I believe this policy was a strong step forward in responsible technology use in the classroom and established clear guidelines for the District. However, as I stated in public comment back in July, I believe 6th and 7th graders should not be given one-to-one devices, and as a Board member, I would work to change this policy.

As a current middle school teacher who’s taught at a school with a one-to-one device policy, I know from experience that children at these grade levels generally do not yet have the executive functioning skills necessary to responsibly manage this amount of technology. I believe a better approach would be to provide devices to 6th and 7th graders on an as-needed basis, as my current middle school does. This would reduce unnecessary distractions, maximize intentional teaching, and keep the focus on critical thinking and independent learning.

I also believe there are several things missing from the policy that should be added (bulleted below):

Comprehensive AI Policy - The District should adopt a comprehensive AI policy, such as the California Department of Education’s Model Policy for AI in Education. The District’s existing policies governing AI use are limited in scope.

Clearly Defined Terms - Terms such as “artificial intelligence,” “intentional technology use,” and “one-to-one devices,” should be clearly defined so teachers and administrators can consistently apply the policy.

Family Education - The District should provide families with age-appropriate resources and educational opportunities to help them navigate safe and responsible technology use at home.

Implementation and Accountability - This policy should clearly identify who is responsible for ensuring it is properly implemented and followed.

The PAUSE policy sets the right direction, especially protecting our youngest students from unnecessary screen time. What's missing is measurement and follow-through. Further more

the policy doesn't address phones, and the phone policy posted online hasn't been updated since 2024. The policy treats AI mainly as a threat. It doesn't give students a guided, educator-approved way to learn with it.

Next steps: bring in educators to write implementation guidelines grounded in research. Track screen time and student outcomes, and report them publicly each year. Fund the technology and AI programs the policy promises so students get the skills along with the limits.

While the resolution and subsequent policy represent a very promising first step, there are several areas in which it can be improved, and multiple requests from stakeholders that have yet to be addressed.

When BHUSD passed its resolution entitled, “Using Technology with Intention: Establishing Guidelines for Student Screen Time” in March 2026, I noticed that the language had been taken verbatim from LAUSD’s draft resolution of the same title. I think coordination between neighboring districts on important issues is a good thing, but I was disappointed to see that the BHUSD version of the resolution eliminated language regarding community input, equitable access for students with disabilities, and a transparent review of educational technology contracts.

The subsequent Board Policy 6163.47 was obviously much more robust in its scope, but there are still a few missing points I believe merit further consideration. One of these is the above-mentioned technology contract review. The district spends a large amount of money on various apps, subscriptions, and other tech products, but information on their function, effectiveness, and relative cost is not readily available to the community.

Another issue is internet content filtering. The implementation of a filter that requires pre-approval of each website students access, as opposed to blocking problematic websites after the fact, would be a much more proactive way to regulate the content our students are exposed to.

Additionally, while BP 6163.47 contains a requirement for regular review of the policy, it does not provide a mechanism for accomplishing that, nor does it indicate who should be involved in the process. The LAUSD policy, for example, requires the review process to include feedback from “students, educators, administrators, staff, parents, and families regarding policy implementation and perceptions of screen time usage.” I would like to see BHUSD’s policy updated to include similar language.

I did more than advocate for this policy, I am the individual (other than current school board) that actually drafted the protections that made the policy what it is today. Meeting after meeting, I appeared before the Board to address the harmful effects of excessive classroom technology and press for meaningful safeguards for our TK–8 students. I brought specific language and concrete solutions, then stayed engaged until they were adopted.

The question’s timeline needs corrected. In June, the Board was prepared to approve the proposed policy. I presented a redlined version with substantially stronger language. My proposals prompted the Board to postpone its vote so it could consider those changes. At the following meeting in July, the Board unanimously adopted Board Policy 6163.47, Intentional Technology Use in the Classroom, Digital Learning, and Artificial Intelligence Education, incorporating nearly all of my recommendations.

That is a concrete result of my persistence and direct involvement. I identified weaknesses, drafted stronger protections, and persuaded the Board to incorporate them. I am confident this policy would not be as strong without my work.

P.A.U.S.E. parents provided instrumental support, and I recently discussed this achievement with P.A.U.S.E. founder Jan Tavyev Asher. I am grateful to every parent who supported these efforts. Helping turn our shared concerns into adopted policy remains one of my proudest accomplishments.

