Have We Lost Our Focus? When Adult Politics Distracts Us from the Real Work of Education

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I had an epiphany recently. Maybe it wasn’t really an epiphany as much as the culmination of watching public education change over the course of my career. I’ve spent more than four decades working in education, human services, recreation, family engagement, prevention and intervention, and community-based programs. For most of that time, the conversations we had about education were centered on a fairly straightforward question: What do our kids need to succeed?

We didn’t always agree on the answer. In fact, we frequently disagreed. But the questions themselves were largely about children. How do we help students achieve academically? How do we close achievement gaps? What interventions work for a student who is falling behind? How do we differentiate instruction so that we aren’t teaching every child as though they learn in exactly the same way? How do we keep young people from becoming disconnected from school? How do we provide meaningful opportunities after school and during the summer? How do we address mental health? How do we prevent violence, substance abuse, chronic absenteeism, and school dropout? How do we engage parents as genuine partners in their children’s education? How do we make sure students feel safe, supported, challenged, and connected to their schools? Those were difficult conversations, and we certainly didn’t always get it right. But they were conversations about kids.

We Built Entire Fields Around Supporting Children

Think about how much education has evolved over the last 20 or 30 years. We learned that what happens outside the classroom directly affects what happens inside the classroom. That realization helped expand prevention and intervention programs, counseling, mental health services, expanded learning, community schools, restorative practices, college and career readiness, and family and community engagement.

Family engagement itself has grown tremendously as a field. We moved beyond the old idea that parent involvement meant showing up for Back-to-School Night, joining the PTA, or volunteering at a school carnival. We began asking deeper questions. Do families understand the educational system? Do they know how to advocate for their children? Do educators know how to build trusting relationships with families? Are we engaging families who historically haven’t had a seat at the table? Are schools creating environments where parents are partners rather than simply recipients of information?

That work matters. We have also learned much more about trauma, mental health, belonging, school climate, early literacy, chronic absenteeism, and the importance of connecting schools with community resources. These aren’t always the issues that make headlines or generate viral social media posts. But they are the issues that can change the trajectory of a child’s life.

And Then Something Changed

Increasingly, I find myself wondering whether we have allowed the focus of public education to shift. Instead of spending most of our collective energy discussing instruction, achievement, attendance, graduation, career readiness, mental health, family engagement, school safety, and student opportunity, education has increasingly become another battlefield in America’s political and cultural divisions.

Nationally, we are debating the future and role of the U.S. Department of Education. Here in California, we have debated and enacted significant changes to how education is governed at the state level. Across the country, communities are fighting over books and instructional materials. School boards have debated flags, parental notification policies, curriculum, race, history, gender, student privacy, parental rights, and identity. Issues that once occupied statehouses, Congress, cable news, and national political campaigns are increasingly finding their way directly into local school boardrooms.

To be clear, many of these issues involve legitimate questions of law, governance, parental authority, student rights, local control, and educational policy. They should not simply be dismissed because they are controversial. Parents have every right to ask questions about their children’s education. Students have rights. Educators have professional responsibilities. School boards have governance responsibilities. State and federal governments have legitimate roles in education.

But I keep coming back to another question: How much oxygen are these battles taking out of the room?

Meanwhile, the Kids Are Still Sitting in Our Classrooms

While adults fight, a third grader is still struggling to read. A middle school student is still chronically absent. A high school student is still trying to figure out whether college, the military, an apprenticeship, or a career technical education pathway is right for them. A teacher is still trying to differentiate instruction for 30 students with very different academic needs. A counselor is still helping a student experiencing anxiety, grief, or trauma. A family is still trying to understand an IEP. An English learner’s parents are still trying to navigate an educational system that can be confusing even when English is your first language.

A student experiencing homelessness is still wondering where they are going to sleep tonight. A child is still being bullied. Another child may not have reliable internet access at home. And somewhere, there is a young person who simply needs one caring adult at school to notice that something isn’t right. Those challenges don’t disappear because adults are arguing about politics. That’s the part I worry we are losing sight of.

Public education has always been political in the broadest sense. Decisions about funding, curriculum, accountability, civil rights, school boundaries, special education, language access, and educational opportunity have always involved public policy. I am not suggesting that we somehow remove policy debates from public education. That’s neither realistic nor necessarily desirable. What concerns me is when the political debate itself becomes more important than the educational outcome.

Governance requires the discipline to distinguish between what is important and what is simply loud. Not every national political battle needs to become the defining issue of a local school district, and not every disagreement needs to become a test of someone’s political identity.

Sometimes the most important work a school board, superintendent, principal, teacher, or community can do is much less exciting. Improve reading. Reduce absenteeism. Hire and retain great teachers. Support principals. Improve special education services. Strengthen school safety. Expand career pathways. Engage families. Improve graduation rates. Maintain facilities. Provide strong mental health supports. Spend taxpayer dollars responsibly. Make sure every student knows there is a place for them in our schools. None of those things will necessarily trend on social media. But they matter tremendously to children.

The Adult Agenda Versus the Student Agenda

Maybe that’s the distinction I’ve been searching for. There is an adult agenda, and there is a student agenda. Too often, the adult agenda asks who won the political argument, which side the board took, what statement was made, what flag is flying, which book is on a shelf, or which political constituency walked away satisfied. Those questions may matter deeply to the adults involved, but I wonder how often we stop and ask what the student sitting in the classroom needs from us.

The student agenda sounds very different. Can I read? Can I do math? Do I feel safe here? Does my teacher believe in me? Is there someone I can talk to when I’m struggling? Will I graduate? Am I prepared for college or a career? Does my family understand how to help me? Do I have opportunities regardless of my ZIP code, income, language, disability, race, background, or family circumstances? Those are the questions that should keep educational leaders awake at night.

Family and Community Engagement May Be Part of the Answer

This is also why I continue to believe so deeply in authentic family and community engagement. Family engagement should never belong to the political left or the political right. Parents shouldn’t have to agree politically to want excellent schools. Two parents can disagree profoundly about national politics and still sit at the same table and agree that they want their children to be safe, to learn, to have excellent teachers, to be prepared for life after high school, and to have someone notice when they are struggling. That common ground still exists. Sometimes I think we’ve simply forgotten how to look for it.

