Welcome to What's New at DCS

  • Your go-to source for the latest updates, insights, and behind-the-scenes glimpses into the dynamic world that is Dublin City Schools (DCS).

    To ask a question, share feedback or suggest a future topic, comment on a post by clicking “Comments” or email info@dublinschools.net. Comments must be approved by the webmaster before they show publicly. If you would like a response to your comment, please include your name and email address in the comment.

    Subscribe to Receive Posts BY EMAIL

  • Summer Facilities Update

    Posted by Cassie Dietrich, Public Information Officer on 5/9/2024

    Dublin City Schools is gearing up for several major facility improvements this summer. These projects, many of which will be funded by revenue generated from the 2023 levy, exemplify the district's dedication to enhancing the student and community experience. These projects not only benefit the school community but also the community-at-large, as school facilities are utilized during all hours of the day and on weekends by local families and organizations. Below is a summary of just some of the work residents can expect to see happening this summer! Regular facility maintenance and cleaning will take place at all buildings.


    Dublin City Schools celebrated the groundbreaking for Elementary 15 on Thursday, April 25 just prior to the evening’s scheduled Board of Education meeting. Elementary 15 is located on existing land adjacent to Jerome High School's track and stadium, wth the primary entrance off Cacchio Lane. City, county, and state officials joined the Board of Education and district leaders for the occasion.


    Naming Project

    After the groundbreaking, students in Shawn Kaeser's 8th grade social studies class presented their research findings about the possible names for Elementary 15. Names being considered for the school are: Cacchio Elementary, Riviera Elementary, Deane Brown Bishop Elementary, Catherin Headlee Elementary and Josephine Smith Scott Elementary. The Board of Education will select one of the five name options at a future meeting.



    The district's Operations team is collaborating with the City of Dublin to assess and mitigate potential traffic impacts on Hyland Croy and Cacchio. For those living adjacent to the site, a tree line and fence along the eastern edge of the parcel will be installed to provide a privacy barrier. Additionally, while the retention pond at the site has been relocated, residents will still have access to the existing walking path.

    Elementary 15 is scheduled to open for the 2025-26 school year. An overview of the timeline for the project is below.



    Elementary playgrounds are set to be replaced at Chapman, Indian Run, Pinney, Riverside, Scottish Corners, Thomas and Wright. The current playground equipment at these schools has reached end of life, so replacing the equipment ensures a safe and enjoyable play environment for children. Playgrounds are on schedule to begin construction at the end of May and planned to be fully complete by the beginning of August. All playgrounds will come with a mix of playground mulch and poured-in-place rubber pathways to swings and other various structures. All playgrounds were customized by each principal to fit their specific school’s footprint.


    Preschool Addition

    The DCS Preschool has already outgrown the centralized location they moved to in 2020. Fortunately, the approval of the bond issue has provided the resources for a much-needed addition. The project, which will increase the school’s capacity by 190 students, will break ground in June and open for the 2025-2026 school year. The addition includes six 900-square foot classrooms and a 1,600-square foot gymnasium. To view a video of the project renderings, click here.

    During the 2023 levy campaign, some inquired as to why DCS needs to have a preschool. The answer lies in state and federal legislation, both which mandate that public school district’s have Child Find policies and procedures in place to ensure that children with disabilities are identified and served by their third birthday. To learn more, check out our March Dublin Life magazine article.



    One significant undertaking involves the complete replacement of the roof system at Deer Run Elementary and phase one of the roof system replacement at Davis Middle School. Over the years, Deer Run has grappled with persistent issues stemming from the original installation of the roof. Despite previous refurbishments in 2017, the challenges resurfaced in 2023 when cold temperatures and precipitation led to ice formation on the roof. The Board of Education declared the Deer Run Elementary roof replacement project an urgent necessity in February. Replacement will begin following the last day of school and be completed by the start of next school year.

    The Davis Middle School roof project will be completed in two phases due to volume of work. By dividing the project into two phases, the Operations team has avoided construction happening during the school year. This maintains the quality of the learning environment and prioritizes the safety of students and staff.


