex maintenance crew. They replaced a rear bumper and some truck motor mounts on Public Safety vehicles. He has also been able to do some welding while also helping them reorganize the garage.

This is Danny’s first time in the program because in prior years his school sports obligations prevented him from participating.

“I’ve been around mechanics my whole life because of my uncles and cousins,” Danny said. He credits Michael “Bud” Ward, Michael Placencia, and his grandfather Glen Placencia for being a great influence on him. “They’ve all been great role models,” he said.

Soboba Preschool Director Lenora “Ponie” Mojado appreciated the extra hands as staff and teachers prepare for the new school year, which begins Aug. 4. Liberty High School junior Carolyn Hurtado, 16, and San Jacinto High School senior Kimani Resvaloso-Sanchez, 17, were happy to help during the final days of summer school and a special family-oriented event on July 9.

Carolyn’s future career goal is to be an attorney for Native Americans and Kimani has her sights set on being a teacher now that she has been able to learn more about it during this experience. Both enjoyed working with the children and engaging with their families. Decorating the kindergarten classroom was a special treat for Kimani who was a member of the first graduating class at the new preschool building.

“I was surprised at seeing what it is like on the teachers’ level which was so much different from what I saw when I was here just helping out,” Kimani said. She plans to use her earnings to purchase some school clothes and items needed as a member of her high school’s cheerleading team for the third year. She attends cheer practice from 6 to 8 a.m. followed by summer school classes before reporting for work at 12:30 p.m. Monday through Thursday. She said the busy schedule has helped her learn important time management skills.

“This (WE LEAD) program gives young kids a chance to see what to expect after school ends and they can learn all kinds of life skills in the process,” Kimani said.

Carolyn said the program is amazing because it gives youth the opportunity to experience working in different departments and with a variety of projects. She also said the budget information that was provided during the orientation week was very helpful.

“I plan to save for a vehicle or just to get financially stable,” Carolyn said. This summer’s income will contribute greatly to her goal.

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Preschool Director Lenora “Ponie” Mojado said the past two summers this event has been held led to successful student enrollment and she expects the same this year. To be eligible to attend the preschool, children must be potty-trained and at least 3 years old by September 1.

She welcomed all the little learners and their families to the event where all the teachers and staff introduced themselves. Mojado also made sure each attendee received a raffle ticket for their choice of some great prizes, from toys donated by Santa Claus Inc., a children’s potty chair donated by teacher Julissa Garcia and other great items donated by Soboba TANF.

Kids at the event were all at different stages of potty training and as the Parent Partners pointed out, each had their own cues and development timeline. There is no “right” age as to when a child should be or could be ready. Nogales said the range is typically from 18 months to 4 years with age two being the most common age that children show an interest and understanding of the subject. The Parent Partners like to refer to the process as toilet learning.

There were fun games set up around the multipurpose room that revolved around the theme. The preschool teachers and staff helped young ones “Pin the Poo” in the toilet, fish for underpants and diapers and toss diaper “balls” into a make-believe toilet. They then treated the participants with fun trinkets from treasure boxes filled with stickers, whistles, hand-held games and more.

One of the most interactive games gave kids a chance to show off their wiping abilities. Two balloons attached to a chair’s rear were filled with shaving cream in the crack between them. Children were given toilet paper to practice reaching behind them to wipe the balloons clean. They each received a reward for their efforts.

Posters decorated the walls of the room with encouraging messages, such as “Potty like a Rockstar” featuring Hello Kitty and Spiderman figures. Most were created by the student workers that are assisting at the preschool this summer as part of the TANF WE LEAD internship program. Kimani Resvaloso-Sanchez and Carolyn Hurtado will be assisting through the end of July, helping staff prepare classrooms for the upcoming school year.

The summery beach theme was evident throughout the room. A long table was set up with coloring pages and Tribal Family Partners offered a table full of helpful handouts. The whole event was geared toward engagement and teamwork.

Nogales and Sayers applauded Mojado for hosting this event that brings in the parents to demonstrate the teamwork and partnership that exists. “It’s a big help when the parents are involved,” said Nogales, who was a preschool teacher for seven years and did not see these types of events held. Sayers said this program is just one of many offered by Tribal Family Partners that is strengths based. “We are all about listening to parents and meeting them where they’re at rather than dictating where they should be,” she said.