If elected, I would work to adopt my remaining recommendations, strengthen limits on unnecessary screen-based homework throughout TK–8, and hold the district accountable for implementation. I have already demonstrated that I can turn advocacy into action. I intend to bring that same preparation, persistence, and follow-through to the Board.

As a math teacher who has transitioned away from daily technology use in their classroom (aside from end-of-year research projects), I understand both the benefits and challenges of reducing technology in the classroom. While I have found the transition relatively seamless in math, I understand that reduced technology access may be more difficult in other subject areas.

As a Board member, I would work to ensure our teachers have the resources and support needed to effectively teach within the new guidelines. That means routine check-ins with teachers and staff to listen to their concerns, evaluate the results of these changes, and identify what additional support is needed.

Classroom decisions should be led by educators, not dictated by the Board. I would give teachers a real voice in implementing the policy. Further, I would fund training in paper-based and discussion-based instruction. I would also restore funding for physical books and classroom materials, which this year's budget cuts nearly in half. We should let teachers share what works across schools.

The Board's job is to set goals and provide resources. Teachers know best how to reach their students.

I would encourage school and district administration to shoulder the burden of getting the word out about the implementation of the existing policy (and future updates), and to steadfastly support teachers if they receive pushback or complaints from parents regarding the changes made to comply with the policy. Additionally, to the extent extra time is needed to reconfigure lesson plans, classroom spaces, and teaching materials to remove unnecessary reliance on technology, teachers should be compensated for that additional work.

My mother was both a business owner and a teacher, and I understand that excellent education begins with well-supported teachers. Having helped strengthen the district’s technology policy, I believe we have a responsibility to give teachers the resources, preparation, and support to implement it successfully.

That means providing quality textbooks, classroom libraries, hands-on science materials, and other instructional resources before expecting teachers to adapt their lessons. It also means practical professional development, adequate planning time, and opportunities to share effective teaching approaches.

I would involve teachers directly in strengthening foundational instruction through reading, handwriting, pencil-and-paper mathematics, classroom discussion, and hands-on learning. These practices give students opportunities to develop independent reasoning and critical thinking, building a strong foundation for more advanced technology and AI instruction in high school.

Throughout this transition, I would listen to teachers, assess what is working, and address problems promptly. Our teachers deserve the time, tools, and professional respect to help every student succeed.

From speaking with students and parents, I believe the most pressing issue with in-school phone use today is how much it occurs during the school day, particularly among middle and high school students where phone ownership is more prevalent. Currently, the District’s phone policy is that phones can be brought to school but must be turned off during instructional time except for approved purposes. As students are allowed to have phones in their possession, this creates opportunities for unauthorized use on campus.

I have worked at a school where phones must be checked-in upon arrival, and now at one where phones are not allowed on campus, period. While I, as a teacher, much prefer the latter policy, I understand some parents want their child to have a phone on them in case of an emergency or for other valid reasons. Thus, I support addressing this issue using a balanced approach.

We should be encouraging parents to keep smartphone use out of the kids hands at least until middle school. In the early days of elementary school, phone use is a distraction.

Middle school is the most vulnerable age. Social media, group chats, and photos and videos taken at school fuel bullying, anxiety, and exclusion, and they pull kids away from face-to-face friendships.

By High school, phones pose a distraction during class and passing periods, the pull of social media on attention and sleep, and privacy concerns such as students being photographed or recorded without consent. Phones are also a mechanism for cheating.

The number one issue I’ve heard from parents regarding in-school phone use (for all grades, but especially for middle and high school) is lax enforcement of the existing policy. It’s unreasonable to expect a student to know that their phone is in their pocket, handbag, or backpack and somehow resist taking it out. Even as adults, we constantly reach for our phones without realizing we’re doing it – we can’t expect children to self-police their usage of a device that’s intentionally addictive. Students appear to be willing to risk the occasional 1-class confiscation and email home, time and time again.

Also, the ability to use phones during passing periods resets a student’s focus every time they switch classes and renews the urge to use their device.

As the father of identical twin boys in third grade and a daughter in fifth grade, this issue is personal to me. My priority is protecting students’ ability to concentrate, build friendships, and participate fully in school.

In elementary school, children need to develop attention, confidence, and social skills through direct interaction. I do not believe elementary students need personal cell phones at school, apart from specific medical or disability-related needs. Their time should be spent playing, talking, exploring, and learning together.

