Page: Burbank Board of Education Candidate Questionnaires

Burbank SBS sent nine questions to the 2026 Burbank Board of Education Candidates. Here are the responses received so far. We will update this page as other candidates submit their answers.

The city is divided into five Trustee Areas, each of which have a Board of Education seat that those residents vote for. This November, two regions — Trustee Area 3 and Trustee Area 4 — are up for re-election. Trustee Area 3 has several candidates, and Trustee Area 4 has one candidate running, George Saikali.

If you want to find out your Trustee Area, you can click the button below.

Burbank SBS sent the same nine questions to all candidates we could find contact information for. Here is a list of who we've contacted and whether they've responded. If you are a candidate we couldn't reach and would like to take part, please contact us.

Trustee Area 3:

Dennis M. Connor — Couldn't find contact information

Paul Gerard — Answers below

Hai Ho — Couldn't find contact information

Rosemary Morrison — Answers below

Evren Ozbey — Answer below

Trustee Area 4:

George Saikali — Answers below

The candidates who have already responded have their answers below.

Question 1: The “digital divide” in 2026 is no longer just about access; it is a two-front challenge. Privileged families, including those who build these technologies, increasingly keep their own children away from them, choosing schools that prioritize analog, teacher-led learning — leaving students with fewer resources to absorb the most screen time and its documented costs to literacy, attention, and cognitive development. Conversely, these same students often lack the foundational home hardware, such as personal laptops, necessary to complete complex assignments. How can BUSD balance the need to protect students from tech overexposure in the classroom while ensuring they have the tools they need at home?

We should work on paper.

Teacher-led education should be the district’s priority. At the time, the idea of putting Chromebooks in the hands of every child sounded very egalitarian when it was all just a scheme to sell Chromebooks. I’ve already heard from a constituent about his TK aged child being shown YouTube videos of a teacher reading picture books while the in-classroom teacher worked on something else. Although we can’t control what happens at home, we can control what happens in the classroom, and TK-2 aged students should be using only analog materials for education. Assignments shouldn’t require computer technology until middle school or later. Ironically, the technology industry has made a return to analog materials, like bluebooks and pencils, necessary because, over the past two years, AI has been completing too much of kids’ homework, so schools have had to return to analog solutions to verify learning.

Question 2: Do you think BUSD should put a cap on screen time for students at any level? If yes, what would that cap be? If not, why not?

Yes, we should have no screen time between TK and 2nd Grade. This has worked elsewhere. From 3rd grade through 8th, screen time should be very limited. We have been sold the idea that our children need to be “tech savvy,” but it was just a marketing tool to make everyone “tech dependent.”

Question 3: Research has already shown that use of generative AI causes rapid cognitive decline. How do you plan to safeguard schools against the increased presence of AI tools in academic settings?

You can block access to AI tools on school-provided Chromebooks and school networks. LAUSD has already done this, and BUSD should do the same.

Question 4: What would you tell parents who are concerned about their children’s data being harvested and sold by EdTech platforms without their consent?

Read everything! CCPA and FERPA are in place to protect your kids from data harvesting, but that doesn’t stop these companies from attempting to get parents to click away or sign away their children’s privacy rights through contracts of adhesion. When your child signs up for extracurricular activities like sports, choir, dance, debate, or cheer, read any releases you sign. The current school board has already signed MOUs with companies that only vaguely address the use of children’s data. Most of these companies are privately held through large private equity firms and they prey on financially strapped districts like Burbank because they offer “free to the district” services that are “no cost”, when the real cost is your child’s right to privacy.

Question 5: What would you propose for parents and teachers who would like to opt their children out of programs like iReady, which is facing multiple class action lawsuits regarding student data privacy, false advertising, and effectiveness?

Please opt out. It is up to parents, teachers, and board members to stand up and stop these companies from harvesting the private data of minors. Curriculum Associates should lose this lawsuit just as PlayOn Sports had to settle their suit with California, but that won’t stop these companies from trying again to get either districts or parents to sign away rights. Our current school board needs to read every MOU and ask questions of counsel before approving anything related to student data.