Assessing when the child is ready to begin potty training depends on several factors. A child should have sufficient muscle control and the ability to pull their pants up and down. The maturity of the bladder is also important. A good way to gauge this is if they have a dry diaper after napping and a steady flow rather than many episodes of a few dribbles. A child needs to be able to communicate when they need to use the toilet, whether through words, sounds, facial expressions or some other cue. A child will need to be able to follow instructions before successful toilet training should be attempted. Desire to learn how to use the toilet will speed up the learning process greatly.

Before beginning to teach the child how to use the toilet, it is suggested to help them pick words to indicate they need to go and whether it’s pee or poo. Role modeling by letting the child see an older sibling or parent using the toilet and explaining what they are doing can also be helpful.

Nogales and Sayers emphasized the importance of discussing with their child’s teacher what the classroom routine is so they can better prepare them for using the toilet when they are at school and not in the familiar environment of their own home.

“Teach them proper hygiene habits and praise them for all they do,” Nogales said. “Encourage them to keep trying and praise any attempts for washing their hands and other little things they do.”

Daniel Briones’ daughter Qaasimal, 5, is starting kindergarten next month and his son Too, also 4, will be headed to the Pre-K classroom. Both attended summer school there and enjoyed it. “I like how they include culture in things they do here,” Briones said. “This event was a good learning experience.”

Felix Ortiz brought three of his children to the event but was interested in finding some helpful tips as his three-year-old daughter Moyla is transitioning into being 100% toilet trained. He is looking forward to having her and his son Iswut, 4, both attending the preschool. His 10-year-old son Hunwut came along to support his siblings.

Stephanie Falcon said she was learning a lot at the event where her daughters Azaria, 3, and Aria, 2, were enjoying the games. “I’ve learned some tips that will be helpful,” she said.

Preschool classroom teacher Julissa Garcia was also there as the parent of a three-year-old that she hopes will be attending the school next year. Tuukumit Herrera made his way around the room playing the different games and earning some great prizes while Garcia found the event to be very helpful.

As a teacher of the youngest students, she realizes that many are just getting potty trained. “I like that we get to team up with parents and families to work together to learn cues and patterns,” she said. “It always benefits the children.”

Sunnie Razon’s three-year-old daughter Millie is doing really well with her toilet training and has successfully completed the preschool’s summer session. Mom said doing the training with her older sister Khloe made things a lot easier for Milie. Razon said the event offered some interesting tips and tricks and good insight into the issue.

After finishing lunch, playing games and taking photos in front of the “Potty Time” backdrop filled with colorful balloons, families were invited to tour the classrooms and take home an enrollment packet if they didn’t already have one.

Tribal Family Partners is a grant-funded program that is free for all Native families with children prenatal to kindergarten entry. They offer one-on-one home visits, parent/child activities, cultural events, development screenings, social emotional assessments, stress management and more to keep Native families motivated, healthy and strong. Their goal is to help parents help kids get school ready. For more information, 951-849-4761, ext. 1136.

The 2026-2027 school year begins Aug. 4. If you are interested in learning more about the Soboba Tribal Preschool, please visit https://preschool.soboba-nsn.gov/ or call 951-487-8732.

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District officials announced that all students enrolled in San Jacinto Unified schools will receive both breakfast and lunch at no cost through the National School Lunch Program and School Breakfast Program. The initiative is designed to ensure students have access to nutritious meals that support learning, health, and academic success.

The free meal program will be available to students attending the district’s elementary, middle, and high schools, as well as select preschool and academy programs. Participating campuses include:

• Megan Cope Elementary School
• Juan Bautista De Anza Elementary School
• Jose Antonio Estudillo Elementary School
• Edward Hyatt World Language Academy
• Park Hill Elementary School
• Clayton A. Record Elementary School
• Rose Salgado Elementary School
• San Jacinto Elementary School
• Head Start Preschool
• San Jacinto Leadership Academy
• Monte Vista Middle School
• North Mountain Middle School
• Mountain View High School
• San Jacinto High School

The National School Lunch and School Breakfast Programs provide federally supported meals to eligible schools across the country, helping ensure students have reliable access to healthy food throughout the school day.

District officials encourage families with questions about the meal program to contact the San Jacinto Unified School District Nutrition Services Department at (951) 654-9371.

The free breakfast and lunch program will be available throughout the 2026-2027 school year for all enrolled SJUSD students attending participating schools.

The post San Jacinto Unified to Continue Free School Breakfast and Lunch for All Students in 2026-27 appeared first on The Hemet & San Jacinto Chronicle.

