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Introducing Our 2026 Teacher and Teammate of the Year Award Winners!

Aspire Public Schools is proud to announce the 2026 Teacher and Teammate of the Year award winners! Now in its third year, this recognition celebrates exceptional educators and staff across our three regions—Bay Area, Central Valley, and Los Angeles—who embody our mission and values. This year’s honorees were selected from a competitive pool of nominations submitted by teammates, students, families, and alumni. Each winner has made a profound impact on their school community through dedication, leadership, and a commitment to student success. 

Bay Area

Teacher of the Year: De’Shawnna Riley
De’Shawnna Riley is a 5th Grade Teacher at Aspire Richmond Technology Academy. De’Shawnna has been a passionate advocate for cultural celebration and belonging in her school community. She is a proud attendee of Aspire Bay Area’s Black Excellence Celebrations, where she has witnessed scholars and families come together to honor academic achievement, character, and community leadership. “Seeing Black-identifying scholars and their families come together in pride and joy was incredibly powerful,” she shares. “These events created a strong sense of belonging, cultural pride, and excellence that I will always remember.” 

Teammate of the Year: Nore Temol-Ito
Nore Temol-Ito is a TK Instructional Assistant at Aspire Monarch Academy. Nore’s dedication to her students spans years, not just school days. One of her most cherished memories was watching her very first TK students graduate from 5th grade. “I still remember their very first day in TK — some shy, some nervous, some with tears, some bursting with excitement, all with eyes full of curiosity and wonder,” she reflects. “Watching those same students walk across the stage with confidence and joy, ready to take on middle school, was such a beautiful full-circle moment.” 

Central Valley

Teacher of the Year: Leticia Robles
Leticia Robles is an Intervention Specialist at Aspire University Charter School. Leti believes deeply in meeting students with compassion and patience, even in the most challenging moments. Witnessing a teammate support a struggling scholar with care and professionalism moved her to tears and reinforced everything she believes about this work. “I was witnessing love and understanding,” she recalls. “It was beautiful leadership — not [just] in theory, but in the moment it mattered the most.” 

Teammate of the Year: Adrianna Gonzales
Adrianna Gonzales is a School Social Worker at Aspire Summit Charter Academy. Over her two years at Summit Charter, Adrianna has built meaningful relationships with students, families, and teammates that define her Aspire experience. From celebrating family wins to being a steady, trusted presence in students’ everyday lives, Adrianna brings heart and dedication to everything she does. “Even the small moments — checking in, problem-solving together, or simply being a consistent point of support — have had a lasting impact on me,” she says, “and remind me why I love the work that I do.” 

Los Angeles

Teacher of the Year: Yanick Clay
Yanick Clay is a World History and Ethnic Studies Teacher at Aspire Ollin University Prep Academy. Yanick knows that joy and connection are at the heart of great school culture. One of her favorite Aspire memories is a simple one — boarding a bus with her teammates for a bowling outing — a reminder that the bonds built between teammates are just as important as the work done in the classroom. 

Teammate of the Year: Beatriz Arredondo
Beatriz Arredondo is a Cafeteria Assistant and Supervisor at Aspire Ollin University Prep Academy. Beatriz’s favorite Aspire memory captures the spirit of community she helps create every day: a joyful group trip with colleagues to Catalina Island, a celebration of the connections and camaraderie that make Aspire feel like family. “There are many [memories], but my favorite is when we all went together on a boat trip to Catalina Island,” she shares.

Celebrating our 2026 Aspire Scholarship Winners

Congratulations to our 2026 scholarship recipients! Earlier this April, we honored our 27 Aspire scholarship winners at Aspire’s Transforming Futures luncheon. These exceptional seniors have been awarded $100,000 in scholarships to support their post-secondary plans.

  • 3 Fulfilling Futures Scholarship Winners
  • 10 Para la Cultura Scholarship Winners
  • 5 Rise Scholarship Winners
  • 9 Shining Star Scholarship Winners

Aspire is grateful for the generous sponsorship of our partners who made this celebration possible! 