    Jerome and Scioto High School's football turf, having served their term, will be replaced. The decision to use turf fields aligns with the district's commitment to fiscal responsibility, as turf proves to be a cost-effective alternative. Unlike traditional grass fields, turf requires minimal maintenance, resulting in substantial long-term savings for the district. Turf can also be rented out for use more frequently, and tolerates inclement weather conditions better than grass. Turf projects will begin as soon as school is out and are planned to be completed by August 1.


    The primary electrical infrastructure switchboards, panel boards, transformer and generator at Sells Middle School have reached end of life. The school has experienced a number of issues with this equipment and it is now scheduled for full replacement. This very complicated project was designed by Advanced Engineering Consultants over the last year and publicly bid this spring. The project will take more than a year to complete due to its complexity.

    In Summary

    These improvements highlight the district's proactive approach to facility maintenance, ensuring that equipment is replaced as it reaches the end of its life cycle. This strategy not only addresses outdated and deteriorating infrastructure, but also mitigates costs associated with maintaining aging equipment. DCS is grateful to voters for passing the 2023 levy. New revenue enables the district to provide safe, modern, and efficient learning environments for residents of all ages.

    Comments (0)
  • Dublin City Schools’ Response to English Language Arts Legislation

    Posted by Lori Marple, Executive Director of Teaching and Learning on 4/26/2024

    Legislation Guides Reading and Language Arts Instruction

    In Ohio, recent legislation has been established to guide district Reading and Language Arts instruction. Under Ohio Revised Code 3313.6028(B), the Ohio Department of Education and Workforce requires districts to choose from a list of English Language Arts instructional materials that are aligned with the science of reading and strategies for effective literacy instruction. This spring, the Department released a list of approved core curriculum and instructional materials for prekindergarten through grade 5; districts are required to choose a resource from that list. The state also released financing to districts to support their adoption of these required instructional materials.

    Teacher with students

    Early Literacy Action Steps

    Dublin City Schools continues to focus on our mission to develop skilled readers, writers, speakers and listeners. This instructional magic lives in our classrooms and intervention spaces, where our teachers embrace the art and science of teaching while working with young learners using our state required standards and initiatives. Teaching young students to read requires high quality resources, expert instruction, knowledge of the science of reading, and flexibility to provide appropriate scaffolding and support to students. As new initiatives come from the statehouse to the classroom, DCS is steadfast in our approach as we work to select the best comprehensive resource from the state approved list. Below are the steps that Dublin City Schools is taking to support our youngest students in English Language Arts:

    1. In early April, nearly 70 teachers, reading specialists, instructional coaches and administrators heard from a selection of vendors about their Pk-5 state approved resources. Participants evaluated resources based upon a rubric aligned to the science of reading and DCS board policy.

    2. DCS will spend the summer months training a small team of pilot teachers for a fall resource pilot to ensure that the resources have usability features and alignment that best support teaching & learning in Dublin Schools.

    3. By Winter, we will make a recommendation to the Board of Education for an adoption of a High Quality Instructional Material from the state supported list.

    4. Spring of 2025 will be a time of teacher training and implementation.

    Students learning

    This resource implementation is one of many steps that Dublin Schools has taken to focus on literacy instruction in recent years. We know that high quality instructional materials can supplement our already strong phonics programming and new foundational skills assessment practices. If you have any questions about your student's literacy education, please reach out to your child’s teacher. We are grateful for our amazing teachers who bring literacy to life each and every day in our classrooms.

    Comments (0)
  • Using Cognitive Ability Tests to Meet Students Where They Are

    Posted by Rachel Dobney, Student Services Coordinator on 4/18/2024

    How does data drive results in education?

    We often know what students have learned, but we don’t always know how our students learned it. For decades, schools have used report cards and the traditional A to F grading system to measure knowledge and academic performance. But as scientists make gains in understanding human development and the child brain, educators are learning that traditional assessment methods are not comprehensive enough to understand the many ways students learn. In fact, taking a data-driven approach to measuring how students learn has proven to be an effective and quite interesting way for teachers to better understand their students.

    Teachers learning

    Enter: The CogAT

    One of the measures our district uses to think differently about our students and their learning is called the Cognitive Abilities Test (CogAT). At Dublin City Schools, we conduct whole grade assessments using CogAT in second and fourth grade. Ability data from the CogAT provides us a fresh and meaningful way to understand each student’s potential for learning. The CogAT assesses how students reason with the knowledge they have in three areas:

    • Verbal

    • Quantitative

    • Nonverbal

    The Verbal section measures flexibility, fluency and a student’s ability to adapt in reasoning with materials and in problem-solving. These play an important role in reading comprehension, critical thinking, writing and virtually all verbal learning tasks.