In middle school, my concerns extend to social pressure, group chats, cyberbullying, and students being photographed or recorded without permission. I support a phone-free school day, including lunch and passing periods, with clear, consistently enforced rules and appropriate exceptions for medical, disability, or other documented needs.

In high school, we must protect instructional time while preparing students to manage technology responsibly. Phones should remain put away during class unless a teacher authorizes their use for a specific educational purpose or an appropriate exception applies. Students should also learn to respect others’ privacy and understand the consequences of misusing their devices.

Across all grades, families need reliable ways to reach their children through the school and clear emergency communication procedures. Administrators must take responsibility for consistent enforcement and support teachers so that managing phones does not take time away from teaching.

As a Board member, I would actively promote the adoption of basic cell phones for students that do not allow for functionalities such as social media, games, etc. I would also evaluate whether the District’s current phone policy is being followed and enforced, and whether any changes are needed. Lastly, I would actively seek to collaborate with schools and families to best address this issue.

A clear, consistent districtwide policy that meets state law: smartphone-free school days for TK-8, and phones put away during instruction in high school.

Secure storage options, with exceptions for emergencies, medical needs and IEPs.

Enforcement that is consistent and fair, and communication with families so the rules are the same at every site.

Research shows school rules alone are not enough, so I would pair the policy with parent education and support for families at home. This means kids won't sneak phones if there is parent buy in.

I would propose the district consider implementing phone pouches during the school day. This policy would likely meet with some strong initial resistance, as parents understandably want to be able to reach their children immediately in case of an emergency like a natural disaster or active shooter situation. However, in these situations, a student being distracted (or having their location revealed) by a cell phone will do more harm than good. Seeing positive effects from the implementation of cell phone pouches can take a bit longer than other similar policies, as there would likely be some initial disruption and accompanying behaviors in response to the change. However, data shows that when schools stay the course on this issue, substantial improvements to student well-being are noted.

I would propose clear, age-appropriate rules that are consistent across classrooms and supported by administrators.

For elementary and middle school students, I support a phone-free school day, including recess, lunch, and passing periods. Rules should also cover texting and social media through smartwatches so the same distractions do not simply move to another device.

For high school students, phones should be silenced and stored during class, with use permitted only for a specific, teacher-authorized educational purpose or an appropriate exception.

Implementation matters. Families and students should receive clear expectations, with consistent, proportionate consequences for repeated violations. Administrators should handle persistent problems so teachers can focus on instruction. Appropriate medical and disability accommodations must be protected, and families need reliable school-office communication and clear emergency procedures.

I would also support student education on privacy, cyberbullying, and responsible digital conduct, along with practical guidance for parents. During lunch and recess, schools should provide inviting opportunities for sports, clubs, games, and face-to-face interaction.

Finally, I would regularly seek feedback from teachers, students, and parents and review whether these measures are reducing disruptions and improving the school experience.

As a teacher, school-related AI use is one of the biggest challenges I’ve faced in the classroom since 2022. Students, especially those in upper elementary through high school, have quickly learned to harness the power of AI, with many using it frequently. One of the greatest risks AI poses to our students is not its accuracy or prowess, but its impact on our student’s critical thinking skills and patience. It’s why I, as a math teacher, switched to exclusively using paper-and-pencil assignments because, at the very least, students must write down their work, which can improve learning retention and handwriting. Doing this has also helped my students build their resiliency, as having to do work on paper reduces the expectation of instant gratification they get from technology.

It goes without saying that AI is the future, and it is imperative we find ways to strike a balance with its implementation and use in our schools for the sake of our students’ learning and core skills.

Young children need to build core reading, writing and math skills first. Unsupervised use of AI chatbots also raises safety and privacy concerns. By middle school, students using AI to complete homework instead of learning becomes a pressing issue. Both in middle and highschool, academic integrity, unclear and inconsistent rules from class to class, and student data privacy becomes an issue. There is also a risk that students graduate without knowing how to use AI responsibly, a skill colleges and employers now expect.

I believe the most pressing AI-related issue facing middle and high school students today is cognitive offloading – relying on external tools (in this case, generative AI) to accomplish tasks with little to no mental effort. AI is used to produce answers to homework questions, write essays, and even create art for projects and presentations, and like any muscle, the brain’s capacity to synthesize information, think critically, and be creative diminishes due to lack of use.

My greatest concern is that students will use AI to bypass the thinking that education is meant to develop. When students submit AI-generated work as their own, they are ultimately cheating themselves out of the opportunity to learn, struggle through a problem, and develop independent judgment.