  • Columbia Bank
  • NY Life
  • The Baldwin Group
  • Charlie & Karen Couric
  • Richard & Theresa Crocker

Visit the link to learn more about these scholars!

EdSource: California can’t afford to overlook leadership development in education budget

Original article found here.
By Mercedes Macumber
April 29, 2026

Commentary

California faces difficult budget decisions, and education once again sits at the center of the conversation. As policymakers decide where to invest limited resources, they risk overlooking a critical lever for school success: leadership development.

In my 20 years in education, I’ve learned that strong schools don’t come from curriculum or funding formulas alone — they come from people. Leadership shapes whether teachers stay, students succeed and families feel connected. Research supports this: School leadership is second only to classroom instruction in its impact on student learning, according to the Learning Policy Institute.

I didn’t set out to become a principal. As a second-grade student, I watched my father — an immigrant from Mexico with limited formal education — be discouraged from participating in my parent/teacher conference because of his accent. It was the first time I saw him cry. At that moment, I decided to help build schools where every family feels seen, heard and valued. That purpose led me to spend 10 years in the classroom before stepping into leadership.

Access to a leadership development program supported by California’s Diverse Education Leaders Pipeline Initiative (DELPI) Grant Program changed everything for me.

As a principal, I chose to join the program to strengthen my leadership skills and better understand the systems shaping my school and community. Continuing my own education and pursuing my Preliminary Administrative Services Credential has been vital to my professional growth and better serving my students.

The Diverse Education Leaders Pipeline Initiative program removes one of the biggest barriers educators face: cost — covering up to $30,000 per candidate to earn a Preliminary Administrative Services Credential. Without it, I would not have pursued this opportunity. With it, I invested in my development and now invest back into my school community.

Through the program, jointly facilitated by Diversity Leadership Institute, Loyola Marymount University and Aspire NorCal, I strengthened my knowledge of educational law, sharpened my leadership practices and learned how to build systems that support students and staff. I brought those lessons back to my campus and we saw results.

Today, my school retains staff at a time when districts across California struggle to keep teachers. Teachers stay not because the work is easy, but because they feel supported, respected and part of something meaningful. That’s not anecdotal — research from the Learning Policy Institute also shows that well-prepared principals are linked to stronger teacher retention and student outcomes. That kind of stability doesn’t happen by chance. It happens when leaders know how to support their teams.

Students and families feel the difference, too. At my school, where most students are Black and brown, representation and trust matter. Yet across California, while roughly 7 in 10 students are students of color, only about 1 in 3 principals are. Students see themselves reflected in leadership and begin to believe in their own potential.

Our enrollment has grown, and we now have a waitlist. Families recommend our school to one another because they trust the environment we’ve built. Programs like the diverse leaders pipeline make this possible. They create pathways for educators to grow, strengthen leadership, and build more responsive school communities. Demand is clear — nearly all available program slots were filled in the first year, according to the California Commission on Teacher Credentialing.

But these investments face real risk. Established in 2023 with a one-time $10 million state investment, the Diverse Education Leaders Pipeline Initiative is set to sunset in 2027. Continued funding is essential to sustain and expand the program.

California’s budget deficit puts programs like this on uncertain ground at the moment we need them most. Across the state, experienced principals and administrators are approaching retirement, while many teachers leave due to burnout and lack of opportunity.

If we fail to invest in leadership development, we revert to the status quo — persistent turnover, limited diversity in leadership and uneven outcomes for students. A one-time investment is not enough; meaningful change requires sustained commitment. Without clear, affordable pathways, we risk losing both current and future leaders and undermining the stability of our schools.

The Diverse Education Leaders Pipeline Initiative demonstrates what’s possible when that investment is made: It keeps strong educators in the field, builds culturally competent leadership and strengthens entire school systems. As lawmakers weigh difficult budget decisions, the question is not whether we can afford to invest in leadership development — but whether we can afford the consequences of pulling back.