Question 6: Basic tech skills like typing and digital literacy have declined in students even as tech use has sky-rocketed. How would you remedy this?

First off, it is not the responsibility of the school board to set curriculum. But as a board member, I would advocate those that do set curriculum to bring back a semester of typing class at the middle or high school level. Learning how to type properly in my freshman year of high school has helped me advance throughout by education and professional career. One could argue that voice-to-text is a great technology, but having spent two decades working with professional writers, the tactile process of typing words onto a screen is a great way to compose one’s thoughts.

Giving students Chromebooks and teaching students how to use Chromebooks to research, compose, and complete homework are two different things. I would advocate for having high school students experiment with comparative research in different subjects to see the dangers of reliance on large language models for information. Perhaps we could have a class of high school literature students separate into groups and research the same topic using both AI and analog research materials. For example, one group could use only ChatGPT and a separate group could use only a copy of the Complete Works of William Shakespeare to write a short essay about Hamlet citing the acts and scenes where memorable dialogue occurs. Since ChatGPT is only correct about the text of Shakespeare’s plays 50% of the time (because it determines what was plausibly written by Shakespeare rather than what was written by Shakespeare), the ChatGPT students would likely fail the experiment and learn the danger of unreliable research. Practical understanding of how a technology works can help students understand where and when it is useful.

Question 7: Many parents and teachers are concerned about the level of influence exerted by private tech companies over public school policy. Are there any guardrails that should be enacted to prevent this?

Demand that our Board Members read all the MOUs and ask questions of those presenting them. This is a question of vigilance, and as I wrote earlier, these companies like to prey on districts that are seeking “no cost” options to help offset their lack of funding.

Question 8: What else should SBS voters know about you?

My career started in technology, so I understand how this industry focuses on infiltrating education to gain early adoption. While technology in classrooms is not inherently a bad thing, we must remain focused on the quality of our kids’ education and the danger of overreliance on these technologies to teach. I will be focused on the quality of our kids’ education and keeping them safe from data collection.

Question 9: Where can SBS members learn more about your candidacy?

Visit my website: www.GerardforBUSD.org

Question 1: The “digital divide” in 2026 is no longer just about access; it is a two-front challenge. Privileged families, including those who build these technologies, increasingly keep their own children away from them, choosing schools that prioritize analog, teacher-led learning — leaving students with fewer resources to absorb the most screen time and its documented costs to literacy, attention, and cognitive development. Conversely, these same students often lack the foundational home hardware, such as personal laptops, necessary to complete complex assignments. How can BUSD balance the need to protect students from tech overexposure in the classroom while ensuring they have the tools they need at home?

In my current classes, my professor, who works in special education, talked about this issue. She pointed out that families who limit technology for their children often value smaller classes, hands-on activities, and outdoor time. I believe all students should have these opportunities, no matter their family's income.

BUSD can help prevent too much technology use by offering more hands-on, teacher-led lessons, outdoor learning, and meaningful classroom activities.

Our district uses digital tools like STAR and i-Ready for assessments, which can increase students' screen time. We should look at how much class time these programs take, if they actually help students learn, and if other types of assessments might work better.

To reduce screen time, we also need to support our teachers. Smaller classes, enough classroom supplies, and extra help in the classroom would let teachers give students more personal, hands-on learning.

We also need to make sure students who need technology at home have devices, good internet, and tech support. No child should miss out on assignments because their family can't afford the right tools.

My goal is for the district to find a balance: use technology when it helps learning, choose hands-on teaching when it's better for students, and make sure every child has the tools they need to do well.

Question 2: Do you think BUSD should put a cap on screen time for students at any level? If yes, what would that cap be? If not, why not?

Yes, I think BUSD should set reasonable limits on screen time during the school day. Health experts say it's important to balance screen use with physical activity, social time, and hands-on learning. While we can't control how much screen time students get at home, we can set healthy limits in our classrooms.

I would support limits that fit each grade level, taking into account students' needs, how long they use devices at a time, and whether the technology is really helping them learn. Younger students especially should have more chances for hands-on, play-based, and teacher-led learning.