In elementary school, the priority must be building foundational skills in reading, writing, and mathematics. Children need to practice expressing their own ideas and working through problems before relying on tools that can supply answers for them.

In middle school, students are developing the reasoning and study habits they will carry into high school. My concern is that AI makes it too easy to avoid that work by generating essays, solving assignments, or providing explanations students can repeat without understanding. Students need to recognize that completing an assignment is not the same as learning the material.

In high school, students should learn to use AI responsibly while remaining accountable for their own thinking. The pressing issues include cheating, overreliance, inaccurate information, and difficulty distinguishing a student’s understanding from work produced by AI. Students must be able to explain their reasoning, evaluate sources, and defend their conclusions.

Across all grades, we need clear expectations about acceptable AI use and protection of student privacy. AI should support learning while preserving the intellectual effort that builds knowledge, confidence, and critical thinking.

As a Board member, I would first actively listen to and evaluate the concerns of students, families, teachers, and administration regarding the effectiveness of Board Policy 6163.47. Joining the AI Task Force would be one way I could do this. Regardless, we must ensure that this policy is working to both protect our students’ classroom learning while also preparing them for an AI-future. Secondly, I would collaborate with other Board members and the school community to identify new opportunities for students that focus on non-AI learning in the classroom. Lastly, I would ensure that AI taught and implemented in our schools is done so with a focus on enhancing, not replacing, our students' critical thinking skills.

I propose that we use a research based approach that works, rather than a haphazard hypothesis that is tested on our kids. Generally, clear, consistent AI guidelines by grade level, developed with teachers needs to exist. We can ensure core knowledge is built by having more in-class writing and assessments. Since eliminating all technology from all grade levels may deprive our kids from resources, we should consider approved, privacy-vetted AI tools that are designed to tutor, not give answers. Research shows these can improve learning. Finally to prepare our kids for the real world, AI literacy and ethics instruction should be provided to our highschool students.

We should be reviewing our policy every year as the technology changes.

Large school districts like LAUSD and New York City public schools have recently enacted moratoriums or temporary bans on generative AI usage in schools at all grade levels. I would support implementing similar measures in BHUSD schools and on BHUSD devices.

Additionally, I would encourage school administrators and teachers to avoid using AI to produce flyers, handouts, and other materials whenever possible in order to set an example for students.

I would establish clear, age-appropriate rules that protect independent thinking.

In elementary and middle school, I oppose student use of AI to complete schoolwork. These years should build strong reading, writing, mathematics, and critical-thinking skills through independent effort, classroom discussion, and hands-on learning.

In high school, I support advanced AI education that prepares students for college and careers, including practical applications, technical skills, ethics, and evaluating accuracy. Students should disclose authorized AI use and be able to explain and defend their work.

Across all grades, teachers need clear guidance and administrative support. In-class writing, drafts, and oral explanations should help demonstrate understanding, with consistent consequences for cheating. Students must develop the ability to think for themselves before relying on AI.

As someone who teaches Gen Alpha students, I’ve noticed that socialization in school has become an increasing challenge for more students, and it’s something that needs to be addressed. As a Board member, I will actively help to identify and promote ways to increase school community and spirit.

Some ideas I have include inter-grade community activities, such as a “Big Brothers Big Sisters”-style mentorship program where older students are connected with younger ones (such as a 6th grader with an 8th grader or a freshman with a senior), and a “Student T.A.” program, where high performing students routinely visit a former class to assist other students with their work.

I believe both of these ideas would be great additions to our schools by helping to build stronger school communities, especially without the use of technology.

This question never crossed my path in my own life without technology. Furthermore, my own kids grew in this district without most of the technology until covid. Life worked before each kid had a phone and laptop and ipad. But the real issue is the change back to the way things were now that kids are used to their devices. My kids are often free of their devices in the summer when many programs don't allow them and those programs run on the same activities I did as a kid myself - interaction, communication, sports, and arts. We should have activities at recess and lunch such as games, clubs, maker spaces, library time, arts and music. Bringing more supervised clubs and intramural sports would also help kids stay connected and socialize. Children need practice being together, and schools should make that easy and inviting.

It’s essential to fill the time usually occupied by screens with opportunities for students to interact with their peers and their environment. Potential solutions vary by grade level, but can include creating attractive spaces (lounges, alcoves, outdoor areas) that encourage students to sit together, and scheduling activities that encourage socialization during free time.