When we invest in school leaders, we strengthen the workforce, retain teachers and improve outcomes for students. Although the program began with a one-time investment, a sustained $10 million annual commitment over five years would expand leadership opportunities for a more diverse group of educators.

California invested in me through the Diverse Education Leaders Pipeline Initiative, and my school is stronger because of it. All students, educators and families deserve that same commitment.

•••

Mercedes Macumber is a principal at Aspire Alexander Twilight Secondary Academy 6-12 in Northern California and is a recipient of California’s Diverse Education Leaders Pipeline Initiative (DELPI) Grant Program. The grant program aims to train, place, and retain diverse, culturally responsive administrators for TK–12 to improve student outcomes and support California’s education workforce.

The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.

California Parents Push Legislators to Change School Funding System

California Parents Push Legislators to Change School Funding System

By: Ryder Barrios, Omar Rodríguez, Miguel González, Emilio Colima
Journalism Students, Aspire Vanguard College Preparatory Academy

Attendees posing in front of the Capitol building after the first half of the legislative meetings (Photo supplied by Filmtwist)

Families across California have joined Aspire Public Schools in their fifth annual “Count Me In” event from April 6th to 7th, meeting with legislators thirty-five times in one day to combat the current funding system based on average daily attendance (ADA).

The ADA funding formula, introduced to California in 1911, has received increased pushback in recent years. It works by funding schools based on attendance. According to a report from Policy Analysis for California Education (PACE), schools lose $3.6 billion annually due to these absences. 

The Count Me In Movement, led by Maribel Sainez, Aspire Director of Family Engagement and Community Advocacy, is backed by teachers and families across the state. Together, they are combating this funding policy, which they describe as outdated. According to the Count Me In Campaign Overview, it is still used in only six states, including California.

Chronic absenteeism in California is seen in about 1.2 million students who miss 10% of the entire school year on average, according to the overview. Furthermore, a key fact of this overview states that “Students of low-income families—who make up about 62% of all California students — are more likely to miss school—amplifying inequities.” 

Senator Marie Alvarado-Gil shares concern with the current system at the Count Me In Press Conference in front of the California Capitol Building (Photo supplied by Filmtwist)

Parents, students, and teachers say the one-size-fits-all funding system is not working. The Count Me In Campaign Overview states it compounds the problem by withholding funding for their education when absent, further disadvantaging the students and schools who need the most support.

Aspire, along with other charter school management organizations, including KIPP SoCal, Ednovate, Alliance, Camino Nuevo, Brightstar, Voices, Semillas, and Navigator Schools, believes this change in funding is needed to make up for the lost opportunities in school that teachers and parents alike are worried about. Paulette Gipson, a grandparent concerned with current emotional support funding, argued that schools need to be “a safe haven for students to be comfortable in.” 

Nancy de Ramirez, an Aspire parent, said California “needs to restore and add more funding for districts serving students with higher levels of need.” 

Pamela Aaracely Ramirez Herrera, an elementary school teacher, shared that her school was required to front the cost for mandated services for specific students with Individualized Education Programs or IEPs. She questioned the ability of schools to manage all of these requirements at the same time with limited money.

Though the concerns for schools’ addressing of health did not end there. Aaracel continued, revealing that the school did not have the money to hire a nurse. This statement was met with other parents chiming in with their similar experiences.

Lost funding for schools not only affects the school but also the students who attend it, and their families. Sometimes students miss school not because they don’t want to go, but because they can’t.

Iracema Velasquez, an Aspire Richmond Technology Academy parent, shared that her son wouldn’t communicate with teachers or staff throughout the school day and often had accidents when going to the bathroom because he wouldn’t tell teachers he needed to go.

Later on, her son was diagnosed with selective mutism, a severe anxiety disorder where children or adults cannot speak in specific social situations, with this affecting the child’s social skills.

“This is a huge problem because when it came time to take him to school, he did not want to go and would cry; sometimes she had to be at school every day for about twenty minutes waiting for her son to calm down and enter school. On the days he wouldn’t attend school, the school lost funding, and losing this funding means the school cannot hire specialists to deal with these types of problems; in general, it affects the child’s education.”

