Tag Archives: politics

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.

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.