I believe in giving children more of the childhood many of us experienced in the 1980s: playing outside, making friends face-to-face, using their imaginations, and learning to work through disagreements.

At school, that means protecting recess and providing opportunities for playground games, sports, art, music, theater, and clubs. I would support welcoming spaces for board games, reading, and conversation, along with unstructured time for children to invent their own games.

We must also make sure every child has a way to participate, including students who are shy, have disabilities, or struggle to make friends. Buddy programs and caring adults can help students feel included without organizing every moment of their day.

Our responsibility goes beyond putting devices away. We should create a school experience where children look forward to playing, creating, and spending time together.

As a Board member, I would support our administration in reaching more TK-7th grade parents to sign on to the pledge by promoting effective alternatives to purchasing a smartphone, such as non-smartphone cell phones for kids, and by informing parents about the potential risks of smartphone usage for our younger students.

We can share the pledge at the moments families are already engaged like kindergarten and TK registration, back-to-school nights, 5th-to-6th grade transition meetings, and PTA events.

We can organize pledges by class, because it is much easier when a child's friends are waiting too. We can create incentive programs, and perhaps demonstrate smartphone alternatives for kids and parents that need to communicate.

Information regarding the Wait Until 8th Pledge should be distributed at the beginning of the school year along with other important back-to-school flyers and notices. A link to the pledge should also be included as part of the weekly emails sent to elementary and middle school families.

I support helping families make informed decisions while respecting that parents will decide what is best for their children. Participation in the Wait Until 8th Pledge should be voluntary, and no family should feel judged or pressured.

I would support the administration in sharing clear, accessible literature through school newsletters, parent meetings, and orientation materials. This information should explain the pledge, the reasons for delaying smartphones, and alternatives for families who need to stay in contact with their children.

Our role is to ensure parents know about the option and have reliable information to consider it. The decision ultimately belongs to each family.

As a Board member, one idea I would like to promote to assist with the Wait Until 8th Pledge would be having the District host a speaker forum to highlight the risks of smartphone use for kids. In this forum, I would hope to have a social media expert (such as a former employee from one of the major apps), a child psychologist, and a parenting expert. The forum would be as much about educating families of the potential risks of smartphone use as it would be about equipping them with the knowledge and resources to do something about it.

An idea I have about changing the culture around smartphone use among our young families would be to create a program called “Track Your Time.” This program would be a two-week initiative where, during the first week, students and parents would track their daily time spent on the major social media apps (Facebook, Instagram, TikTok, X, Youtube, etc.). During the second week, families would attempt to reduce their time on those apps. The goal of the program would be to increase awareness of how much time students and families are spending on social media and encourage healthier technology habits. Families who complete the program would earn some kind of school prize (a T-shirt, wristband, homework pass, etc.).

It's easier to get commitment from younger kids and parents and to create an incentive structure like a sticker or a treat. As kids get older and more rebellious, it is hard to get the commitment, but if it was an expectation and their peers were also not getting phones, that commitment could endure. Getting buy in early and changing the way the community itself sees the use of phones in kids is the best practice. So lets remind families on repeat of the benefits to prolong smartphone free kids. Incentives like a carnival ride pass or a bbq event for kids that committed could work for the middle school.

Promoting the pledge does not have to, and should not, be limited to schools themselves. BHUSD should engage with city partners such as the Health & Human Relations Commission and Recreation and Parks Division, and also consider having a presence at regular events such as the Farmer’s Market, Art Show, and National Night Out to reach the broadest possible audience.

I would make the Wait Until 8th Pledge easy to learn about and easy to join, while respecting each family’s decision.

Schools could share a brief parent guide with a QR code linking to the pledge, offer information at kindergarten orientation and back-to-school nights, and invite parents who have delayed smartphones to share their experiences. Families who are interested could voluntarily connect with others in their grade so they feel supported in waiting.

I would also encourage family game nights, outdoor activities, sports, and community events where children can build friendships without devices. Practical information about basic calling and texting alternatives could help parents address communication needs.

Changing the culture requires making a childhood with fewer screens appealing and achievable. Our role is to inform, connect, and support families, with no judgment toward those who choose differently.