Another parent at the event stated that her son would sometimes miss school because of the 40-45 minute drive to school and back. She shared, “I live far away from the school, but don’t want to send my son on public transport because it is dangerous, and I don’t trust it.”

She also mentioned having to stop buying certain things for her house to be able to keep up with the rising gas prices. If schools were better funded, parents would not have to worry about transportation, as schools could provide that transport for students.

The lack of funding is a major issue for schools, largely due to the way state funding is distributed. Currently, funding is based on student attendance; however, this approach is problematic due to the high rate of student absenteeism. Many students are missing school, and this directly reduces the resources available to their schools. Furthermore, the current system fails to account for the fact that every child has unique learning needs.

The families who gathered today all had one single goal in mind: to make a better future for their children and future generations. The funding has had a significant impact on the entire school system, specifically the students. 

The cause continues as Aspire, along with many other organizations, works towards next year’s gathering. This fight for a supportive funding landscape will take time, resources, and understanding from the legislature. However, they need not do it alone; vote, petition, and support here.

Crowd applause from supporters after the parents’ speech at the press conference (Photo supplied by Filmtwist)

Aspire Benjamin Holt College Preparatory Academy Named a 2026 California Distinguished School

We are incredibly proud to share that Aspire Benjamin Holt College Preparatory Academy has been recognized as a 2026 California Distinguished School by the California Department of Education — one of the state’s highest honors for public schools.

This recognition is a testament to the hard work, heart, and commitment poured into Ben Holt every single day. It belongs to the educators who go above and beyond in the classroom, the staff who support students in countless ways, the families who partner with us on their children’s journeys, and most of all, the students who show up ready to learn and grow.

The California Distinguished Schools program recognizes schools that demonstrate exemplary academic achievement and improvement. To be counted among them reflects what we’ve always believed: that when a community comes together around a shared purpose, extraordinary things happen for students. Congratulations to the entire Aspire Ben Holt community!

Aspire Benjamin Holt College Preparatory Academy is part of the Aspire Public Schools network, dedicated to preparing students for success in college, career, and life.

A January 2026 Rooted in Service, Celebration, and Community at Aspire Public Schools and East Palo Alto Charter School

January 2026 marked a powerful beginning to the new year at Aspire Public Schools and East Palo Alto Charter School (EPACS) grounded in service, joy, and deep community connection.

We extend our sincere appreciation to Principal Kawi and the EPACS team for starting 2026 strong and for continuing to cultivate a school culture centered on belonging, professionalism, and collective care. Throughout the month, EPACS created meaningful opportunities for students, families, and staff to come together, strengthening the bonds that make this community so special.

In honor of Dr. Martin Luther King Jr., EPACS proudly held its annual MLK Garden Work Day, bringing together students, families, staff, and community partners in a shared act of service. This year’s event was made possible through partnership with the Ivy and Pearls Foundation and Alpha Kappa Alpha Sorority, whose presence and commitment reflected a shared dedication to service, legacy, and community uplift.

The event was led by Fresh Approach, formerly Collective Roots, an organization deeply committed to growing, sharing, and cooking nutritious food as a pathway to improved health, economic independence, and community connectedness in East Palo Alto. Notably, the EPACS garden was Fresh Approach’s very first flagship garden when the organization opened, making this day of service not only a tribute to Dr. King’s legacy, but also a celebration of a long standing partnership rooted in sustainability, education, and care for the land.

Beyond the garden, January was filled with moments of recognition and joy. EPACS hosted a middle school awards ceremony to celebrate student growth, leadership, and achievement, affirming the importance of honoring both academic progress and character. The month also included a community Bingo Night, bringing families together for laughter, connection, and shared celebration.

These moments reflect who EPACS is at its core. A community that values service, celebrates its students, and believes in coming together as one. Students, families, staff, and partners building something meaningful together. As we move forward into 2026, we do so inspired by the strength of this team, the legacy of our partnerships, and the collective spirit that continues to define EPACS.