Authentic family engagement can help us rediscover that common ground because it requires us to listen rather than assume. It asks educators to build relationships with families rather than simply communicate at them. It asks families to become partners in improving schools rather than spectators in political battles. When we sit across the table from one another and start the conversation with, “What do our children need?”, the conversation changes.

Maybe We Need a Reset

Perhaps public education needs a reset. Not a reset where we ignore politics, policy, rights, or legitimate disagreements, but a reset where we remember our primary responsibility: children.

When an issue comes before us, perhaps our first question shouldn’t be, “What will my political side think?” Maybe it should be, “How will this improve outcomes for students?”

Will it help children learn? Will it help teachers teach? Will it make schools safer? Will it strengthen families? Will it create opportunities? Will it improve belonging? Will it prepare students for the world they will inherit? Those aren’t partisan questions. They are educational questions.

And if we cannot connect what we’re spending enormous amounts of time fighting about to better outcomes for students, perhaps we should at least be willing to ask whether we’ve allowed the adults to become the center of public education. Because they aren’t. The kids are!

Maybe one of the greatest challenges facing public education right now isn’t simply funding, curriculum, governance, politics, or another new initiative. Maybe it’s whether we can resist all the distractions long enough to remember why so many of us entered this work in the first place. After more than four decades of working with students, families, educators, and communities, I keep coming back to the same place.

Students first. Not politics first. Not adults first. Not ideology first. Students first! Everything else should follow.

About the Writer

Marcelino “Mars” Serna is an educator, community leader, engaged father, proud “Big Papa,” and husband with more than 40 years of experience serving children, families, and communities. His career has spanned education, human services, recreation, prevention and intervention, and family and community engagement. He currently serves as a Program Manager with the San Bernardino County Superintendent of Schools and as Vice President of the Fontana Unified School District Board of Education.

Throughout his career, Mars has worked to strengthen the connection between schools, families, and communities, with a particular emphasis on family engagement, leadership development, prevention and intervention, and creating opportunities for young people to thrive. But some of his most important roles exist outside of his professional titles—as a husband, an engaged father, a Big Papa, and a community member who believes deeply in giving back and serving others.

His reflections are shaped by both his professional experiences and the lessons he has learned from family, community, and more than four decades of working alongside students, parents, educators, and community leaders.

At the heart of his work and writing is a simple philosophy: Students first. Relationships matter. Strong schools are built in partnership with families and communities.

A Bit of Reflection: Relationships Over Transactions

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Running for office teaches you a lot about the people within your sphere of influence, and perhaps even more about relationships. Over the past several weeks, I’ve had a lot of time to think about the difference between transactional relationships and relational relationships. Before I get into my reflection, let me explain what I mean by those two terms.

A transactional relationship is largely based on an exchange: I do something for you, and you do something for me. There is often an understood responsibility, expectation, or benefit for each person. Transactional relationships aren’t necessarily bad. We all participate in them, but the relationship often exists primarily because each person expects something from the other.

A relational relationship is different. It’s built around care, trust, authenticity, and growing together. It shows you who values the connection, not simply the convenience. Transactions can certainly happen within relational connections. We help each other, advocate for each other, show up for each other, and sometimes ask each other for favors. The difference is that the transaction isn’t the foundation of the relationship. We do those things because we genuinely care about the other person’s well-being, not because we’re keeping score or expecting something in return.

If you know me, you know I value relationships. My wife, Marissa, reminded me once that I trust people way too much. But in my defense, throughout my life and career, I’ve tried to take the long view when it comes to people. I believe in winning hearts and minds, listening to people, building trust, and creating relationships that last beyond whatever project, position, or circumstance originally brought us together. That philosophy is at the heart of my work in Family and Community Engagement. Good family engagement is deeply relational work. It humanizes us. It requires us to listen, build trust, be vulnerable, and invest something of ourselves in the people we serve.

Yes, relational work can be taxing. It requires time, patience, openness, and sometimes a little grace. But over the long haul, it leads to something far more meaningful and impactful. When we work in genuine relationship with one another, we create belonging. We develop accountability to one another. Even through brief interactions, we communicate something incredibly powerful. I see you. I hear you. You matter. Relationships built through listening, trust, openness, and longevity will almost always have deeper roots than interactions that are one-sided or based solely on what someone can do for us. I value relationships over transactions.

In a split second, my normal changed tremendously

For the past 36 days, many of you know I’ve been dealing with a severely broken ankle that landed me on what I’ve jokingly called the “injured reserve list.” Being forced to slow down has given me more time than I ever expected to sit, observe, think, and reflect. And I’ve had the opportunity to witness something incredible: my village.

People have stepped up to walk neighborhoods for my campaign because I physically can’t. Friends and neighbors have cut my yard. People have brought us dinners, visited me at home, called, texted, checked on Marissa and me, and stepped into responsibilities when I couldn’t be there myself. Some have simply sent a message saying, “How are you doing?” Others have said, “What do you need?” And some didn’t even ask. They just showed up. Those moments have meant more to me than people probably realize. Most of these relationships weren’t created during the past 36 days. They were built over years, sometimes decades, through shared experiences, conversations, service, laughter, challenges, disagreements, trust, and simply being there for one another. There wasn’t a transaction involved. Nobody was keeping score. They simply cared.

And Then There’s Politics

Politics gives you a very interesting lens through which to examine relationships. I’ve learned that many of the relationships we develop while serving as elected officials can naturally become transactional. That’s part of the political environment, and I’ve learned to recognize it for what it is. For example, candidates often receive contributions or support from organizations. Sometimes that support comes from shared values and a long-standing relationship. Other times, an organization may support a candidate because it believes that person will be receptive to its priorities in the future.

That doesn’t automatically make the interaction wrong. It simply means we should understand the difference between a transaction and a relationship. And campaigns have a way of bringing that distinction into focus. Sometimes people you thought would be standing beside you through thick and thin decide to stay quiet. Some may support you privately but aren’t comfortable doing so publicly. Some have professional relationships, personal circumstances, or other considerations that influence how involved they want to become. And yes, there are those ride-or-die people who don’t hesitate. They simply show up.