    Quantitative flexibility with symbols and concepts, and the ability to organize and give meaning to numerals and symbols, are part of the quantitative section.

    And finally, the Nonverbal section measures reasoning using geometric shapes and figures. To perform successfully, students must invent strategies for solving novel problems and accuracy in implementing them. These reasoning skills are significantly related to problem-solving in all disciplines.

    CogAT’s three subcategories are averaged to provide a composite score for a child’s overall abilities.

    CogAT in Dublin City Schools

    Once data is released, our Student Services team provides support to elementary teachers so that they can better understand what scores mean. Individual teachers and grade-level teams review CogAT data to determine students’ relative strengths. In some cases, teachers are relieved when receiving the CogAT scores for students who haven’t achieved up to their ability on the traditional grading scale. Ultimately, CogAT data, alongside other assessments, helps teachers:

    • Provide students exposure to differentiated instruction

    • Expand opportunities for learning

    • Grow their own abilities in teaching students

    • Help students find ways to explore pathways

    In addition to teachers, CogAT scores are shared with second and fourth grade parents each spring via our new Infinite Campus Parent Portal. Publishing these scores provides parents an opportunity to actively understand how their child is learning. By transparently providing scores, our district is increasing parent engagement and, in many cases, even assisting parents in better understanding their child’s development, improving outcomes for all.

    Teachers learning


    Comments (0)
  • Special Announcement for Jerome Township Residents

    Posted by Cassaundra Dietrich on 4/5/2024

    Jerome Township Comprehensive Planning Open House and Survey

    Join the conversation and share your ideas about the future of Jerome Township. Jerome Township is hosting an Open House on April 9th from 6-8 pm at Township Hall that residents can attend. Important topics will be discussed, including conservation and the character and long-term development of the community. Learn more about the event or complete a survey at: https://jerometownshipcomprehensiveplan.com/

    Comments (0)
  • The Vital Role of Paraprofessionals in Education

    Posted by Chris Ondrus on 4/5/2024

    What is a paraprofessional?

    On Wednesday, our district celebrated National Paraprofessional Appreciation Day on social media. If you're a parent of a student with a disability, you probably already understand the vital role paraprofessionals play in our schools. But for those of you who might be scratching your heads and wondering, "What's a paraprofessional, anyway?"—don't worry, you're not alone. We get that question a lot.

    Technically, the position title is instructional paraprofessionals, but we commonly call them paraprofessionals or "parapros" for short. Dublin City Schools has 221 of these amazing individuals, spread across preschool, grades K-12, and our Postsecondary Access to Transition after High School (PATHS) program.

    While paraprofessionals aren't licensed teachers, they do hold an educational aide permit through the Ohio Department of Education and Workforce. They team up with our intervention specialists (who are the licensed teachers) to provide top-notch support to students with disabilities. Dublin City Schools currently has approximately 2,600 students with disabilities, equating to 14.5% of the district’s student population.

    You might be thinking, "Oh, so they're basically teacher's aides, right?" Well, not exactly. Unlike teachers or building aides, paraprofessionals have to pass the ParaPro Assessment, earn an associate’s degree (or higher) from an accredited institution of higher education, or have at least two years of study at an accredited institution of higher education.

    Paraprofessionals aren't a one-size-fits-all deal

    Like teachers, paraprofessionals vary in their expertise area. In addition to the typical paraprofessional, our district employs licensed practical nurse (LPN) paraprofessionals, sign language interpreter parapros, and job coaching paraprofessionals.

    Most paraprofessionals lend a hand to students with disabilities in PK-12, helping out with everything from academics to behavior to daily living skills. LPN paras handle the more intense medical needs of some of our students, while interpreters work closely with those with hearing impairments to ensure they're fully included in the school environment. And job coaches work hard to teach employability skills to students transitioning to adulthood and independent living.
    For our paraprofessionals who demonstrate a deep passion for aiding students with challenging behaviors, they can take their credentialing one step further. Via specialized training conducted by Board Certified Behavior Analysts, paraprofessionals become Registered Behavior Technicians (RBTs). Once equipped with this credential, they can deliver targeted behavioral support to students in one-on-one or small group settings.

