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Emerging from the quiet of the COVID years, Alexander, a recent 2025 Napa Valley Independent Studies graduate, embarked on his high school journey with a clear mission: to reinvent himself and embrace every opportunity. What followed was a remarkable exploration of interests, talents, and a profound understanding of his own resilience.

Soren De Young, Class of 2025, is heading to the United States Air Force Academy—turning a dream that began in fifth grade into a bold reality shaped by perseverance, service, and community support. A Vintage High student all four years, Soren ’s journey reflects the powerful role of family, mentorship, and real-world readiness at the heart of NVUSD’s Graduate Portrait.

Vintage High School senior Miroslava (Miros) De Reza-Sifuentes stands out as a compassionate leader dedicated to public service and empowering others. Her journey through the Napa Valley Unified School District—spanning Bel Aire Elementary, River Middle School, and all four years at Vintage High—has deeply shaped her impressive accomplishments and future aspirations.

Alina Ceja Delgado leaves Napa High School not only as a leader, athlete, and advocate—but as a student whose voice has helped shape her campus and community. Her journey through NVUSD, from early years in Dual Language Immersion to delivering the Class of 2025 graduation speech, has been defined by service, growth, and a deep belief in collective progress. It reflects NVUSD’s vision of preparing students to thrive with confidence, compassion, and the ability to advocate for themselves and others.

Reggie Ellison, a graduating senior from New Technology High School, brings curiosity, leadership, and a deep sense of purpose to every experience—a true reflection of the NVUSD Graduate Portrait.

It only takes a few moments with Mia Ambrosio-Martinez to know she’s destined to make an impact. A proud product of Napa Valley Unified School District, Mia began her journey at NVLA, advanced through River Middle School, and found her stride at New Technology High School—a “natural transition,” she says, thanks to her early exposure to project-based learning. “It helped me understand the material more deeply than regular school.”\