But perhaps the biggest surprise has been the people I never expected. People I barely knew have volunteered to knock on doors. Others have shared posts, put up signs, made phone calls, sent encouraging texts, or simply asked: “How can I help?” Acquaintances have become friends. Existing friendships have grown stronger. And some relationships I once viewed one way have caused me to reconsider what they actually are. That’s not necessarily a bad thing. It’s perspective.

One of the Harder Lessons

I’ve also learned that political support shouldn’t automatically become the measuring stick for friendship. But I’d be less than truthful if I said campaigns haven’t changed the way I view some relationships. There is something enlightening about watching someone you considered a friend actively support someone running against you. I respect everyone’s right to support the candidate of their choice, that comes with public service and with democracy. But I’m also human. Sometimes those moments cause you to reevaluate a relationship you thought was something more.

Maybe that’s part of understanding the difference between relational and transactional connections. Not every person who enters your life is meant to occupy the same space forever. Some relationships are deep, personal, and enduring. Others exist because of a particular job, role, organization, or season of life. A campaign has helped me recognize the difference. That doesn’t mean there has to be anger or resentment. It simply means adjusting expectations and allowing some relationships to exist for what they are rather than what I thought they were. And yes, occasionally that may include a little Facebook housekeeping. 😂

At the same time, I must hold myself accountable to the principle I’m writing about. If I believe in relationships over transactions, I can’t reduce every friendship to “I supported you, therefore you should support me.” People have the right to make their own choices. What I can do is pay attention to what those choices teach me about the nature of our relationship. No bitterness. No scorekeeping. Just clarity. And sometimes clarity is a gift.

Someone choosing not to put up my sign, endorse me, contribute to my campaign, or share one of my posts doesn’t necessarily mean that person doesn’t care about me. I’ve had to remind myself of that. Because if I truly believe in relationships over transactions, then that principle must work both ways. I can’t say that I value people relationally and then reduce the relationship to: I supported you, so you should support me. That would make the very relationship I claim to value transactional. And maybe that’s one of the most important lessons this campaign has reinforced for me.

A campaign can give a person perspective. It teaches you to appreciate the people who willingly walk alongside you while still respecting those who choose not to. It teaches you to recognize the people who show up when there’s nothing obvious in it for them. It reminds you to be grateful for your village. And it challenges you to examine your own relationships and ask whether you’re investing in people because of what they can do for you, or simply because they matter to you. Most importantly, I’ve been reminded that relationships shouldn’t be defined by an election. Campaigns eventually end. Titles eventually change. Election Day will soon be gone (37 more days). But the way we treat people along the journey, and the relationships we build, nurture, and preserve, can last much longer than any position we hold.

36 days on the injured reserve list has given me more time to think than I probably wanted. But it has also given me the opportunity to see my village from a different perspective. Some people surprised me. Some relationships became stronger. Some caused me to reflect. And some people simply showed up. For all of it – the support, the surprises, the perspective, and even the lessons, I’m grateful. I will continue to hold relationships over transactions as my foundation.

About the Writer

Marcelino “Mars” Serna is an educator, community leader, engaged father, proud “Big Papa,” and husband with more than 40 years of experience serving children, families, and communities. His career has spanned education, human services, recreation, prevention and intervention, and family and community engagement. He currently serves as a Program Manager with the San Bernardino County Superintendent of Schools and as Vice President of the Fontana Unified School District Board of Education.

Throughout his career, Mars has worked to strengthen the connection between schools, families, and communities, with a particular emphasis on family engagement, leadership development, prevention and intervention, and creating opportunities for young people to thrive. But some of his most important roles exist outside of his professional titles—as a husband, an engaged father, a Big Papa, and a community member who believes deeply in giving back and serving others.

His reflections are shaped by both his professional experiences and the lessons he has learned from family, community, and more than four decades of working alongside students, parents, educators, and community leaders.

At the heart of his work and writing is a simple philosophy: Students first. Relationships matter. Strong schools are built in partnership with families and communities.

Putting Students Back at the Center of School Board Politics

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I first decided to run for the school board after working in the Fontana Unified School District for 15 months (January 2015 to March 2016). During that time, I experienced firsthand the culture and climate of destructive and fear-based leadership, and frankly, that didn’t fit my personal values. I believed our students and families deserved better. So, I made the choice to run for the Board of Education in 2016 with the hope of bringing about positive change.

I didn’t win that first election, but soon after, a seat became vacant when Jesse Armendarez won his campaign for Fontana City Council. I sought an appointment to fill the vacancy, but the board deadlocked in a 2–2 split. That decision forced a special election in November of 2017, where the voters put their trust in me, and I was elected to serve.

Over the past seven years, I’ve been proud to see real progress in shifting that culture. We’ve worked hard to create a climate where students come first and where our schools are places of growth, opportunity, and belonging. But the reality is, school board politics often drifts away from children and toward adults, caught up in power, control, and agendas that don’t always serve students.

The role of a school board member should be simple in theory: to ensure that every student in the district has access to a high-quality education in a safe and supportive environment. But in practice, I’ve watched politics creep into the boardroom in ways that shift the conversation away from students and toward ideological battles. What was once a nonpartisan space, meant to serve as a bridge between schools and communities, has become another arena for partisan conflict. Instead of debating how to expand career pathways or strengthen mental health services, we’ve seen debates consumed by “hot button” topics pushed down from the national stage. The danger in this is that it divides communities. Parents are forced to pick sides, staff feel caught in the middle, and students see the adults in charge arguing over culture wars instead of focusing on their futures. The real question of “what helps our kids learn, thrive, and succeed?” gets drowned out.

When politics becomes about adults winning or losing, students are the ones who pay the price. Unfortunately, this isn’t just a national problem; it’s happening in our own backyard. In Chino Valley, school board meetings turned into shouting matches when trustees passed a policy requiring staff to notify parents within 72 hours if a student requested to change their name, pronouns, or use facilities aligned with a gender identity different from their birth certificate. The room was packed with parents, educators, and even state officials. State Superintendent of Public Instruction Tony Thurmond was escorted out of the board room for speaking against the policy. The policy ended up challenged in court, with parts later struck down as discriminatory. On top of that, Chino Valley banned Pride flags and even removed rainbow “safe space” cards from classrooms, all while students begged for support.