    Filling a Great Need

    At the heart of it all, paraprofessionals embody our district’s commitment to inclusive education, ensuring that students with disabilities have access to the same opportunities as their peers. Their unwavering dedication not only enriches the educational experience but also fosters a sense of belonging and empowerment among students.

    Interested in pursuing a career as a paraprofessional or know someone who would be an excellent fit for the job? Great! Dublin City Schools currently has openings for paraprofessionals. Visit our Human Resources website and click the Frontline button to learn more, or to apply now, click the button below.

    Comments (0)
  • Could Cardinal Health's West Campus Become a School?

    Posted by Cassie Dietrich, Public Information Officer on 3/28/2024

    One Possibility is a Fourth High School

    On Monday, news broke that Dublin City Schools has signed a non-binding Letter of Intent (LOI) with Cardinal Health, Inc. to assess the feasibility of acquiring their west campus headquarters. Cardinal Health West, located at 7200 Cardinal Place, was built in 2007 when Cardinal Health, Inc. consolidated its two largest business segments and relocated more than 700 positions to Dublin.

    The LOI provides the district more than a year to determine if the building can be effectively configured to serve as a school. During this time, district leaders will also be implementing several community engagement initiatives to determine how the purchase of Cardinal Health West aligns with the district's long-term goals. One possibility is its conversion into a fourth high school. The three-story, 247,000-square-foot building sits on more than 31 acres, offering enough space to accommodate the addition of an athletic stadium and gym.

    Cardinal Health Building

    With projected enrollment growth expected to necessitate additional secondary space by 2030, the acquisition of Cardinal Health West could address this need. Enrollment projection reports show that the district will grow by 2,000 students in the next five years. Jerome High School, which just opened a 58,000 square-foot addition in August, is already near capacity and will be more than 1,000 students over capacity by 2030 if nothing changes.

    During the 2023 levy campaign, the district was transparent about the future need for additional space. An “Our Future” timeline shared during levy chats showed that conversations about middle and high school capacity would need to happen by 2025. While the passage of the 2023 levy provides the funding needed to build a fifteenth elementary, it does not provide enough to build a new high school. Construction costs for the fifteenth elementary are currently estimated at $515 per square foot, but could increase due to rising material and labor costs.

     Map of Space 2nd Aerial view

    Aerial view Cardinal

    Building Conversion Provides Significant Cost Savings

    Due to the size and scope of a high school facility, Dublin City Schools estimates it could cost more than $150 million to build new. That’s why exploring Cardinal Health West, at a minimum, makes sense. Converting office space leverages pre-existing infrastructure and amenities, reducing costs and providing significant savings for Dublin City Schools taxpayers. In 2017, the district purchased the vacant Verizon building on Emerald Parkway for $9.4 million. The all-in cost with the building conversion was $21 million, which was approximately half of what it would have been to build new at that time.

    Financial Stewardship is the Focus

    Financial stewardship, including reducing the tax burden of local taxpayers, has been a predominant focus for Dublin City Schools since November, when the levy narrowly passed. While exploring the suitability and alignment of Cardinal Health West is just beginning, the district believes it could see a similar return on investment with Cardinal Health West as it did with Emerald Campus.

    All that said, Dublin City Schools is committed to surveying the community and engaging stakeholders in focus groups to gather input before making any purchasing decisions. While initial public opinion survey results favored a fourth high school over three high schools with higher enrollment, the district wants to be absolutely sure that any decisions made regarding Cardinal Health West reflect the values and aspirations of the Dublin City Schools community.

    Fiscal Timeline Graphic


    More information about participating in conversations about master facility planning will be shared in the near future.



    Comments (0)
  • No More Status Quo - Tackling Staffing and Financial Stewardship Head On

    Posted by Cassie Dietrich, Public Information Officer on 3/14/2024

    A New Way to Master Schedule

    For the past two weeks, master scheduling has been all the buzz at DCS. School counselors, registrars, and administrators from our middle and high schools spent significant time at Emerald Campus learning how to use Infinite Campus to build master schedules. They were joined by coordinators and directors on our Academics and Student Data teams.

