Every morning you have two choices: Continue to sleep with your dreams or wake up and chase them. – Carmelo Anthony

Are you prepared for success today? Are you living your mission through your actions?

We achieve results in our lives when we are prepared for success. We reach our goals when we prepare and do the work. Our dreams become a reality when we chase them . . . when we put forth the time and effort to make them come true.

Dreams don’t come true with pixie dust and magic. Dreams come true when we do the work and make them a reality.

What are you going to do today?

In Dublin City Schools, we are committed to preparing our students for a future that is ever-changing and full of opportunity. While academic excellence remains our foundation, we also know that true readiness extends beyond test scores and GPA. It lies in developing a crucial life skill: resilience.

Resilience is the ability to bounce back from challenges, adapt and adjust, and persist in the face of challenging events. It’s a quality that helps us not only endure adversity but also grow from it. Research consistently shows that this skill is a powerful predictor of future success. The Harvard Center on the Developing Child highlights that building resilience in young people can help them cope with stress, manage emotions, and maintain positive mental health, setting them up for a lifetime of well-being.  Success isn’t about removing barriers, it’s about helping students to learn to overcome them.

As adults, we’ve all faced moments when things didn’t go our way. For our students, these moments can feel immense—a low grade on a test, a tough loss in a game, or a failed audition for a part in the musical. The instinct for many students is to give up, but this is precisely the moment when learning truly begins. Failure isn’t the opposite of success; it’s an integral part of the journey toward it. When we learn from our mistakes, we are less likely to repeat them, and we gain valuable insight into how to approach future challenges differently. This is the essence of a growth mindset.

This is where the role of teachers and parents is so critical. It is our responsibility to create safe spaces for students to struggle. By allowing them to embrace discomfort, we are empowering them to develop the inner fortitude they will need to thrive. When a child learns to navigate a tough situation—whether it’s a difficult math problem or a complex social dynamic—without a parent or teacher immediately jumping in to solve it, they build confidence and self-efficacy.

The parallel between the classroom and fields of sports and music is a strong one. Think about the countless hours athletes spend in practice, learning from every missed shot or fumbled play. Each “rep” is a chance to identify what went wrong and adjust. The same is true for musicians who perfect a piece through repetition, learning from every wrong note or missed beat. This deliberate practice—the act of repeating, learning from mistakes, and adjusting—is the real key to learning and mastery. It’s the science of learning in action.

As a school district, we are committed to helping our students understand that success isn’t about avoiding failure, but about how we respond to it. By encouraging a culture of resilience, we are preparing our students not just for college or a career, but for a life where they can face any obstacle with confidence, knowing they have the strength and skills to overcome it.

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For more information visit https://www.focusedleadership.net to learn more about services provided by John Marschhausen.

As I embark on my 21st year as an Ohio school superintendent, having served both rural and large suburban districts, I’ve had the privilege of witnessing firsthand the intricate relationship between state property tax laws and the vitality of our local communities. Currently leading the Dublin City School District, Ohio’s 9th largest, and honored to serve on Governor DeWine’s Property Tax Study Group, I’ve dedicated my career to understanding the complex mechanisms that underpin public services in our great state.

Ohio’s tax structure is, without question, a testament to its historical evolution and the varied needs of its diverse populace. It is a system characterized by a delicate interdependence of property tax, income tax, and sales tax, each playing a critical role in funding the services upon which our citizens depend daily. This complexity, while often a source of public frustration, is also a reflection of the myriad demands placed upon local and state governments.

One of the most significant pillars of this structure, particularly for public education, is the property tax. In Ohio, public schools are largely dependent on property tax as a primary revenue source. This dependency is especially pronounced in suburban districts like Dublin, where over 80% of our funding is provided through local property taxes. While the exact percentages may differ from district to district – rural areas often see a larger share from the state foundation formula – the fundamental truth remains: the health of our local property tax base directly correlates to the quality of education we can provide.

This reliance on local property taxes for school funding often leads to significant disparities. Districts with strong commercial and residential property values are able to generate substantial local revenue, while those with a less robust tax base struggle to provide comparable resources, even with state support. This reality underscores the perpetual challenge of achieving equitable funding across Ohio’s diverse school landscape.

Beyond schools, property taxes contribute to the funding of essential local services such as fire, police, EMS, libraries, and developmental disability services. Income taxes, both state and municipal, contribute significantly to state general funds, supporting a wide array of state-level initiatives, while sales taxes bolster both state and local coffers, contributing to infrastructure, public safety, and other vital services. The interconnectedness of these revenue streams means that a shift or reduction in one can have ripple effects across the entire system, impacting the very services our citizens rely upon.

As a member of Governor DeWine’s Property Tax Study Group, I recognize the immense responsibility before us. We all understand the frustration associated with rising property taxes in Ohio, particularly in periods of rapid property valuation increases. Homeowners, especially those on fixed incomes, feel the direct impact of these increases, and their concerns are valid and deeply felt.

Our work is critical. It demands a comprehensive and nuanced understanding of Ohio’s fiscal architecture. We must endeavor to find solutions that genuinely provide property tax relief without undermining the financial stability of our local governments and, crucially, our public schools. Any proposed changes must be carefully analyzed for their potential impact on the entire ecosystem of public services.

Striking a balance between affordability for taxpayers and sufficient revenue for essential services is no small feat. It requires collaboration, innovative thinking, and a commitment to ensuring a fair tax system that continues to provide the necessary revenue for the services Ohioans need and depend on to keep our state strong and prosperous. The future of our communities, and the opportunities we provide for the next generation, depend on our ability to navigate this complex landscape with wisdom and foresight.