Dr. Dotson succeeds Dr. Roger Schultz, who retired after 25 years of service to MSJC, including 18 years as Superintendent/President. She becomes the first woman to serve as Superintendent/President of Mt. San Jacinto College and assumes leadership of one of California’s largest community college districts, serving approximately 30,000 students annually across Riverside County.

Throughout her career in higher education, Dr. Dotson has earned a reputation as an innovative leader, collaborative partner, and passionate advocate for student success. As she begins her tenure, she plans to spend time listening, learning, and building relationships with students, faculty, staff, and community partners across the District’s campuses and service region.

“The Board sought a leader who would honor MSJC’s strong foundation while embracing the continued evolution of an institution that is already thriving,” said MSJC Board of Trustees President Tom Ashley. “We found that leader in Dr. Dotson. She brings a thoughtful and forward-looking vision that reflects the values that define our college—excellence, integrity, access, and, above all, a commitment to student success.”

In a video message released on her first day, Dr. Dotson acknowledged the excitement and the uncertainty that naturally accompany change while inviting the MSJC community to embark on the College’s next chapter together.

“As an educator and leader, I believe community colleges were created to complete a promise to our students and our community,” Dr. Dotson said. “That promise begins with open, equitable access, continues by helping students succeed through persistence, retention, and completion, and culminates in opportunities for great careers and successful transfer pathways. I hope to join you in building on that strong foundation, accelerating momentum, amplifying accomplishments, and driving student success.”

Dr. Dotson emphasized that her first year will focus on listening and learning from the people who make MSJC exceptional while working collaboratively to shape the College’s future.

“I’m going to start by listening and learning about what we value and appreciate about what we do at Mt. San Jacinto College,” she said. “Collaboration is important to me because, as the proverb says, ‘If you want to go fast, go alone. If you want to go far, go together.'” Over the coming weeks and months, Dr. Dotson will continue visiting MSJC’s campuses and engaging with faculty, staff, students, educational partners, elected officials, and community stakeholders throughout the region.

Dr. Dotson assumes leadership at a time of continued momentum for the College. This year, MSJC awarded a record 3,881 degrees and certificates, continues to expand educational opportunities throughout Southwest Riverside County and the San Gorgonio Pass, and is advancing major initiatives that support student success, workforce development, university transfer pathways, and regional economic growth.

Members of the community are invited to hear directly from Dr. Dotson by watching her first-day message at https://www.youtube.com/shorts/3zESKLGF9x4.

As Superintendent/President, Dr. Dotson will oversee the College’s three campuses in San Jacinto, Menifee, and Temecula, leading the institution’s mission of transforming learners, communities, and lives through accessible, high-quality education.

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The Partners in Peace initiative challenges honors students from across the United States to examine the work and strategies of Nobel Peace Prize laureates and to develop projects that promote peace, understanding, and conflict resolution in their own communities. Guided by the philosophy of “think globally, act locally,” participants engage in meaningful dialogue, leadership development, and community-based action throughout the program.

Young and Salazar were selected through a competitive application process that recognizes academic achievement, leadership potential, and a commitment to creating positive change.

“Being accepted into the Partners in Peace program means a great deal to me,” said Young. “My journey has taught me resilience, compassion, and the importance of building bridges between people from different backgrounds. I am grateful for this opportunity to grow as a leader and contribute to creating positive change in my community.”

Salazar expressed her excitement about joining students from across the nation in the program.

“I am truly honored to have been selected for the Partners in Peace program and to represent Mt. San Jacinto College in this once-in-a-lifetime experience,” said Salazar. “I am especially excited to learn from Dr. Henrik Syse and collaborate with students across the nation who share a similar commitment to creating positive change. Overall, I am eager to continue expanding my knowledge of the mechanisms by which peace is created and sustained through this collaboration and thoughtful dialogue. I hope to share what I learn throughout the upcoming semester with my college and community, especially through local advocacy that supports and uplifts marginalized communities. Meaningful change may begin with one person, but it ripples out further as each action inspires another, creating a cascade of positive change that can reach far beyond the individual.”

MSJC Superintendent/President Roger W. Schultz congratulated the students on their achievement and recognized the faculty mentors who helped prepare them for this opportunity.