    Led by an Infinite Campus software implementation expert, building teams learned how to maximize the capabilities of the program. Their ultimate objective is to craft the most efficient master course schedule possible without compromising the core education provided to DCS students. This goal is in alignment with the district’s recently-launched Responsible Staffing Plan (RSP). The RSP, which Dr. Marschhausen presented to the Board of Education last month, will guide the district's hiring processes over the next 4-5 years in order to save money and stretch levy revenue for an additional year.

    What is the Responsible Staffing Plan (RSP)?

    Despite the passage of the November levy-and-bond issue, Dublin City Schools is still deficit spending. Initial financial forecasts showed that the district would need to go back on the ballot in 2026 if operations and staffing were to remain status quo. Because 85% of the district’s expenditures are salaries and benefits, DCS decided it must focus on staffing to extend the levy cycle. This reality, along with feedback during the levy campaign, prompted the development of the RSP.

    What are the overall objectives of the RSP?

    • The RSP aims to maintain a staffing level of 1,430 certified employees through the end of the 2027-2028 school year.
    • The RSP focuses on using professional staffing recommendations and scheduling software to increase efficiency without compromising the quality of education provided to students.
    • The district will engage local leaders to manage housing growth and seek additional revenue opportunities outside the traditional property tax levy cycle.

    Connecting Infinite Campus and the RSP

    While class sizes will remain at targeted averages, the new master scheduling process is identifying where sections or courses can be combined or offered every other year due to low enrollment. Building and district teams are also looking at teaching licenses and certifications to see how current staff can fill voids due to resignations or retirements.

    Dr. Marschhausen has emphasized that DCS is not on a hiring freeze, nor is the district conducting a "reduction in force" (layoffs). Instead, the district is focused on absorbing positions or moving existing staff into open roles whenever possible. If a position cannot be filled internally with qualified candidates, then it will be posted. If the district can eliminate a position that is vacated due to a resignation or retirement, it will consider that as well. In the end, the objective is for the certified staff count to remain at or below 1,430 through 2027.

    While changes to staffing levels in buildings can be emotional, DCS recognizes that the tax burden in our community is high, and we must be responsible stewards of our community's dollars. Many kudos to our secondary building teams for all their hard work the last two weeks. Their cheers of excitement as they learn the steps of master scheduling in Infinite Campus have been a fun addition at Emerald Campus! Taking responsibility has become a true team effort at DCS.

    Responsible Staffing Plan Video Playlist

    Administrators scheduling  Scheduling learning  Learning to Schedule

    Comments (0)
  • Systems and Strategies for Educating Every Student

    Posted by Lori Marple, Executive Director of Teaching and Learning on 3/6/2024

    Multi-Tiered Systems of Support for Students

    In Dublin City Schools, our vision of preparing all students for success through a personalized educational experience is supported by a framework, called the Multi-Tiered Systems of Support or the MTSS framework. MTSS is a comprehensive, prevention-based support system that addresses the needs of the whole child. It builds on the strengths of the student while aligning academic, behavioral and well-being supports into a fully integrated system.  Through thoughtful decision-making about student needs, Dublin City Schools works to enhance each student’s education in a way that is data-driven and targeted with best teaching practices.

    RtI and PBIS

    The two main tiered systems of support embedded within MTSS are Response to Intervention – RtI (academic domain) and Positive Behavioral Interventions and Supports – PBIS (behavior, student well-being domain).  Within these systems of support, students receive what they need, as soon as they need it, for as long as they need it.

    Classroom teachers first meet the needs of students by providing high quality instruction, intervention and enrichment to all students through their classroom instruction, often called universal or tier 1 instruction. When a student exhibits a need for the intensification of support, building level teams consider the needs of each student and make decisions about next steps for intervention and/or support. Throughout this process, members of the school team also work collaboratively with the student’s family to ensure the highest level of success is achieved. 

    Tiers of Support for Students

    The MTSS framework includes three tiers of support to address academic, behavior and well-being needs.  The tiers are layered, fluid and based upon a student’s individual needs. 

    Tier 1: Core/Universal Instruction 

    The classroom teacher provides high quality, differentiated core instruction to ALL students based on the Ohio Learning Standards and DCS curriculum.