I would not suggest a random number for screen time. Instead, I would work with parents, teachers, and health experts to create guidelines based on pediatric advice. These recommendations focus on age-appropriate use and a healthy balance, not just one daily limit for all students.

My goal isn't to get rid of technology, but to make sure we use it thoughtfully. Technology should help learning, not take the place of real interactions with teachers, hands-on activities, physical movement, or time outdoors.

Question 3: Research has already shown that use of generative AI causes rapid cognitive decline. How do you plan to safeguard schools against the increased presence of AI tools in academic settings?

I think we need to make sure students don't become too dependent on AI. As far as I know, AI is already blocked on BUSD student devices, and I would support keeping those restrictions.

I would also suggest the district offer workshops for parents to help families learn about the risks of AI and set healthy boundaries at home.

We should focus on helping students build critical thinking, creativity, and problem-solving skills. AI should never take the place of real learning and independent thinking that students need to succeed.

Question 4: What would you tell parents who are concerned about their children’s data being harvested and sold by EdTech platforms without their consent?

I understand parents' concerns about their children's personal information being collected, shared, or sold without their consent. California has laws in place, including the Student Online Personal Information Protection Act (SOPIPA) and Early Learning Personal Information Protection Act (ELPIPA), designed to protect student data and restrict how educational technology companies use that information.

But laws are just the first step. We need to make sure the district and its technology partners actually follow them.

As a board member, I would push for regular reviews of EdTech contracts, more transparency about what data is collected and who can see it, and clear communication with families about their privacy rights.

Question 5: What would you propose for parents and teachers who would like to opt their children out of programs like iReady, which is facing multiple class action lawsuits regarding student data privacy, false advertising, and effectiveness?

Like most educators and parents, I am not a fan of i-Ready. One problem parents and teachers face when trying to opt out of these programs is that districts (not just Burbank) often say these programs are required for data collection and that nothing else can be used. For parents, I strongly recommend:

Request an alternative: Submit a written request to the principal and district asking for an alternative assessment and a written explanation of any denial.

Ask which assessments are required by state law and which are district-selected programs.

Work with other parents and educators, attend school board meetings, and petition the district to review its assessment policies.

Contact the California Department of Education and state legislators to request stronger student privacy protections and clearer parental options.

Question 6: Basic tech skills like typing and digital literacy have declined in students even as tech use has sky-rocketed. How would you remedy this?

I believe every student should build strong technology skills and digital literacy. When I worked as a Media Tech at Walt Disney Elementary, I made it a priority to help teachers improve students' typing skills. In computer lab, we spent time teaching students to type correctly instead of just 'pecking' at the keyboard.

California has Computer Science Standards that list the skills students need today. I think BUSD should make sure these standards are included in classroom lessons.

We should teach students to use technology well, safely, and responsibly, while also keeping a good balance with hands-on and teacher-led learning.

Question 7: Many parents and teachers are concerned about the level of influence exerted by private tech companies over public school policy. Are there any guardrails that should be enacted to prevent this?

Yes, we need rules to protect students and make sure decisions in public education are made for students' best interests, not for private tech companies.

California has laws like the Student Online Personal Information Protection Act (SOPIPA) and Early Learning Personal Information Protection Act (ELPIPA) to protect student data. But these laws alone are not enough to deal with the influence tech companies can have on school policies and classroom teaching.

As a board member, I would support more transparency in EdTech contracts, regular checks on student privacy protections, and clear proof that these programs help students learn before we use or renew them.

I also think parents and teachers should have a real say in these decisions. We need to look at the costs, how well these programs work, and how they affect classroom time.

Question 8: What else should SBS voters know about you?

I am a mom first. As a mother of two, I know the challenges families face with technology and keeping kids safe online. For 13 years, I have set healthy boundaries for my own children, like limiting screen time, blocking YouTube and social media, and teaching them how to use the internet safely.

It hasn't always been easy, and I know many Burbank families deal with the same issues. Being both a mom and an educator has shown me how important it is to be careful and thoughtful about how we use technology in our schools.

