3 Vie for 2 Chardon School Board Seats Nov. 4

October 2, 2025 by Staff Report

Three candidates are competing for two seats on the Chardon Schools Board of Education Nov. 4. They are Ash Galhotra, Gordon Landies and Sharon Madger. Below are responses to our candidate questionnaire. Landies did not respond.

Ash Galhotra

Current Occupation/Employer: The Sherwin Williams Company

Education: Mechanical engineer with a master’s degree in EHS management

Sharon Madger

Current Occupation/Employer: Semi-retired/Self Employed

Education: Bachelor of Arts Degree

1. How important is it for the board to consider the financial burden on taxpayers when making budget decisions?

Galhotra: Very Important

Madger: Very Important

2. How important is it for a board of education to be publicly unified in their decisions?

Galhotra: Important

Madger: Very Important

3. How effective is the district’s budget in addressing educational needs?

Galhotra: No opinion

Madger: Very Effective

4. How effective is the budget in addressing taxpayer needs?

Galhotra: No opinion

Madger: Very Effective

1. Do you believe board members have a role in the day-to-day operation of the district?

Galhotra: No

Madger: No

Please expand upon your answer if so desired:

Madger: The board hires the superintendent and the treasurer to run the day-to-day operations of the district.

2. Do you believe an individual board member’s opinion on an issue supersedes their obligation to support a board decision?

Galhotra: No

Madger: No

Please expand upon your answer if so desired:

Madger: Once the board reaches a decision, I believe it’s important for members to move forward together, setting aside personal viewpoints and showing unity in support of the board’s action.

Galhotra: While individual board members bring valuable perspectives shaped by their unique backgrounds and experiences, the strength of a board lies in its ability to engage in open discussions but reach to a collective decision. Once a decision is made, all members have a duty to respect and support that final decision.

3. Do you believe students should be permitted to request to be addressed by alternative names or pronouns in a classroom setting without parent approval?

Galhotra: No

Madger: No

Please expand upon your answer if so desired:

Madger: This is not typically part of a board member’s responsibilities. Students can request anything. I believe each situation depends on context and should be addressed on a case-by-case basis. These decisions are best left to administrators, who can work directly with parents or guardians to determine the appropriate response unless there is a safety issue.

4. Do you believe comprehensive sex education classes should be taught in your district?

Galhotra: No

Madger: No

Please expand upon your answer if so desired:

Madger: Under Ohio Revised Code Section 3313.6011, health education must include instruction on venereal disease, with abstinence emphasized. Our district fulfills this requirement using an approved curriculum, which I see as an important part of providing students with a complete health education. State law also allows parents to opt their children out of this instruction if they wish.

5. Do you believe your district’s current facilities adequately meet the needs of the student body?

Galhotra: No

Madger: Yes

Please expand upon your answer if so desired:

Galhotra: Some facility upgrades would be nice.

Madger: The January 2023 Success Plan outlines a clear roadmap with goals extending through 2025 and into 2028, with a strong focus on enhancing facilities and operations to better serve the student body. Many facility updates have already been completed, and recent public updates indicate that the school remains on track to achieve these goals.

1. What motivated you to run for your local school board?

Galhotra: I believe that learning is a lifelong journey, it should never stop. With my strong educational background, international work experience, and experience in building and maintaining facilities, I feel well-equipped to support the continued success of our schools. I had the opportunity to support other academic boards in the past, and I’m motivated to bring that experience to our local school board to help foster a thriving educational environment for all students.

Madger: Chardon is my home, and I’ve seen firsthand how our schools shape the lives of children, including my own two sons who graduated from Chardon, are successful and have families of their own. Serving on the board gives me the opportunity to give back, support our teachers and staff, and help maintain the programs and resources that make our schools such a special part of Chardon life.

2. Does your district align with your vision of education for the community? If yes, in what ways? If no, what changes should be made?

Galhotra: Yes, Chardon Schools aligns closely with my vision of education. The teachers and staff remind me of my own school experience — where educators truly cared, knew students by name, and gave them personal attention. At Chardon, the passion for providing quality education and genuine care for students creates an environment where children feel seen and supported. This kind of impact stays with students for life, fostering both respect and lifelong appreciation for their teachers.

Madger: Yes. Chardon is a high-performing school district, ranking in the top 10% of the state with a high graduation rate. This success is made possible by the dedication of our excellent teachers, staff, and administrators, who work every day to support and educate our students. Our district also benefits from strong executive leadership committed to making the best decisions for our students.