In Redlands, marathon meetings have centered on banning all flags except the American and California flags and pushing stricter book policies. Parents lined up for hours to speak, boardrooms overflowed, and tempers flared. The focus shifted from building up student opportunities to fighting over symbols and censorship. In Murrieta, a similar parental notification policy passed by a narrow margin, again putting schools in the middle of divisive politics rather than fostering safe environments for learning. And in Temecula, perhaps one of the most visible flashpoints, the board rejected a history textbook simply because it mentioned Harvey Milk. At one meeting, the board president referred to Milk as a “pedophile,” sparking outrage statewide. The district also attempted to ban “critical race theory,” only to have the courts strike the policy down for being vague and unconstitutional. On top of that, lawsuits over free speech and recall elections consumed time, energy, and millions of dollars that could have been spent on classrooms.

These are not examples of politics focused on students. They are distractions, fueled by national culture wars, that divide communities, trigger costly legal battles, and send the wrong message to young people about what leadership should look like. And these requests aren’t limited to Chino, Redlands, or Temecula; they show up in Fontana, too. But every time, I continually ask the same question: how does this help our students learn and thrive? If the answer is that it doesn’t, then it’s not where our focus should be.

These days, it feels like we can’t talk about education, or anything else for that matter, without it turning into a fight about identity. Red or blue. Donkey or elephant. Democrat or Republican. Conservative or Liberal. But life, and especially education, isn’t supposed to be that polarized. Our schools aren’t battlefields for political parties or cultural wars. They are places where children come to learn, to dream, and to discover who they are. The more we label each other, the more we forget that the labels don’t educate a single child.

Despite the noise of politics, I remain hopeful. Over my years of service, I’ve seen firsthand what happens when we set aside division and put students at the center of our decisions. Families, educators, and community members all want the same thing at the end of the day: safe schools, excellent teaching, and opportunities for their children to succeed.

That’s why I believe family and community engagement is one of the strongest antidotes to political division. When we build authentic relationships with parents, when we listen to the voices of students, and when we invite the community to the table as partners, the conversation shifts. It stops being about who is “right” politically and instead becomes about what is right for kids.

We don’t have to agree on everything to agree on this: our students deserve the very best we can give them. Every decision, from budgets to policies, should be measured by a simple question: How does this help our children learn and thrive

When I first asked, “What happened to politics being about issues instead of red vs. blue?” it wasn’t just a rhetorical question; it was a challenge. A challenge to myself, to my colleagues, and to our community to remember why we serve. Politics should never be about winning points for adults. It should be about solving problems for children. It should be about ensuring every student, regardless of background, has the chance to succeed. As a school board member, I don’t claim to have all the answers. But I do know this: the work becomes clearer when we strip away the partisan noise and focus on what truly matters, students, families, and the future of our communities. If we can do that, if we can come together around the issues that unite us, we can build schools and communities that reflect the very best of who we are.

Disclaimer: The views and reflections shared in this blog are my own and do not represent the official positions of the Fontana Unified School District Board of Education or the San Bernardino County Superintendent of Schools.

37 Days Strong: My Recent Health Journey

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A few months ago, Marissa and I got our blood work done. When the results came back, some of our numbers weren’t in the normal range. At first, I didn’t think much of it, but Marissa did. She saw her own results and made a decision—to start moving more, working out, eating better, and prioritizing her health. Almost every morning, like clockwork, she’s been waking up early to hit the gym. Her commitment and seeing her go through a transformational process inspired me to take a hard look at my own habits.

A few weeks later, my journey began. I, too, started waking up early every morning at 5:30 a.m. At first, it was a challenge, but I had to make that commitment. In the early stages, it was just about getting in the steps, but over time, those walks turned into runs. I started with about 2 miles per session, then pushed to 3 miles, then 4 miles. One day, I decided I would go for 5 miles. That was one of the tougher days, but I got it done. On average, I now run 3 miles daily, which equals approximately 6,000 steps.

Each week, I’ve felt my body getting stronger, and the pain in my knees, joints, and feet has started to fade. We didn’t eat horribly before, but we tightened up our diet, making small but meaningful changes. But this journey hasn’t just been about physical health, it’s also been about mental and emotional well-being. I had to make some tough choices and let go of certain professional commitments. One was ensuring I didn’t take on too much at work, to the point where I wasn’t prioritizing myself. Avoiding negativity has also been part of this process, as it can be all-consuming. Another major shift was stepping away from my role as Board President at Fontana USD. When I let that go in December, I felt a huge weight lift off my shoulders. I hadn’t realized just how much I had been carrying until I handed the baton to one of my board colleagues. That decision made a huge difference in my personal health, giving me the space to focus on my well-being.

Being a School Board President carries significant responsibilities that can be mentally, emotionally, and physically draining. The role requires leading the governance team, helping set the district’s vision, and managing board dynamics to ensure productive collaboration. Public and political pressure can be intense, as the president is often the face of the board, navigating community criticism, media scrutiny, and competing interests from parents, students, teachers, administrators, and education partners. Some of the toughest moments came when we had to make difficult decisions, like whether to close schools due to unforeseen circumstances. Crisis management is a major burden, as the president must handle emergencies such as school safety threats, natural disasters, and legal challenges. The time commitment is substantial, with long board meetings, endless emails, and community outreach that often encroach on personal and family time. While serving in this role was an honor, it required immense mental resilience and sacrifice. Stepping away from the presidency was a difficult decision, but at this moment, it has brought me a much-needed sense of relief and balance.

Now, I’ll be honest—this journey isn’t just about the numbers, but those who know me well know I’m a very competitive person, LOL! Once I started tracking my steps and seeing the progress, I couldn’t help but push myself further. What started as morning walks turned into daily challenges, trying to outdo my previous days. That drive has helped me stay consistent and keep moving forward.

Through this process, I’ve come to believe in what I call the 3 C’s of Personal Health:
✅ Courage – The courage to admit when something needs to change.
✅ Commitment – The commitment to start somewhere, no matter how small.
✅ Consistency – The dedication to show up every day, even when it’s hard.

