Sandra Harris v. The Children’s Home of Cincinnati

CourtDistrict Court, S.D. Ohio
DecidedDecember 11, 2025
Docket1:21-cv-00417
StatusUnknown

This text of Sandra Harris v. The Children’s Home of Cincinnati (Sandra Harris v. The Children’s Home of Cincinnati) is published on Counsel Stack Legal Research, covering District Court, S.D. Ohio primary law. Counsel Stack provides free access to over 12 million legal documents including statutes, case law, regulations, and constitutions.

Bluebook
Sandra Harris v. The Children’s Home of Cincinnati, (S.D. Ohio 2025).

Opinion

UNITED STATES DISTRICT COURT SOUTHERN DISTRICT OF OHIO WESTERN DIVISION AT CINCINNATI

Sandra Harris, ) ) Plaintiff, ) Case No.: 1:21-cv-00417 ) vs. ) Judge Michael R. Barrett ) The Children’s Home of Cincinnati,1 ) ) Defendant. )

OPINION & ORDER

This matter is before the Court on Defendant’s Motion for Summary Judgment. (Doc. 19). Plaintiff has filed a memorandum in opposition (Doc. 28), to which Defendant has replied (Doc. 29). As explained below, Defendant’s motion2 will be GRANTED in part and DENIED in part. I. BACKGROUND The Children’s Home of Cincinnati (“TCH”) is a non-profit organization that provides mental health and behavioral health counseling to adolescents. (Hinton depo., Doc. 22 PAGEID 451 (7:9–18), 452 (8:6–11)). The students who attend class there have been removed from traditional schools in their district (located in one of three counties: Hamilton, Butler or Clermont). (Id. PAGEID 454–455 (10:25–11:2)). Each comes with

1 The Children’s Home of Cincinnati has since merged with Saint Aloysius Orphanage; together they are known (and do business as) Best Point Education & Behavioral Health. (See Hinton depo., Doc. 22 PAGEID 450 (6:1–7), 454 (10:14–19); Banchy depo., Doc. 24 PAGEID 568 (6:7–24)).

2 In its summary judgment papers, Defendant’s citations (to case law and statutes) appear in footnotes. This is improper. Counsel is directed to review the undersigned’s Standing Order on Civil Procedures, Part I.G (“In the spirit of compliance with the rules, all briefs and memoranda shall comport with the following: . . . 3. Citations to be in main body of text and not in footnotes.”) (available at https://www.ohsd.uscourts.gov/sites/ohsd/files//Trial%20Procedure_Civil_Updated_2023.pdf). an Individual Education Plan (“IEP”) that TCH follows. (Id. PAGEID 455 (11:2–6)). Every school day is divided between traditional education and therapeutic counseling. (Id. PAGEID 457 (13:5–13)). A typical classroom is limited to eight students, staffed by a teacher (professional) and an aide (paraprofessional). (Id. PAGEID 458 (14:3–15)).

Ninety percent of the students “have experienced some type of trauma, which is why they are on [TCH’s] campus.” (Id. PAGEID 458 (14:1–2)). TCH employs a safety security officer and contracts with the City of Cincinnati Police Department to assign two school resource officers to patrol their Madisonville (and Red Bank Road3) campuses. (Id. PAGEID 459–460 (15:23–16:19)). One school resource officer is always on site at the (main) Madisonville campus. (Id. PAGEID 460– 461 (16:20–17:2)). Harris’s employment at TCH. Plaintiff Sandra Harris began her employment at TCH in July 2018 as a Day Treatment Intervention Specialist4 II. As such, Harris was responsible for teaching the traditional education portion of each school day to two

separate groups of students. (Harris depo., Doc. 21 PAGEID 322 (78:8–22) (“I had two separate classes of students, the yellow group, the green group. My role was to teach and monitor and provide a learning experience for my – for my students. I taught the entire curriculum to the students, all subjects.”)). Like all TCH staff, Harris was trained on restraints, crisis prevention, and de- escalation techniques so she could “meet the needs of a student who we already know coming in the door with lots of different challenges.” (Hinton depo., Doc. 22 PAGEID 459

3 Students with autism attend school at the (smaller) Red Bank Road campus. (Hinton depo., Doc. 22 PAGEID 456–57 (12:20–13:4), 460 (16:4–14)). No events surrounding this litigation occurred there.