3. What are the major challenges facing your district, and how can the board address them?

Galhotra: One major challenge facing the district is the potential change in how public schools are funded in the coming years. These changes could significantly impact budgeting and resource allocation. To address this, the board will need to be creative, and transparent in its planning. It’s important to work closely with the local community, explore alternative funding opportunities, and prioritize spending to ensure that student learning and staff support remain strong despite financial uncertainties.

Madger: One of the major issues at Chardon local schools is infrastructure. Chardon’s Success Plan that continues until 2028 makes me believe they are headed in the right direction with building modifications in recent years that provide a safe and updated environment conducive to learning.

4. What do you feel are the board’s primary roles and responsibilities? Do you feel your local school board has, until now, fulfilled those roles? If yes, how? If no, where have they fallen short?

Galhotra: In my opinion, the school board’s primary role is to provide guidance, set the vision and direction for the district, and support the superintendent in achieving those goals. From what I’ve observed, the collaboration between board members and school leadership appears strong and productive, I think we should keep building on this success.

Madger: The Chardon Local School District Board is responsible for hiring the superintendent and treasurer, overseeing finances, adopting policies, and approving curriculum. As the district’s elected governing body, the board’s focus should always be on what’s best for all students. I believe the board and district work diligently to meet these responsibilities, and this is reflected in our students graduating ready to pursue higher education or careers successfully.

5. What metrics should a local board of education use to determine whether its goals are being met and its policies successfully carried out?

Galhotra: Schools track a wide range of metrics, each highlighting different areas of focus — academic performance, attendance, graduation rates, staff retention, and more. However, at the core, we must evaluate student success. Defining “success” is complex — it goes beyond test scores to include personal growth, readiness for life after graduation, and overall well-being. I believe the board should look at a combination of academic achievement, student engagement, post-graduation outcomes, and feedback from students, parents, and teachers to get a full picture of whether goals are truly being met.

Madger: A variety of quantitative and qualitative metrics can be used to determine whether a board’s goals and policies are being met. Examples include standardized test scores, graduation rates, college and career readiness indicators, attendance and disciplinary data, budget adherence, teacher and administrator retention, community engagement, and long-term outcome measures. Boards should use a combination of these metrics to evaluate whether their goals and policies are truly making a difference.

6. What are the expectations for public behavior for members of the board of education?

Galhotra: Board members are expected to maintain professionalism at all times and lead by example. Their actions and words should reflect integrity, respect, and a focus on serving the community. The primary goal is to support students in receiving the best education possible, and that requires board members to stay focused, collaborate effectively, and avoid personal or political distractions.

Madger: Each board member is expected to abide by a code of ethics outlined in school board policy. While not an exhaustive list, this includes obeying the laws of Ohio and the United States, respecting the confidentiality of privileged information, recognizing that an individual board member has no authority to act on behalf of the board, working collaboratively to establish effective policies, avoiding conflicts of interest or the appearance of conflicts, and expressing personal opinions while ultimately accepting the will of the majority once the board has acted.

7. After reviewing the current and/or proposed budget for your school district, where would you look to make budget cuts if elected? What areas would you not consider cutting?

Galhotra: At this time, I believe it would be premature to suggest specific budget cuts without fully understanding the details of the district’s financial position. That said, I believe that core areas directly impacting student learning and well-being — such as classroom instruction and student support services — should be protected as much as possible.

Madger: According to the five-year forecast, Chardon Local Schools are in a strong financial position and do not require cuts at this time. However, it is important to regularly review programs and services to identify cost-saving opportunities where possible. If elected, I would rely on the expertise of our superintendent and treasurer, who manage the district’s day-to-day operations, to help guide thoughtful and informed budget decisions.

8. Do you believe school districts have a responsibility to provide a mental health/social emotional learning curriculum? Why or why not?

Galhotra: Yes, I believe schools play an important role in providing well-rounded education, which includes supporting students’ mental health and social-emotional development. While clinical care belongs in the medical field, schools can still help by promoting healthy habits — like regular exercise, proper nutrition, rest, and stress management — and by creating a positive, supportive environment. Teaching students the value of mental well-being equips them with lifelong skills that support learning, relationships, and overall quality of life. It’s about helping them build strong foundations, both academically and personally.

Madger: Yes, Chardon Schools has a legal responsibility to give students instruction that supports their social, mental, and emotional health. Per the Ohio Revised Code, training must be provided on abuse and violence prevention, suicide awareness, and age-appropriate lessons on bullying. There is a section in the ORC indicating that a balanced school counseling program includes academic, personal and social counseling. State law allows parents to opt their children out of this instruction if they wish.