Today marks 37 straight days of hitting 10,000 steps. My average for the past 37 days is 13,333 steps per day (493,331 total steps / 37 = 13,333). This journey has been about taking control of my health, feeling better, creating balance, and trying to control what I can control. It’s taken me almost 58 years of my life to figure this out, but God is still working on me. I couldn’t have done it without my gorgeous wifey, Marissa. She’s the love of my life, my rock, constant supporter, influencer, and inspiration. If you’ve been thinking about making a change, start small. One step leads to another, and before you know it, you’re running, literally and figuratively.

Let’s keep this thing going! 💪🏽🔥

#HealthJourney #3CsToHealth #KeepMoving #BalanceMatters #ChallengeAccepted #MyWifeIsMyRock

Supporting Immigrant Families in Education

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Over the past several weeks since President Trump signed Executive Order 14159 (signed January 20, 2025), titled “Protecting the American People Against Invasion”, our SBCSS FACE Office has received many calls and emails on how educators can navigate these muddy waters.  This order emphasizes the strict enforcement of U.S. immigration laws to “safeguard national security and public safety.” Key points include:

  • Revocation of Previous Orders: The order revokes several executive orders from 2021 that aimed to revise civil immigration enforcement policies and establish frameworks for managing migration and asylum seekers.
  • Enforcement Priorities: It directs federal agencies to prioritize the removal of inadmissible and “removable aliens”, especially those allegedly posing threats to public safety or national security.
  • Agency Directives: The Secretary of Homeland Security is instructed to ensure that U.S. Immigration and Customs Enforcement (ICE) and related agencies focus on enforcing immigration laws, including executing final orders of removal.

As educators, most of us view schools as places of learning, safety, and community. As educators, parents, and community members, it is essential that we understand school policies and best practices when outside agencies request access to a school.

On Tuesday, February 4, 2025, San Bernardino County Superintendent of Schools-Family and Community Engagement hosted a webinar for educators, parents, and community members on “Supporting Students and Families: School Protocols for Engaging with Outside Agencies.”  The webinar focused on four key areas:

  • School policies on outside agency visits
  • Legal considerations for student privacy and protection
  • Best practices for staff response and family support
  • Resources for families navigating sensitive situations

The following information will try to summarize the key information regarding immigration policies, school responsibilities, and best practices for educators and staff in response to immigration enforcement activities. It includes an overview of existing federal and state laws, recent executive orders, school district policies, proposed legislation, and guidance on how to support students and families.

Federal and State Immigration Laws

The Plyler v. Doe (1982) Supreme Court decision remains a cornerstone of federal immigration law concerning education, ensuring that undocumented students have equal access to public education under the Fourteenth Amendment’s Equal Protection Clause. Additionally, the Fourth Amendment protects students and their families from unlawful search and seizure, requiring judicial warrants for immigration enforcement actions on school grounds.

The Family Educational Rights and Privacy Act (FERPA) also plays a crucial role in safeguarding student records. It applies to all public and private schools, granting parents and guardians control over access to their child’s educational records. Under FERPA, schools are prohibited from disclosing student information to immigration authorities unless there is a judicial warrant, court order, or parental consent.

California has additional protections for students through AB 699 (2017), which prohibits discrimination based on immigration status in schools and prevents districts from collecting immigration status information. The law also requires school districts to provide resources on immigration rights and establish policies to respond to enforcement actions.

Executive Order: “Protecting the American People Against Invasion”

The new executive order issued in January 2025 has raised concerns about changes in federal immigration enforcement. While the order does not explicitly target schools, it directs federal agencies to take action against sanctuary jurisdictions, which may impact funding for states and districts that do not comply with federal enforcement measures. Additionally, the Department of Homeland Security (DHS) has rescinded previous guidance that designated schools, churches, and hospitals as “sensitive locations,” meaning immigration officials may now conduct enforcement actions in these areas under certain circumstances. However, judicial warrants are still required to access non-public areas of schools.

School District Policies and Response Protocols

In alignment with state and federal guidelines, school districts must adhere to Board Policy (BP) and Administrative Regulations (AR) 5145.13, which outline how schools should respond to immigration-related requests. These policies include strict protocols for handling:

  • Requests for Student Information: Schools may only release information if there is a judicial subpoena, court order, or parental consent.
  • Requests for Access to Students or Campus: Immigration officials must present a valid judicial warrant, and parents must be notified unless legally restricted.
  • Law Enforcement Officers on School Property: Officers must follow visitor protocols unless exigent circumstances require immediate action. School staff should document and report all interactions.
  • Detention or Deportation of a Student’s Parent/Guardian: Schools should release students to emergency contacts and inform them of their residency rights to remain in the district. Families are encouraged to update emergency contact information to prevent disruptions in student care.

Proposed California Legislation (2025)

In response to federal immigration policy changes, California lawmakers have introduced new bills to further protect students and families.

AB 49 (Muratsuchi, D-Torrance): Requires ICE officers to provide identification, a written statement of purpose, and a judicial warrant before entering daycare centers.

SB 48 (Gonzalez, D-Long Beach): Prohibits school staff from granting ICE access to campuses without a judicial warrant and restricts the disclosure of student and family information.

SB 98 (Pérez, D-Pasadena) – SAFE Act: Requires immediate notification to students, parents, and school staff if immigration officers are present on a school campus.

Guidance for School Staff Responding to ICE Requests

School staff should be prepared to follow proper procedures if immigration enforcement officials request access to students or school grounds. The immediate steps include contacting the superintendent’s office or designee, verifying credentials, requesting legal documentation, and documenting all interactions. If an officer claims exigent circumstances, staff must comply but should report and document the event afterward. Schools should never attempt to physically interfere with law enforcement but should ensure that all actions comply with legal protections and district policies.

Supporting Students and Families

Schools play a vital role in supporting students and families affected by immigration enforcement. Staff should provide families with information about their rights and direct them to legal resources, such as “Red Cards,” which outline rights in English and Spanish. Additionally, families should be encouraged to establish a Power of Attorney (POA) or Temporary Guardianship to designate a trusted caregiver for their children in case of detention or deportation. POAs allow caregivers to make decisions regarding a child’s education, healthcare, and daily needs.