All our children, including my own middle schooler, deserve a healthy balance of technology, hands-on learning, and real human connections. I want parents to have a voice and for our schools to put students' learning, growth, and well-being first.

Question 9: Where can SBS members learn more about your candidacy? 

You can learn more about my candidacy on my website and social media:

rosemary4busd.com

​@rosemary4busd on Facebook, Instagram, and Threads.

Evren provided this statement in response to the nine questions SBS Burbank sent:

Artificial intelligence is a profit-driven commercial entity created by appropriating human thoughts and—metaphorically—burning books worldwide. The danger of artificial intelligence lies not only in making humanity lazy but also in accelerating the destruction of nature; robotics, the AI ​​sector, and even digital screens are enemies of the natural world. Drought, famine, and water scarcity are the consequences. Humanity's fascination with technological screens is fueling global drought, and children who remain glued to screens fail to develop their memories. Artificial information, delivered through games, is destroying the future of the youth. An educational approach rooted in nature and morality protects students, their families, and the nation alike. Children often seek to shape their lives using others' information rather than their own—holding state-of-the-art phones in their hands—without realizing that this path will ultimately block their future prospects. True progress lies in the ability to look toward the future with hope and confidence, guided by one's own thoughts and a clear vision.

Question 1: The “digital divide” in 2026 is no longer just about access; it is a two-front challenge. Privileged families, including those who build these technologies, increasingly keep their own children away from them, choosing schools that prioritize analog, teacher-led learning — leaving students with fewer resources to absorb the most screen time and its documented costs to literacy, attention, and cognitive development. Conversely, these same students often lack the foundational home hardware, such as personal laptops, necessary to complete complex assignments. How can BUSD balance the need to protect students from tech overexposure in the classroom while ensuring they have the tools they need at home?

I believe BUSD needs to provide the same quality of teaching to all students regardless of income. While a Technological assistant is important, We must continue to educate our students the old fashioned way whenever possible. I also believe we should provide laptops or IPADS to those students who need them. Again we need to give students the best of both worlds.

Question 2: Do you think BUSD should put a cap on screen time for students at any level? If yes, what would that cap be? If not, why not?
Yes- I worry about the social emotional side of our students by focusing our education on students as a whole including the development of social skills.

Question 3: Research has already shown that use of generative AI causes rapid cognitive decline. How do you plan to safeguard schools against the increased presence of AI tools in academic settings?

I plan to safeguard our student as mentioned above by using old fashion teaching methods and creating as many opportunities for the student to develop their social skills via well designed activities.

Question 4: What would you tell parents who are concerned about their children’s data being harvested and sold by EdTech platforms without their consent?

I am not sure if BUSD is allowing this. I need to know more about it and will go with the parents to the appropriate staff at BUSD.

Question 5: What would you propose for parents and teachers who would like to opt their children out of programs like iReady, which is facing multiple class action lawsuits regarding student data privacy, false advertising, and effectiveness?

In General all people's privacy is important to me unless consented by the adults, parents or guardians and must be protected. We need to find possible Alternatives depending on financial viability.

Question 6: Basic tech skills like typing and digital literacy have declined in students even as tech use has sky-rocketed. How would you remedy this?

Offer typing lessons for a few weeks. However, I do believe we need to use the old fashion way of teaching due to what was mentioned above. It could be an issue of mental readiness.

Question 7: Many parents and teachers are concerned about the level of influence exerted by private tech companies over public school policy. Are there any guardrails that should be enacted to prevent this?

In general privacy needs to be protected unless consented otherwise.

Question 8: What else should SBS voters know about you?
I have a 41 years YMCA career where I have been deeply involved in Youth Development in addition to excellent Fiscal Management. I am married with two children Michael and Lara who were a part of BUSD while growing up in Burbank. I am an immigrant from Lebanon and a graduate BA degree in Business and Political Science from the University of North Carolina in Charlotte.

Question 9: Where can SBS members learn more about your candidacy?

I ran unopposed which means I will be on the Board of Education area 4 as of December of this year.