    Tier 2: Targeted Intervention

    In addition to responsive instruction in the classroom (Tier 1), some students may need learning opportunities through targeted intervention, which often takes place in a small group in and/or out of the classroom. 

    Tier 3: Intensive Intervention

    In addition to responsive instruction in the classroom (Tier 1), a few students may need intensive, often individualized intervention, which takes place in and/or out of the classroom.

    Building Level Teams

    Every building has an MTSS team. This team includes educational experts, such as classroom teachers, intervention support staff, intervention specialists, school counselors, student support specialists, school psychologists, and administrators. This team is responsible for using data to assess the healthiness of classroom instruction, identifying students who may need additional learning opportunities, assisting in instructional planning and goal setting, as well as monitoring the effectiveness of the interventions. Teachers/staff supporting the same student work collaboratively to align and monitor their instruction/intervention so that the student is better equipped to access classroom instruction, which is the ultimate goal.  

    It is through Dublin’s MTSS framework that our professionals are able to make responsive decisions to move each student forward in their learning journey.  Our Coordinator of MTSS, Brittany Deschler, provides oversight and support of our building teams while providing professional learning for teachers in aligned, systematic interventions so that Dublin City Schools can best serve our students. Through her work within DCS, we are able to connect the many instructional layers that our students experience in our schools.


    Comments (0)
  • District Receives AAA Bond Rating through S&P Global, Auditor of the State Award

    Posted by Brian Kern, Treasurer on 2/29/2024

    The What and Why of School Bonds

    Bonds, which function similar to a loan or home equity line of credit, are an effective way for school districts to generate new revenue to pay for the repair, construction or replacement of school facilities. In a bond election, voters decide whether to authorize the local school district to issue bonds in a specified amount. Investors who buy the bonds are paid back, with interest, using funds collected through property taxes. Bonds are repaid annually over a maximum period of 30 years.

    In November, local voters accepted a $145-million bond issue for Dublin City Schools. After the certification of results, the district began the process of issuing $95 million in general obligation bonds to finance:

    • the construction of Elementary #15,
    • expansion of the district's Centralized Preschool, and
    • capital improvements across 14 district sites that will enhance learning environments, increase safety and security, accommodate students with disabilities, and promote student and community health and well-being.

    Bond Process Chart

    How are bonds issued?

    The process of issuing bonds is arduous and involves several steps. First, district representatives work with county auditors and their legal teams to collect all the documents needed to have the bonds rated and insured. Securing an excellent bond rating is one of the most important and impactful steps assigned to the debt issuance. A bond rating is an assessment of the creditworthiness of the bond issuer. For school bonds, the bond issuer is the district.

    Bond ratings predict the likelihood that the issuer will meet their financial obligations on time and in full (as opposed to defaulting on the debt obligation). The bond rating also influences the interest rate of the bonds—the higher the rating, the lower the interest rates. The District utilizes S&P Global to rate its debt issuances and obligations. Within the rating process, there are numerous steps:

    1. Management Meeting – S&P meets with the District’s Treasurer/CFO, Superintendent and two Board of Education members to learn about the District and the need for the bonds.
    2. Evaluation –S&P analysts evaluate information provided by the District and conduct their own research to propose a rating to the rating committee.
    3. Rating Committee – The rating committee reviews the recommendation then votes on the credit rating.
    4. Notification – S&P gives the District a short window to review the rating details for accuracy; then S&P publishes the rating on its website.
    5. Surveillance – S&P monitors the District and its debt obligations, keeping a watchful eye on any issues that would result in an upgrade or downgrade of the rating.

    Once the bond rating is set, the Board of Education appoints the Finance team to market and sell the bonds to investors. Brian Kern, Treasurer/CFO, and Tyson Hodges, Assistant Treasurer, completed this process earlier this month, issuing $95 million in general obligation bonds with an interest rate of 3.99% and a repayment period of 30 years.

    So, what rating did the District receive?

    The S&P rating scale ranges from AAA – “extremely strong capacity to meet financial commitments” to D – “speculative grade, payment default on financial commitment or breach of an imputed promise."