Join Aspire’s Wellness Committee!

Aspire is excited to invite parents, students, teachers, school staff, and community members to participate in our Wellness Policy Committee. This committee plays a key role in shaping policies and initiatives that support the health, well-being, and academic success of our students.

Meetings are virtual, and participation is open to anyone interested in making a positive impact on our school communities. There’s no cost to participate — just your voice and ideas!

First Meeting:
Date: Tuesday, October 21, 2025
Time: 1:00–2:00 PM (PT)
Location: Zoom

Join Zoom Meeting:
https://aspirepublicschools.zoom.us/j/94270002258?pwd=udRU1tJ8jlOFyKfc5OaJ1ab3qjZXy0.1
Meeting ID: 942 7000 2258
Passcode: 782098

One Tap Mobile:
+1 669 444 9171,,94270002258#,,,,*782098# US
+1 669 900 6833,,94270002258#,,,,*782098# US (San Jose)

Join by SIP:
94270002258@zoomcrc.com

Help us create a healthier, thriving environment for all Aspire scholars!

Aspire East Palo Alto Charter School Celebrates Latinx Heritage Month!

As we come to the final days of Latinx Heritage Month, Aspire Public Schools Bay Area would like to uplift and celebrate Aspire East Palo Alto Charter School (EPACS). Whether it be the annual Latinx Heritage Month Celebration or the student-led door decorating contest, EPACS students showcase the beautiful power of the Latinx community.

The city of East Palo Alto has an inspiring, resilient history of Latina/o/x community members fighting for self-determination and for schools that promote Knowledge of Self! Many appreciations to our students, educators, and families! Many appreciations to our fearless leaders who lead every day alongside our fierce Principal, Terry Kawi.

 

Aspire Public Schools Bay Area Presents to the Oakland Unified School District Board of Directors for 2 School Renewals and 1 Merger

Last week, Aspire Public Schools Bay Area participated in initial charter renewal hearings with the Oakland Unified School District for Aspire College Academy (ACA), Aspire Golden State College Preparatory Academy (GSP), and the material revision/merger proposal for Aspire College Triumph Academy (ACTA).

We are deeply grateful to the many families, students, staff, and leaders who showed up in support. Your voices and presence remind us why this work matters, and there is much to celebrate as we look toward securing five-year renewals for both our elementary and secondary schools.

Highlights from our schools:

  • Aspire College Academy (ACA): In each of the last two years—and with the anticipated release of 2025 data—ACA has seen double-digit growth in both Math and ELA on state assessments. In addition, ACA has demonstrated tremendous growth in family satisfaction as measured by nationally normed Panorama survey results, especially in the area of school fit.

  • Aspire Golden State College Preparatory Academy (GSP): Using 2024 California Dashboard data, GSP is in the top 10.3% of schools statewide for the percentage of Blue indicators on the state dashboard. Notably, GSP earned Blue in English Learner Progress and the College and Career Indicator—two critical academic measures—alongside graduation rate outcomes.

We thank everyone who has been part of this process and look forward to next month’s decision hearings.

   

Leading with Impact: Aspire CFO Michael Wimbish Named CFO of the Year

We’re thrilled to celebrate Michael Wimbish, Aspire Public Schools’ Chief Financial Officer, who has been named CFO of the Year by the San Francisco Business Times! This award recognizes outstanding financial leadership, innovation, and a commitment to mission-driven impact.

At Aspire, Michael’s work exemplifies how thoughtful financial stewardship can directly support scholars, communities, and the resources they need to thrive. Under his leadership, Aspire continues to be able to strengthen programs, expand opportunities, and ensure sustainable growth across our schools. As he says,

I try to start from a place of “yes,” and then work backwards to see what’s possible.

This recognition carries even greater significance because the CFO of the Year awards celebration benefitted  Larkin Street Youth Services, which provides housing, education, and critical support for young people experiencing homelessness. A great reminder that strong leadership in finance—and in community—can create meaningful opportunities for young people who need it most.

Read the full story in the San Francisco Business Times here.

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