“Danela and Marisa exemplify the curiosity, compassion, and leadership that define our Honors students at MSJC,” said Schultz. “Their selection to the Partners in Peace program is a remarkable accomplishment and a testament to their commitment to making a positive impact in the world. We are incredibly proud of them and excited to see how they apply what they learn to strengthen our communities. I would also like to thank Christina Yamanaka-Vu and Erik Ozolins for their outstanding leadership of the Honors Enrichment Program. Their dedication to student success continues to create transformative opportunities that empower our students to thrive both academically and as engaged global citizens.”

The students were nominated and supported through MSJC’s Honors Enrichment Program, led by Christina Yamanaka-Vu and Erik Ozolins. The program provides academically motivated students with opportunities for advanced scholarship, leadership development, undergraduate research, and participation in national and international educational experiences.

The selection of two MSJC students for the Partners in Peace program reflects the college’s ongoing commitment to developing informed, engaged, and socially responsible leaders who are prepared to address the challenges of an increasingly interconnected world.

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The Master Plan for Higher Education, adopted by the Legislature in 1960, was designed to create a coordinated, affordable system with distinct missions for community colleges, the California State University system and the University of California. Community colleges were expected to focus on vocational training, adult education and preparing students to transfer to CSU and UC campuses. The CSU system would provide bachelor’s degrees and master’s programs in fields such as education, engineering and other professions, while UC would serve as the state’s primary research institution and offer doctorates in addition to undergraduate and graduate degrees.

But the clean division of responsibilities envisioned in the plan has eroded over time. Economic pressures, political decisions and changing student needs have pushed the three systems into competition rather than cooperation. In addition to seeking state funding for campus growth and operations, the systems have increasingly battled over academic territory.

In recent decades, community colleges have sought authority to offer four-year bachelor’s degrees in select career fields, arguing that such programs can provide lower-cost, locally accessible pathways for students. CSU leaders have often resisted those efforts, saying some proposed programs duplicate existing university offerings. At the same time, CSU has pushed to expand doctorate programs, a move the UC system has viewed as encroaching on its traditional role.

Those conflicts have exposed the limits of a higher education structure created for a different era. Rather than broadly reconsidering the missions of the three systems, lawmakers have addressed disputes piecemeal, approving individual expansions with restrictions meant to ease opposition. The result is a patchwork of community college bachelor’s programs and CSU doctorate offerings governed by academic and geographic limits.

The latest dispute emerged in February, when the California Community Colleges Chancellor’s Office approved three new bachelor’s degree programs at Mesa College, Moorpark College and Southwestern College despite objections from CSU officials, who argued the programs overlapped with existing university offerings.

Soon after, lawmakers introduced two bills intended to make it easier for community colleges to add bachelor’s degree programs. Senate Bill 960 and Assembly Bill 2694 would limit the ability of CSU to block proposed community college programs on the grounds that they duplicate existing degrees within certain geographic areas.

The measures are opposed by four-year universities, whose concerns come as the CSU system faces stagnant or declining enrollment. Still, the proposals are advancing, reflecting continued legislative interest in expanding degree options at community colleges.

The debate carries consequences for students across California, including those in Southern California and the Inland Empire, where access, affordability and proximity to degree programs remain major concerns. Community colleges often serve students who are place-bound by work, family responsibilities or transportation barriers, while CSU and UC campuses remain key destinations for students pursuing traditional four-year and graduate degrees.

The competition is likely to intensify as California’s population growth slows or declines. Fewer K-12 students ultimately mean fewer college applicants, and enrollment plays a major role in how much state funding campuses receive.

That demographic shift adds urgency to calls for a comprehensive update of California’s higher education plan. Supporters of a new approach argue the state needs a system designed around current workforce demands, student access and regional needs, rather than continued disputes over institutional boundaries established in 1960.

Original source: CalMatters

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Over the past three years, the state has distributed about 30,000 laptops to incarcerated students. Nearly half went to the roughly 13,000 people enrolled in community college courses while in prison. The devices are increasingly replacing the long-used correspondence model, in which students completed paper assignments mailed back and forth between prisons and colleges.

The shift has opened a debate among incarcerated students, former students and faculty: Online classes can expand access and offer more timely feedback, but many say in-person instruction remains the most effective way to build confidence, relationships and academic skills.

For Richard Moye, 44, who has been incarcerated for 16 years and takes both online and in-person classes through Solano Community College at California Medical Facility in Vacaville, technology skills are now essential.

“The more we understand about today’s world, the better we’ll be equipped to get out into the workforce as things continue to change,” Moye said. “We don’t want to get left behind. Tech literacy is of the utmost importance behind prison walls.”