DACA Updates

The Deferred Action for Childhood Arrivals (DACA) program remains in legal limbo. U.S. courts have ruled the policy unlawful but have allowed current recipients who obtained DACA before July 16, 2021, to renew their status. However, new applicants are currently unable to receive DACA protections. Schools should stay informed about policy developments to provide accurate information to students and families.

Current Challenges and Future Considerations

Despite federal policy changes, Plyler v. Doe remains in effect, guaranteeing education for undocumented students. AB 699 continues to protect immigrant students in California schools, and FERPA still limits the release of student records without proper legal authorization. However, with increased enforcement activities and ongoing litigation, there is uncertainty about how these protections will be challenged or upheld in the coming months. California and other states are expected to push back against federal policies through legal action, which may lead to further changes in enforcement guidelines.

Resources for Schools and Families

To assist families and educators in navigating these issues, the California Department of Education provides a Rapid Response Hotline at (916) 319-0795. Additionally, schools can access immigration resources at [Insert Link] for guidance on best practices, legal updates, and policy recommendations.

Conclusion

Schools serve as safe spaces for students and their families, regardless of immigration status. Understanding legal protections, district policies, and best practices is essential to maintaining a supportive learning environment. By staying informed, collaborating with community partners, and following established protocols, educators and administrators can ensure that students continue to have access to education without fear or disruption.  This topic is very fluid and there will be many changes as we continue to navigate these muddy waters. 

We have provided a resource folder for you to access various resources to learn and share with families that may need the information.  You can access it at: bit.ly/SBCSS_ImmigrationResources

Beyond the Mandate: Sustaining Equity Efforts in Education

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Hello friends and family! It’s been a long time since I’ve written a blog. Now that I have handed over the baton of Board President at Fontana USD, I’ll have more time to dedicate to writing on various topics. This blog will try to explain one of the many Executive Orders signed by President Trump.

For 39+ years of my career, I have worked in communities of color to support families and individuals in becoming strong leaders, advocates for underserved children, self-sufficient, and confident to create change in their communities. As you all know, each time there is a leadership change at the federal level, the pendulum swings in a different direction.

On January 20, 2025, President Trump issued an executive order titled “Initial Rescissions of Harmful Executive Orders and Actions,” which revoked several directives from the previous administration, including Executive Order 13985. This order aimed to advance racial equity and support underserved communities, a goal that led to the creation of programs addressing systemic inequities across various sectors, including education. Its rescission will undoubtedly have far-reaching implications. The new order also mandates ending all federal DEI or environmental justice positions and services within 60 days and assessing whether any programs were rebranded to preserve their previous function. As Kevin Gordon, President of Capitol Advisors Group, noted, even education programs promoting a diverse educator workforce and approaches that consider students’ backgrounds may now be at risk.

To understand the impact, it is crucial to consider the original intent of Executive Order 13985. This order sought to eliminate barriers for historically marginalized communities by increasing federal support for initiatives that targeted inequities. For example, grants aimed at promoting equity provided crucial resources for schools in disadvantaged areas, while data-driven strategies illuminated systemic disparities and drove accountability. These efforts were not just abstract policy goals but practical tools that directly benefited families and students in need.

The rescission of this order signals a significant shift in federal priorities, with several key consequences for education. Equity-focused initiatives that supported marginalized students will face a steep decline, reducing opportunities for targeted funding and resources. Locally, we have already witnessed districts like Chino Valley, Temecula Valley, and Murrieta Valley scale back their DEI initiatives. The emphasis on building a diverse educator workforce and designing culturally responsive approaches is now in jeopardy, weakening the support systems that have been instrumental in fostering inclusive educational environments.

One of the most concerning changes is the reduction in federal data reporting requirements. Collecting data to monitor and address disparities has been a cornerstone of transparency and progress. Without this focus, it will become increasingly difficult to identify areas needing improvement. This lack of data-driven accountability risks reversing years of progress in creating equitable systems.

Reflecting on my own experience, I’ve seen firsthand how equity-focused programs transform lives. I remember a district where federal grants funded mentorship programs that connected students from underserved communities with college-educated role models. These programs didn’t just close achievement gaps but also inspired students to believe in their potential. The thought of losing such initiatives is heartbreaking.

Despite these challenges, I believe local school districts can and should take proactive steps to continue advancing equity. Grassroots efforts can play a pivotal role in filling the gap left by federal retrenchment. For parents, this might mean joining or forming equity-focused committees at their children’s schools. Educators can advocate for professional development opportunities that prioritize inclusivity, while community members can partner with local businesses and nonprofits to fund programs at risk of losing federal support. Collaboration and creativity will be essential to sustaining these vital efforts.

In Riverside and San Bernardino counties, there are already examples of communities stepping up. Some districts have partnered with local organizations to create equity task forces, ensuring the voices of students and families are heard. Others are leveraging state grants to preserve initiatives that federal funding once supported. These grassroots actions remind us of the power we hold to create change from the ground up.

Beyond education, the ripple effects of rescinding Executive Order 13985 could extend into workforce diversity, community health programs, and environmental justice efforts. These interconnected challenges highlight the importance of advocating for equity across all sectors. By maintaining a focus on these broader implications, we can work toward systemic change even in the absence of federal support.

So, when given lemons, we must make lemonade. Despite these setbacks, I encourage each of you to remain engaged, informed, and active. Advocate for local policies that promote equity, attend school board meetings, and support initiatives that uplift underserved communities. Together, we can sustain the progress made and continue to work toward a more just and equitable future.

First Week of Distance Learning Will Not be Perfect

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Today marks the first day of school for over 34,000 students in Fontana Unified School District.  As parents, students, teachers, and education stakeholders, we must be “nimble” as we implement our new distance learning model. I know firsthand as a parent and educator that this isn’t what we envisioned for the first day of school, but we are having to adapt to this virus and make the best of our current environment.  I decided to write this in an effort to help us navigate the first week of this new experience.  My goal with today’s blog is to offer some insight, strategies, and a perspective as the father of two school-aged children experiencing their first day and my daily work as a support to districts across San Bernardino County.