4 All teachers at TCH are intervention specialists. (Hinton depo., Doc. 22 PAGEID 456 (12:8–13)). (15:11–16)). Additionally, she was provided a radio (“walkie-talkie”)5 that allowed her to communicate with TCH staff, to include the safety security officer and the school resource officers. (Id. PAGEID 460 (16:15–19)). While employed at TCH, Harris (maintains she) was assaulted twice: first on

August 30, 2018; then, a second time, on November 19, 2019. August 2018 incident. Harris noticed that one of her students was looking at “nude sites” (while in the classroom) on his Chromebook. (Harris depo., Doc. 21 PAGEID 324–325 (80:10–81:7)). She asked him to “close it,” after which he threw the Chromebook on the floor. (Id. PAGEID 325 (81:8–11)). When Harris reached down to pick up the laptop, the student threw a (computer) mouse at her, hitting the left side of her face. (Id. PAGEID 325–327 (81:12–83:13)). Harris immediately radioed for assistance. (Id. PAGEID 327–328 (83:20–84:4)). Staff arrived and restrained the student. (Id. PAGEID 328–329 (84:8–85:14)). Harris was in pain and her face was swelling. (Id. PAGEID 330 (86:15–87:13)). She later sought

medical attention at Concentra Urgent Care, where, Harris testified, she was diagnosed with a concussion. (Id. PAGEID 331–32 (87:14–88:2), 333 (89:7–12)).6 Despite being told “we don’t file charges against students,” Harris reported the incident to the police. (See id. PAGEID 337–338 (93:25–94:2); PAGEID 339–341 (95:2– 97:1)). She asked for a copy of the (security) video of the incident; the school resource officer refused her request. (Harris decl., Doc. 27-1 ¶ 3). A juvenile court prosecutor

5 (See Harris depo., Doc. 21 PAGEID 327–328 (83:20–84:2)).

6 No medications were prescribed, but Harris was instructed to return (3 times per week for 2 weeks) for an hour of therapeutic exercises, therapeutic activities, and manual therapy (i.e., dry needling). (See Doc. 27-2 PAGEID 718–739). subpoenaed the footage and a formal proceeding followed, at which Harris testified. As she described it, the student was found “liable” for her injury. (Harris depo., Doc. 21 PAGEID 338 (94:3–16); Harris decl., Doc. 27-1 ¶ 4). While ongoing, according to Harris, no one at TCH “offered support or would even talk to [her] about it.” (See Doc. 27-1 ¶ 4).

2019/2020 employment contract. TCH offered Harris a second contract— effective August 1 through July 31—as a Lead Mentor Intervention Specialist, which she accepted. (See Doc. 19-2, Employment Agreement).7 The Agreement “automatically expire[d] at the end of the Term without any further action or notice required by either Party.” (Id. PAGEID 170 ¶ 16). “Any subsequent employment of the Employee for the following School Year [was] conditioned upon the execution of, and subject to the terms and conditions of, a new written agreement executed by the Parties.” (Id.). TCH reserved the right to terminate Harris: if she breached the Agreement; for cause; or “upon the closing of the assigned education program for any reason.” (Id. PAGEID 169–170 ¶ 11). Harris had the option to resign. (Id. PAGEID 169 ¶ 13). To this end, she agreed to give

TCH a 30-day written notice. (Id.). Failing that, she further agreed to be “personally liable for any damages, including the cost of a replacement, incurred by the Employer as a result of the Employee’s breach of this contract.” (Id.). TCH reserved the right to “release the Employee on the date requested; or (b) release the Employee on a date prior to or subsequent to the requested date.” (Id.).

7 Harris testified that, in her evaluation, she “was noted as an exceptional teacher. I was asked to participate as a mentor for other teachers. I was given the leadership of a leader teacher. I was placed into their principalship programs as well to be groomed into an assistant principal.” (Harris depo., Doc. 21 PAGEID 343 (99:2–9)). Harris was rated 4.6 (highly effective) out of 5.0 (exceptional). (Doc. 25-8 PAGEID 668, 2019 Annual Review – Edu). November 2019 incident. Harris’s second school year was off to a good start. (Harris depo., Doc. 21 PAGEID 347 (103:18–22) (“[T]he school year was going great. The school year was going fine.”)). No “problems” with her students, only “challenges.” (Id.

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