Curriculum
- Buckeye Local Schools Department of Curriculum
- Title I Information
- Academic Content Standards
- Curriculum Frameworks
- Student Assessment
- Buckeye Gifted Service Plan
- Online Program Catalog
Buckeye Local Schools Department of Curriculum
The Department of Curriculum is committed to providing students of the Buckeye School District with a well-rounded education that develops the whole child. The Department of Curriculum is responsible for directing and implementing curriculum and instructional policy for grades K-12. The department also oversees academic programs, professional development, district initiatives, curriculum revisions, and instructional materials.
Specifically, the department handles the following areas:
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District Curriculum
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Instructional Programs
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Instructional Materials
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Gifted Services
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Certified HR/Staffing
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BLEA Collaboration
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Professional Development
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Student Assessments
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Federal Grants
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Graduation Requirements
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Instructional Technology
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District Planning
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Resident Educator Program
Title I Information
What is Title I?
Title I is a federally funded program established under the Elementary and Secondary Education Act of 1965. It provides supplemental funding to schools within the Buckeye Local School District with high concentrations of low-income families, determined by free and reduced lunch enrollment. The program's core mission is to close the achievement gap by ensuring all Buckeye students have a fair, equal, and significant opportunity to obtain a high-quality education and reach state academic proficiency.
How does Buckeye use Title I Funds?
Buckeye Local Schools utilizes Title I funding to enhance curriculum, upgrade instructional materials, increase specialized staffing, and boost parental involvement. The district directs these resources toward supplemental reading and math intervention for qualifying students in grades K–8. Eligible students are identified through targeted selection criteria beginning in the primary grades. Teachers then use ongoing, data-driven assessments throughout the school year to monitor individual student progress and tailor interventions. To accommodate varied student needs, support is delivered via two main models: limited pullout instruction (intensive, small-group sessions outside the regular classroom) or in-class assistance (extra help provided directly within the student's standard classroom environment).
ELIGIBILITY REQUIREMENTS
Selection for participation in the Buckeye Local Schools Title I Program is based on a comprehensive, multi-criteria review. To ensure services are directed to the students who need them most, placement decisions are determined by the following four factors:
- Teacher Recommendations: Insights from classroom teachers regarding daily academic performance and needs.
- Parental Input: Collaborative feedback from families regarding their child's learning.
- Ohio State Tests: Performance results on mandatory state academic achievement assessments.
- Class and Grade-Level Assessments: Results from local, district-wide diagnostic tests administered throughout the school year.
PROFESSIONAL DEVELOPMENT
Every Title I teacher/tutor in the Buckeye Local School District is a certified/licensed teacher. Teachers participate in professional development activities throughout the school year designed according to state professional development standards.
PARENTAL INVOLVEMENT
Buckeye Local Schools actively promotes partnership and communication between families and school staff to support student success. Parents of Title I students are encouraged to engage in their child’s academic development through the following collaborative opportunities:
- Regular Communication: Families are encouraged to maintain consistent contact with Title I teachers and tutors to track academic progress.
- Classroom Volunteering: Parents are welcome to volunteer within the classroom to support students as they build essential reading and math skills.
- Parent and Teacher Conferences: Families are invited to participate in scheduled district conference days to discuss individual student growth and goals.
- Annual Family Literacy Night: The district hosts an annual evening event featuring interactive reading and math activities, where families can also provide direct feedback on the Title I program.
- Community Outreach Informational Table: Representatives set up an informational Title I table each year during the Buckeye Day community event in March to share resources and answer questions.
Yearly Parent-Teacher-Tutor Compact
Parent Involvement Board Policy
Additional Information:
Academic Content Standards
Academic Content Standards
Ohio Academic Content Standards establish clear benchmarks defining what students should know and be able to do at each grade level. Buckeye Local Schools designs local instructional frameworks to ensure all students meet or exceed these benchmarks.
To maintain high-quality education, the district utilizes a structured curriculum adoption cycle. This systematic timeline provides educators across all content areas with designated periods to evaluate instruction, review academic resources, and implement necessary revisions.
Because the State of Ohio periodically updates its learning standards, Buckeye continually aligns its local curriculum to mirror the most current state-level directives.
Curriculum Frameworks
BUCKEYE LOCAL SCHOOL DISTRICT CURRICULUM FRAMEWORKS
The Buckeye Local School District Curriculum Frameworks provide an organized plan for all student grade levels and subject areas according to the Ohio Department of Education learning standards. Through these curriculum frameworks, the district will actualize aligned learning goals; promote inclusive, motivating learning environments; and integrate twenty-first century skills into learning.
Access Buckeye Local Schools' Curriculum Frameworks and Pacing Guides here.
Student Assessment
Student Assessment
Ohio requires standardized state testing for students starting in kindergarten through high school graduation. These assessments measure growth according to the Ohio Department of Education and Workforce guidelines.
The required state tests at each grade level are:
Elementary School (Grades K-5)
- Kindergarten: Kindergarten Readiness Assessment (KRA).
- Grades 1-3: Annual reading diagnostics (using a state-approved vendor assessment like i-Ready or NWEA MAP).
- Grade 3: English Language Arts (administered in both fall and spring) and Mathematics.
- Grade 4: English Language Arts and Mathematics.
- Grade 5: English Language Arts, Mathematics, and Science.
Middle School (Grades 6-8)
- Grade 6: English Language Arts and Mathematics.
- Grade 7: English Language Arts and Mathematics.
- Grade 8: English Language Arts, Mathematics, and Science.
High School (Grades 9-12 End-of-Course Exams)
High school students must take specific End-of-Course (EOC) state tests tied to their coursework rather than a strict grade level. Passing these is tied to graduation path point requirements.
- English: English Language Arts II.