Network Connectivity

The best analogy I can give you is this: imagine going down the 91, 60, 10 or 210 Freeways at rush hour traffic.  You are not going to move very fast.  Our networks are like those freeways, having 36,000 students logged on at the same time might be a bit challenging.

Many others will not have the ability to connect to WIFI or have the resources to pay for those services.  Our districts (Countywide) are providing hotspots, but please understand that each network (Verizon, T-Mobile, AT&T, Spectrum, etc.) is a network (like a freeway) and when thousands are on at the same time, the speeds will drastically slow down or there will not be signal strength to handle the needed technology.  One thing is for sure, in these difficult times, we cannot lose track of the needs of our most at-risk students.

Unfortunately, just know and expect that technical issues are bound to happen in an online-only environment.  It’s important for all involved to understand they are not alone and we must allow ourselves to be patient so that we can work through the problems.

In FUSD, we have made an investment to help connectivity, but we are at least a year and a half out before we can see the fruits of this investment.  Here’s an article that gives some preliminary information: https://www.fontanaheraldnews.com/news/fusd-will-launch-private-network-offer-wireless-access-to-all-students-at-home/article_fcb474e4-80ec-11ea-b1cf-8723921771ed.html

Technical Challenges

Please know that technical challenges with devices are going to be inevitable. You will have problems logging in or issues with such things as the microphone not working, device freezing up, or just plain user errors.  When these problems occur, everything can come to a standstill and the learning environment is interrupted. Our district has a helpdesk, but they only have limited staffing and it can take some time before they can get to your issue.  To reach them, you may call (909) 357-7630.  Please be patient with the Technology Team.

Office support staff at each site may also be a great resource and I suggest you start with your child’s school before calling the Helpdesk. Some of our support staff may not know how to troubleshoot problems and this can be frustrating, but we also have to build the capacity of our support staff to help with technical challenges.  Many of us are learning as the “plane is flying.”

Teachers

One thing I know about teachers is that they love their students dearly.  We are asking teachers to worry about their students’ parents, their students, their own children in their own homes, all while trying to teach in a virtual environment. Teachers are used to planning their curriculum in a semester or year’s block.  This new virtual world of learning is not the same as in-person learning. Teachers will be planning on the fly and spending more time than ever examining resources, planning curriculum, recording videos for asynchronous learning, and a myriad of other duties.

If you are a parent, please know that our teachers are doing the best they know-how.  Please maintain flexibility, as teachers evaluate their curricula and standards and focus on teaching. They will be working hard to teach the essential knowledge and skills that kids need, as they modify their craft in a different environment.

If you are a teacher, don’t try to overachieve and stress yourself out.  We parents understand what you are going through (at least in the Serna household).  We know this start won’t be perfect (even though many of you are perfectionists).

Prior to the pandemic, districts across the country were already facing teacher shortages, and our pipelines to fill those vacancies were limited.  Now with the pandemic, we have had a whole group of seasoned teachers who have retired due to personal health challenges, early retirement incentives, and a myriad of other reasons.  Now with COVID-19 illnesses, it is causing teachers to have to stay home to quarantine which puts stress on our substitute teacher pipeline.  Substitute teachers have become an essential part of our system, but many subs are of older age and need their unique supports.  We also have to help them develop their capacity to teach in a distance learning environment. It will be more important than ever to support our substitute teachers and recognize their importance to our system. Districts across the nation are doing their best to significantly invest in supporting the workforce.

Students

Our students are extremely resilient. Because technology has been native to them, they have embraced distance learning better than us adults who are digital immigrants and are having to learn to use the technology to teach them.  If you are a teacher, don’t be afraid to take your students’ suggestions, constructive criticism or help to navigate your platforms.

Although our students are digital natives, this too is new to them.  Many of them are recognizing their limits and may sometimes need help navigating their platforms, getting audio to work, understanding how to use mute and camera features, or troubleshooting glitchy WIFI. Students will also get easily distracted from helicopter parents like me, pets, family members, the Amazon delivery person, “Zoom bombing”, and a myriad of other things that pop up.  Our students have varying degrees of proficiency and will also make mistakes. In having conversations with my high schooler, he just hopes teachers are comfortable with technology.

Parents

Distance learning will be a challenge for each of us. We are all learning how to do things differently. We all have our comfort levels with technology. Even very savvy digital parents are going to struggle with educational technology.  We don’t know for sure how long-distance learning will go on for, but we know that it will not last forever.  Our students take on our attitudes and mindsets.  If you are negative about the start of the school year, they will also be negative and take on our attitudes and behavior.  The important thing is to communicate calmness and stay positive.

Our family had a dinner conversation about how this generation is making history.  No other generation has had to start school in a distance learning environment.  I encourage each of us to embrace it and make the best of it.  I encourage parents to do the following:

  • If you haven’t already, dedicate a space for learning. I loved my neighbors’ space that had technology, a beautiful background, a bulletin board, and age-appropriate school supplies. Make sure the area is quiet, free from distractions, and has a good internet connection.
  • Establish routines and expectations such as times for bed, wake up, breakfast, lunch, physical activity, asynchronous learning (homework) time, dinner time, and keeping up with their chores. Their chores can include keeping their workspace clean, making their bed daily, sweeping, or vacuuming their spaces.  Because your students will be on the screen a lot, you may want to allow for free time to play games but set some limits, so they have a break from the screen.
  • Allow your students to own their own learning. As parents, we will take on the stress of being a “home school” teacher and want to help them as much as possible. Please know that our teachers do not expect you to be the “full-time” teacher or be the expert in content.  What teachers will ask you to be a partner and support unit to encourage them and set expectations for them to do their part.  Allowing our students to be independent is a difficult task for some of us, but your child will be interacting with their teacher daily and engaging with their peers many times throughout the day.  Although these interactions are through our virtual platforms and feel a little different, they are getting some social interaction.
  • Communication: stay in touch with your child’s teacher(s) and/or counselors. Teachers are mainly going to communicate via email, your child’s learning platform, or other technical resources.  If you are reaching out via the same technical systems, please be patient and allow for teachers to respond.  It may take a day or two for them to respond as they too are having to take breaks from screen time.