The expansion comes as California Community Colleges continues to grow its prison education program, known as Rising Scholars. In 2024, the state Legislative Analyst’s Office recommended that the program make greater use of online classes to address a persistent problem: limited classroom space inside prisons.

Today, 104 of California’s 116 community colleges work with state prisons to offer classes or degree programs. Community college data show that more than 21,000 courses were offered in prisons during fall 2025. Twenty colleges provide in-person instruction, with faculty traveling to facilities to teach. The rest offer classes online or, less frequently than in the past, through mailed correspondence, according to the California Community Colleges Chancellor’s Office.

State officials do not have a precise count of how many prison-based college courses are conducted online versus by mail. Colleges can use different data labels for correspondence-style classes, and the reporting is not consistent, the Chancellor’s Office said.

The Legislative Analyst’s Office also recommended that Rising Scholars give priority to students who are still working toward their first degree. In-person prison classes often have tight enrollment limits because of space restrictions, typically ranging from 18 to 40 students. At many colleges, enrollment is first-come, first-served, which can allow students pursuing second or third degrees to take seats from those who have not yet earned one, said Orlando Sanchez Zavala, a policy analyst with the Legislative Analyst’s Office.

Sanchez Zavala said focusing access on first-time degree seekers could have the greatest effect on reducing recidivism.

State data suggest education in prison is closely tied to outcomes after release. Among people who earned an associate degree while incarcerated and were released in the 2018-19 fiscal year, 8.5% were convicted of a new crime within three years, according to the prison system’s recidivism report. That compares with a 41.9% conviction rate among all people released that year.

Expanding online and correspondence options could allow colleges to offer more sections with smaller caps, Sanchez Zavala said, giving more incarcerated people a chance to enroll.

Still, the barriers are substantial. Even where prisons have classrooms, those rooms are often shared with other programs, meetings or services. Classes sometimes must be held in gyms or dining halls.

Joseph Bruno Martinez, 40, said he had difficulty enrolling in college classes while incarcerated at high-security prisons, where lockdowns could disrupt the school schedule.

Garret Eiferman, 56, a formerly incarcerated student who is now a graduate student at Cal State Northridge, said correctional officers were not always willing or able to help students complete degrees. He said he had to build relationships with officers so he could use classrooms after 7 p.m. and, at times, persuade staff to allow classmates to leave their housing units to attend class.

Eiferman also described outdated textbooks — often with hard covers removed for safety reasons — little feedback on mailed coursework, and the challenge of balancing classes with prison jobs and required programs.

Although he did not take fully online classes while incarcerated, Eiferman said he understands why they may help students navigate obstacles that come with in-person instruction.

The laptops are intended to do more than deliver assignments. Students and instructors say they expose incarcerated people to digital tools that are routine in college and the workplace outside prison. Much coursework and grading now happens through Canvas, the online learning platform widely used by California’s higher education systems for assignments, submissions and communication between students and instructors.

Isela Ocegueda, vice president of instruction at Coastline College, teaches an online English course to incarcerated students. She said using Canvas can make the transition smoother for students who continue their education after release. Coastline, where about 80% of instruction is online, moved away from mail-based prison courses in 2023 and now describes its model as “Canvas-supported correspondence.”

Ocegueda said online tools allow instructors to design more engaging assignments and provide more meaningful feedback. In one English class, she opened the semester by asking students to write a journal entry introducing themselves and explaining how she could support them. For the final research paper, students can submit drafts and receive edits much faster than they could through mailed packets.

“Imagine just trying to receive essays in the mail and then make your corrections and then send them back,” Ocegueda said. “That was really hard to do in the mail version of correspondence. Canvas-supported correspondence allows more for that writing process to actually happen.”

But online instruction still runs into prison-specific limits. Wi-Fi access varies by facility, and students may wait up to a week for prison librarians to approve some reading materials.

Students at Pelican Bay State Prison in Del Norte County and the California Institution for Women in San Bernardino County have said they cannot access Canvas from their cells because of limited Wi-Fi. Students at Folsom State Prison and San Quentin Rehabilitation Center, by contrast, have said they can complete coursework from their cells because the signal is strong.

A state prison system spokesperson said incarcerated people have Wi-Fi access in housing units at all but four state prisons. All prisons have Wi-Fi in education areas and classrooms, though the strength of the connection can vary.

Some students pursuing bachelor’s degrees in prison have also reported continuing problems with internet access and research materials, including the inability to conduct basic online searches.