- Math: Algebra I and Geometry (or Integrated Math I and II).
- Science: Biology.
- Social Studies: American History and American Government.
- College Readiness: A nationally standardized college entrance exam (either the ACT or SAT) paid for and required by the state during the student's junior year
Buckeye Gifted Service Plan
Buckeye Local Schools Policy and Plan for the Identification and Service of Children Who Are Gifted
Definition
Gifted means students who perform or show potential for performing at remarkably high levels of accomplishment when compared to others of their age, experience, or environment, and who are identified under section 3324.03 of the Ohio Revised Code.
District Identification Plan
The district accepts referrals, screens, and identifies students who perform or show potential for performing at high levels of accomplishment in superior cognitive ability, specific academic ability, creative thinking ability, or visual and performing arts. Assessment instruments follow Ohio Administrative Code 3301-51-15 and must be approved by the Ohio Department of Education and Workforce.
Superior Cognitive Ability Assessments
The district administers the following assessments to provide for superior cognitive identification:
- CogAT,
- InView
- WISC-V
- Stanford Binet Intelligence Scale
- Wechsler Preschool & Primary Scale of Intelligence
Specific Academic Ability Assessments
The district administers the following assessments to provide for specific academic identification:
- Iowa Assessment
- Stanford Achievement Test
- NWEA MAP
Creative Thinking Ability Assessments
The district administers the following assessments to provide for creative thinking identification:
- CogAt
- WISC-V
- Stanford Binet Intelligence Scale
- Wechsler Preschool & Primary Scale of Intelligence
- GATES (Creative Thinking Section IV)
- SRBCSS (Creativity Scale Part II)
Visual and Performing Arts Assessments
The district administers the following assessments to provide for visual and performing arts identification:
- Gifted and Talented Evaluation Scale (GATES 2) for Visual Arts, Music, Dance, and Drama
- Scales for Rating the Behavior Characteristics of Superior Students (SRBCC) for Grades K–12
- Dance
- Music
- Drama
Identification Process
The district provides at least two evaluation opportunities each year for children requesting assessment or recommended for assessment by teachers, parents, or peers.
Assessment Types and Grade Levels
- Whole-grade tests: Administered in Mathematics and Reading for grades 2 through 10.
- Individually-administered tests: Provided by referral for grades K through 12.
- Audition and performance: Provided by referral for grades K through 12.
- Display of work, exhibition, or checklists: Provided by referral or request for Visual and Performing Arts for grades K through 12.
Referrals
Children may be referred in writing on an ongoing basis by a student self-referral, teacher recommendation, parent or guardian request, peer referral, or an operational recommendation from a school psychologist, principal, or gifted coordinator. Upon receipt of a referral, the district processes the request and notifies parents of the screening, assessment, and identification results within 30 days.
Screening and Equal Access
The district ensures equal access to screening and further assessment for all district children. This includes culturally or linguistically diverse children, children from low socio-economic backgrounds, children with disabilities, and English-language learners.
Identification Decisions
Identification decisions are made using approved instruments when scores meet the cut-off points specified by state guidance. Once verified, identification scores remain in effect for the remainder of the student’s K-12 school experience.
Reassessment
If a screening score falls within a specific district range just below the standard identification score, the district schedules a re-assessment for possible identification.
Out of District Scores and Transfers
The district accepts state-approved gifted scores completed within the preceding 24 months by trained personnel outside the district. Students transferring into the district will be assessed within 90 days of the transfer upon parental request to the building principal.
Appeal Procedure
Parents may appeal any part of the identification process, including testing instruments, scheduling, program placement, or receipt of services. To appeal, parents must submit a letter to the superintendent or designee detailing the concern. The superintendent or designee will host a meeting with the family and relevant school personnel, then issue a final written decision with explanations within 30 days of the appeal.
District Service Plan
The district provides equal opportunity for all identified gifted students to receive services for which they meet the baseline criteria.
Cluster Grouping
- Setting: Regular Classroom
- Grade Levels: 2 through 5
- Criteria: Gifted identification in mathematics, reading, or superior cognitive ability
- Service Provider: Classroom teacher with gifted High-Quality Professional Development (HQPD) training supported by the Gifted Coordinator
Acceleration
- Setting: Regular Classroom with Acceleration
- Grade Levels: K through 12
- Criteria: Iowa Acceleration Scales Plan thresholds
- Service Provider: Classroom teacher with gifted HQPD training supported by the Gifted Coordinator
Advanced Placement (AP)
- Setting: Regular Classroom
- Grade Levels: 9 through 12
- Criteria: Gifted identification matching the specific enrolled course
- Service Provider: AP teacher with gifted HQPD training supported by the Gifted Coordinator
College Credit Plus (CCP)
- Setting: Regular Classroom
- Grade Levels: 9 through 12
- Criteria: Gifted identification matching the specific enrolled course
- Service Provider: College professor or district Gifted Coordinator
Honors Courses
- Setting: Regular Classroom
- Grade Levels: 6 through 10
- Criteria: Gifted identification matching the specific enrolled course
- Service Provider: Classroom teacher with gifted HQPD training supported by the Gifted Coordinator
Written Education Plans (WEPs)
Students reported to parents and the state as receiving gifted services must have an active Written Education Plan that complies with state operating standards.
Withdrawal
If a student wishes to withdraw from gifted services, a parent or child must submit a written request to the building administrator. If a student initiates the request, parents are immediately notified by the school.
District Enrichment Plan
Enrichments are activities designed to expose students to a wide variety of disciplines, occupations, hobbies, and historical or cultural events. These activities expand the general education curriculum based on student interest and ability. Enrichment programs are generated by staff members and are not reported to the Ohio Department of Education and Workforce as formal gifted services.