My friend and colleague, Dave Culberhouse, always speaks of the VUCA world and how to lead in this VUCA world which stands for Volatility, Uncertainty, Complexity, and Ambiguity. I love how Mindtools.com has broken down how we can embrace the VUCA world by doing the following:

  • Counter Volatility with Vision: this means we should embrace change as a constant and don’t resist it.
  • Meet Uncertainty with Understanding: slow down and look around you. This can help you understand and develop new ways of thinking and responding to uncertainty.
  • React to Complexity with Clarity: communicate clearly and promote collaboration and teamwork.
  • Fight Ambiguity with Agility: this means being flexible, adaptable, and agile. Be prepared to alter your plans.

As we navigate the first week of distance learning, my wife posted this little prayer and I hope it will help you.

“Dear Lord, use my eyes to see new friends.

Open my ears to hear my teacher.

Open my mind to learn new things.

Let my heart remember YOU are near when I’m afraid.

Help me to love others like you do.

I want to shine your light so bright in my school.”

Amen

Written by: Courtney DeFeo

 

Special Dedication to a Life-Changing Classified Employee, Mrs. Doris Gail (Day 4 Message)

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As I have the opportunity to reflect on the work of Classified Employees this week, my reflection took me back to my middle school days. I attended Wells Intermediate School (Riverside, CA), now known as Wells Middle School.  Because many of us needed support in our English and Language Arts subjects, we had a Teachers Aide named Doris Gail (or Mama Gail as we affectionately called her).  Mrs. Gail was a caring, compassionate, and nurturing individual.  She had a soft and patient demeanor, especially with students like me who would push the educational system in different directions.

I remember her being in the leadership of her union.  We had many conversations about the role of school staff and the introduction of technology in our educational system.  Not sure how we would have those conversations, LOL! At that time, the Apple II computer was being introduced to our school system (yes, I am old).  Mrs. Gail was very outspoken about “how these computers are going to take our jobs and replace individuals like me.”  She would remind us that a computer will not serve as she does. I took a stand as a student and would complain about the computers coming in to take people like Mrs. Gail away from our classrooms.  I remember being called into the Principal’s Office to discuss why I felt the way I felt.  I thought I was in trouble (again), but he wanted to genuinely know why I felt the way I felt. I guess these conversations were prepping me for my career in community organizing and advocating for those who can’t advocate for themselves.

When I promoted from Intermediate school to high school, Mrs. Gail was on our stage and she whispered, “I will be at your graduation from high school.”  I gave her a hug and acknowledged her in my adolescent way, but not really thinking too much about her being at my graduation.  Especially when that was going to be four years away. Let me tell you that Mrs. Gail kept her promise.  As I walked across the stage during my high school graduation, Mrs. Gail was right there saying “I knew you would make it across this stage!”  I was excited to see her and I gave her a bigger hug in my young adult way.

Fast forward, I don’t know what happened to Doris Gail, but I can say that she was instrumental in getting me where I am today. So, on day four of Classified Employee Week, I want to dedicate this message to all the “Mrs. Gails” of the world who take the time to love, care, and nurture our scholars to their futures.  You are all the unsung heroes and I want to thank each of you for what you do not only in Fontana, but throughout our county, state, and nation.

May God continue to bless each of you for serving selflessly!

The Whole Team Approach to Educating Our Scholars

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This is the week we celebrate Classified School Employees, but it’s important to understand that it takes a “Whole Team Approach” to educating our scholars.  Classified Employees are the “backbone” of a school/district, but with our administrators, teachers, parents, community members, and stakeholders, our scholars can thrive exponentially.  Working together has been and always will be the key to the success of our scholars.

Personally, I have a hard time separating Certificated and Classified staff in our educational system.  The reason it’s so difficult for me is that one cannot succeed without the other.  My first school district job was as a classified employee in the Perris Union High School District as a Campus Supervisor.  My role was to keep the campus of Perris Valley Middle School safe. Although it was my role, it was the role of every adult on that campus to keep our scholars safe.

Yes, Classified Employees are the backbone, but it takes all employees working together to help our scholars succeed.  Great teachers combined with great support staff allow students to excel. Schools are complex organizations that need to be managed with the utmost precision. Classified Employees along with the entire team do just that.

Our adults are one of our greatest resources for our scholars.  Adults help guide our scholars to success. As I close today’s message, it’s important to understand that teachers are the “heartbeat” of educational systems, but Classified Employees are the “Backbone” of our schools.

On this third day of Classified Employee Week, let’s all be mindful of the sacrifice, dedication, and love that each employee brings to the team.  I’m grateful to be serving you as your board member in FUSD.  Keep up the great work and enjoy the praise you get during this week as we celebrate the awesome work you each do!

 

 

 

Classified Employees are the “Backbone” of our Education System

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In California, we celebrate Classified School Employee week the third full week in May each year.  On day one of this celebration, I mentioned that Classified Employees are the “Backbone” of a school system.  The reason for this is that although teachers are delivering academic content and doing a myriad of other duties as needed, Classified employees support the smooth operation of offices, provide safety, perform maintenance of buildings and property, transport students, provide healthy nutrition, support students in the classroom, nurture students, and have diverse talents that we could not do without.

Most individuals don’t know what a classified position is in a school/district as they see all employees as part of our educational system. Classified employees are positions that don’t require a teaching credential.  Teachers are known as “certificated” employees and the rest of the team members are known as “classified” employees.

The backbone in vertebrates, animals with backbones or spines, runs from the base of the skull to the pelvis.  It serves as a pillar to support the body’s weight and to protect the spinal cord. The spinal cord is a bundle of nerves that run from your brain through the spinal column and branch out to the rest of the body.  In humans, the backbone also helps to transmit body weight in walking and standing.

The reason I say Classified Employees are the “backbone” is because every employee is “a pillar” that supports students, who can be looked at as a “bundle of nerves”, and “protects” them in various ways. They provide mentorship that eventually allows our students to “walk and stand” by providing guidance, motivation, emotional support, and role modeling.

As day two of Classified Employee week comes to an end, I want to say thank you from the bottom of my heart.  Your work is appreciated year-round, but this week is a reminder that you are the “backbone” to a successful community.