Ben Brookeshire, an English professor at Solano College, said one of his biggest challenges is the delay students face in accessing what he called the “information space.” Some documents students need from digital research libraries must first be approved by prison librarians.

Even with the growth of online education, many students and instructors say face-to-face learning remains vital.

Eiferman completed most of his prison coursework through correspondence classes from Palo Verde and Coastline colleges between 2009 and 2019. While incarcerated, he earned an associate of arts degree, an associate of science degree and a business certificate. He was also pursuing a U.S. history degree when he was paroled in 2020.

“The bulk of my interaction with professors during the degree completion was very minimal,” he said. “It’s distance learning, so that means it’s all done with an envelope and a stamp, and feedback was never a thing.”

That made the transition to university difficult, he said, because he discovered gaps in what he had learned and areas where he needed to relearn material more fully.

Eiferman took his first in-person college course through Bakersfield College at Golden State Community Correctional Facility, a medium-security prison in the southern San Joaquin Valley. The class was math, a subject he had long struggled with. But in the classroom, he said, he experienced breakthroughs and was able to help other students.

Moye said in-person classes help students better understand instructors’ expectations and offer a level of interaction that online courses cannot fully replicate, including peer support, tutoring, group discussion and collaboration.

Community college system data show that in spring 2025, incarcerated students had a 77% success rate in internet-based and correspondence courses, compared with 85% in in-person courses. Success means earning a C or higher, or a passing mark in courses that are not letter-graded. Incarcerated students in in-person classes also had a success rate 10 percentage points higher than community college students overall.

“I’m a fan of in-person learning,” Moye said. “That’s my favorite style of learning, because to me, it resembles most what’s going on in society. If we’re trying to prepare incarcerated men and women for society, we have to have it look as much like society as possible.”

Brookeshire said he understands online courses are likely to keep expanding, but he continues to teach only in person because of the connection it allows him to build with students.

“I really believe there’s magic in a classroom,” he said. “I really believe that face-to-face instruction is irreplaceable.”

Original source: CalMatters

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The resignation was first reported by the Los Angeles Times. Carvalho has denied wrongdoing and did not respond to a request for comment.

In a written statement, the district said Acting Superintendent Andrés Chait will continue leading L.A. Unified while the Board of Education searches for Carvalho’s replacement.

“The Board remains steadfast in its commitment to ensuring stability, continuity, and continued progress through strong leadership,” the district said. “Our focus remains unchanged: providing every student with a high-quality education, supporting our dedicated workforce, and maintaining the trust of the communities we serve.”

Carvalho, who previously led Miami-Dade County Public Schools, arrived in Los Angeles in February 2022 with a national reputation as one of the country’s most prominent education leaders. He took over L.A. Unified only months after campuses had reopened for in-person instruction following COVID-19 closures.

During his tenure, the district posted academic gains that exceeded statewide recovery trends. English language arts scores increased by more than 5 percentage points, while math scores rose by nearly 8 points. Graduation rates also improved.

Carvalho also focused heavily on attendance and enrollment, two persistent challenges for Los Angeles and school districts across Southern California after the pandemic. He personally visited students’ homes to encourage them to return to class and backed public outreach campaigns, including billboards and bus advertisements, to promote transitional kindergarten enrollment.

In recent years, Carvalho became a visible defender of immigrant students and families as the Trump administration intensified immigration enforcement. Carvalho, who has spoken publicly about his own experience as a formerly undocumented immigrant, repeatedly emphasized that all children have the right to attend school regardless of immigration status.

Under his leadership, L.A. Unified created a 24-hour hotline, held legal rights workshops, offered free legal assistance through local nonprofits and launched a virtual academy for students whose families feared leaving home because of deportation risks.

Families in Schools, a Los Angeles-based parent advocacy organization, praised Carvalho earlier this month when it presented him with a “Courage in Leadership” award.

“At a time when immigrant students and families experienced fear and uncertainty, Superintendent Carvalho used his voice and position to affirm that all children deserve safe, welcoming schools,” the organization said. “His steadfast support for immigrant communities reflected the values that define Los Angeles and the very best of public education leadership.”

The FBI searched Carvalho’s home and office in February, shortly after the district renewed his contract. He had been on leave since then. The federal investigation appears connected to the district’s botched chatbot initiative, an artificial intelligence project that Carvalho had promoted before the contract collapsed.

Original source: CalMatters

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