    S&P assigned a AAA rating to the District, the highest credit rating possible. There are only seven school districts in Ohio with a AAA rating from either S&P or Moodys. Some of the factors that reflected positively on the district included:

    • Good financial management practices and policies
    • Large and diverse tax base with a mixture of residential and commercial properties
    • Strong voter support
    • Strong academics

    The AAA-rating is great for the District, as it allows Dublin City Schools to issue debt at the lowest borrowing costs. Even better, receiving the highest rating from an independent third party demonstrates our exceptional accountability to our taxpayers and community. Our Treasurer's Office staff takes their role in financial stewardship very seriously, and are known as being one of the best in the state.

    Dublin Receives Auditor of State Award with Distinction

    Our district was also recently recognized with the Auditor of State Award with Distinction. This award is presented to local governments, school districts and other entities upon the completion of a financial audit that meets the criteria of a "clean" audit report. In order to be eligible for the award, the District must:

    • File financial reports with the Auditors office by the statutory due date.
    • Achieve an audit report that does not contain any findings for recovery, material citations, material weaknesses, significant deficiencies, Uniform Guidance findings or questioned costs.

    Team Effort

    These accomplishments represent the hard work of all of Dublin City Schools' staff and employees who make every effort each day to attain accounting excellence. We'd like to recognize the Board of Education and Finance team that have done an outstanding job watching over every dollar. What this truly means is that, across the entire organization, DCS has the people and processes in place to understand and excel in fiscal accountability.

    Brian Kern receiving award


    Comments (0)
  • Housing, Taxes, and Enrollment - It’s All Connected

    Posted by Dr. John Marschhausen, Superintendent on 2/21/2024

    Regional Housing Shortage Impacts Everyone

    The Dublin City School District, and central Ohio as a whole, is at an inflection point. There is a regional housing shortage. As the greater Columbus area continues to grow, all sectors and government entities must work together. Our communities are interconnected and when we work together with an aligned vision, everyone benefits. When we work in silos with myopic leadership focused on only individual needs, taxpayer dollars are wasted.

    DCS Voices Concerns with Developers and Leaders

    Dublin City Schools is eager to engage in meaningful dialogue with our municipal and business leaders as we plan for a bright future in the district and region. During the November 2023 Levy Campaign, our constituents consistently encouraged the district to have a greater voice in residential development. In recent polling, nearly 80% of our residents think it’s a bad idea to incentivize housing development in the school district.

    • The district has formed an administrative Housing Committee to meet with developers and municipal leaders to actively review potential housing developments and proposals. The Housing Committee includes members of the Senior Leadership Team with Board Members Tiffany DeSilva and Diana Rigby. The committee recently met with representatives from Epcon Communities. The district is hopeful developers will engage and share future development plans.

    • The district will send Board Members and senior administrators to an upcoming meeting convened by the Mid-Ohio Regional Planning Commission (MORPC). The Mid-Ohio Regional Planning Commission is engaging community planners, local government officials, school board officials and school administrators to discuss the benefits of planning together.

    • The district seeks a collaborative relationship with the City of Columbus related to the Columbus Housing Incentive Policy - specially Community Reinvestment Areas (CRA). The budget impact of tax abatements to incentivize new housing development is significant.

    • Dublin City Schools leadership is grateful for our elite partnership with the City of Dublin. City Council and the administration are active partners with a history of working together to maximize taxpayer dollars. The district is committed to ongoing dialogue and partnership about economic and housing development within the city limits.

    Tax incentives and abatements divert significant dollars from our classrooms to developers and infrastructure projects. With the majority of property taxes dedicated to supporting the schools, each abatement or reduction in taxes potentially increases the frequency and size of future levies. With the new housing, and enrollment projections reflecting steady, we will continue to see increasing costs and building needs.

    District Leadership Plans to Advocate for School Funding to Match Growth

    As construction begins for our fifteenth elementary school and an addition to our preschool, the Master Facility Plan included in Journey 2030 demonstrates the need for additional buildings in the future. Our school community will actively engage in discussions about managing increasing high school enrollment, a potential sixth middle school, and the need for a sixteenth elementary. These facility needs are created by the new housing in the district.

    Our district’s leaders will continue to inform and educate our municipal leaders about the impact on growth on the school’s budget. We encourage our constituents to stay connected to learn about the decisions being made that impact taxpayers. We are proud to be a destination district and are eager to educate every student that enters our schools. Our message is that the funding sources must match the increasing enrollment.

    Comments (0)