As a Board member, I would promote a wide range of school/community activities that students can attend that aren’t technology focused, and I would be excited to be a part of them. Some examples could include “Art Show Art-Walk,” “Football Fridays with Friends,” “Rolling Down Rodeo”, and “Farmers Market Meet-Up”. In short, I believe our students could greatly benefit from actively promoting events like these that focus on in-person rather than virtual socialization.

Perhaps we could also designate someone at the District to help coordinate and lead events such as these, working in partnership with our schools, students, families, and the City.

More clubs and intramural sports especially afterschool and on weekends. More Arts, music and theater programing for the elementary and middle school kids. More outdoor programs in our parks, library events, and volunteer opportunities. We also should create phone-free hangout spaces for teens so they can both get off their phones and not cause trouble on Beverly Drive.

If students do not have ready access to attractive alternatives to technology usage, they will default to screens to fill the time. Beverly Hills is a beautiful city, but considering the amount of time and resources we put into beautification overall, we are astonishingly “park poor” and low on communal spaces where younger residents are welcome. The creation of playgrounds, a pump track, and/or other recreational facilities that are open to all students and accessible outside of school hours is just one common-sense way to address that shortfall. This is another great opportunity to work with city leaders towards a shared goal.

I would promote more opportunities for students to play, learn, and spend time together, the kind of childhood many of us remember before smartphones.

Through partnerships between our schools and the City, I would support affordable after-school sports, open-gym hours, art and music workshops, theater, chess, and student-led clubs. I would also expand after-school tutoring, including small-group instruction, peer tutoring, and homework clubs where students can strengthen their skills alongside friends.

For high school students, I would work with local businesses, professionals, and nonprofit organizations to expand internships, mentorships, and volunteer opportunities. These experiences would help students explore careers, build relationships, gain practical skills, and contribute to their community.

Our campuses should serve as community gathering places, with supervised spaces to play, rehearse, study, or simply talk. Weekend park activities, game nights, and service projects would provide additional opportunities to connect.

I would involve students in choosing activities and address cost, accessibility, and transportation barriers. The goal is to make meaningful experiences and friendships part of everyday life.

I am the candidate who knows firsthand the strengths and challenges of technology use in the classroom. It’s imperative that we elect someone who has both an appreciation for and a cautious approach to technology, and who has significant experience striking a balance with it.

As a Board member, I will listen, evaluate, and follow-through on District policies with a student-first mentality, especially as they relate to responsible classroom technology use. I would be more than happy to speak with you to hear your thoughts and share more of my vision for BHUSD. I can be reached at [email protected]. I also will have an event, Talk with Teach, on Thursday, October 8th from 6-7:30pm at Continental Kitchen, where you can stop by and meet with me in person.

Thank you for your time, and I hope to earn your support this fall.

I am a big proponent of taking kids on field trips and hands on experiences. I helped organize a trip to Sacramento for the 5th grade (which was cancelled due to covid). I helped organize the 8th grade trip to Washington DC. I took the middle school kids to Space camp for a week in Huntsville Alabama. I took the high school to Europe. All these trips invited the kids to interact with the world and each other. It brought learning to life which is a step further than off the phone, it is off the page as well. I strongly believe that bringing kids into the world as much as possible makes them the most ready to participate in it as active healthy adults.

It’s important to remember that reducing overreliance on technology is only half the battle. We also need to replace what was lost in the years before the problem was identified. A renewed focus on literacy (including recreational reading and full-length books instead of small passages), encouraging physical activity, and prevention of cyberbullying are all essential steps that must be taken in tandem with tech-specific initiatives.

Additionally, in light of recent allegations concerning unauthorized student data collection and an accompanying class action lawsuit, the district’s use of i-Ready for diagnostics and instruction should be carefully monitored and, if necessary, re-evaluated.

As the father of three BHUSD students, I want our children to have a childhood filled with friendships, outdoor play, curiosity, and real experiences. I also want them prepared to succeed in a world shaped by technology.

My approach begins with strong foundations: reading, writing, mathematics, and independent thinking in elementary and middle school, followed by advanced technology and AI education in high school. Students should develop confidence in their own abilities before relying on tools that can do the work for them.

I have already put these convictions into action by attending Board meetings, proposing stronger policy language, and helping secure its adoption. If elected, I would bring that same persistence to implementation, teacher support, expanded tutoring, sports, arts, internships, mentorships, and volunteering opportunities.

I respect parents’ decisions at home. At school, my responsibility would be to ensure that every child has the instruction, support, and opportunities to thrive academically and socially. That is the standard I want for my children and every student in our district.