The office of curriculum is responsible for K-12 curriculum and instruction, required standardized testing, integration of technology into the learning program, federal program services, professional development, and graduation requirements.
For questions, please contact Bridgett Elias, Director of Curriculum, building principals, or Mr. Jeff Harrison, Superintendent.
TITLE I - Information
District Leadership Team
Our District Leadership Team is composed of teachers, counselors, administrators, and support staff from each of our four buildings. This team is responsible for steering the course of the district through district-level data analysis, surveying staff, and carrying a consistent message to Building Level and Teacher Level Teams. The DLT sets expectations for instruction and professional development, and it ties together the District Strategic Plan with our academic goals.
Title I Information
Title I is the nation’s oldest and largest federally funded program, according to the U.S. Department of Education. Originally, the idea of Title I was enacted in 1965 under the Elementary and Secondary Education Act. This policy committed to closing the achievement gap between low-income students and other students.
The purpose of Title I funding “is to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education and reach, at minimum, proficiency on challenging state academic achievement standards and state academic assessments.”
The basic principles of Title I state that schools with large concentrations of low-income students will receive supplemental funds to assist in meeting student’s educational goals. Low-income students are determined by the number of students enrolled in the free and reduced lunch program.
Title I funds are used to improve curriculum, instructional activities, parental involvement, increase staff and program improvement. The funding supports tutors in Title I eligible schools in meeting the educational goals of qualifying students. Title I funds typically support supplemental instruction in reading and math.
The Title I Program is conducted during the regular school year for Buckeye students. Beginning with the primary grades, service is directed to students meeting specific selection criteria. Focused assessment throughout the school year provides an ongoing record of student progress, which enables our teachers to tailor instruction to meet the specific needs of the child.
The Title I Program focuses on reading and/or math intervention and is designed to supplement services to students using a variety of methods:
*Limited pullout, in which children are removed from their classrooms ( usually three days a week) for a limited period of time for intensive instruction.
*In-class, in which Title I children receive extra assistance in the same setting and time period as their regular class
Selection for participation in our Title I Program is based on the following criteria:
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.
Buckeye Local Schools seeks the active participation of all Title I students’ parents in:
Academic Content Standards
Standards are guidelines set by the state that describe what students should know and be able to do at each grade level. Local districts then develop an instructional plan (what, how, and why we teach) towards meeting these standards. Buckeye has a curriculum adoption cycle plan that enables each content area a time to review their instructional plans and resources and revise as needed.
The State of Ohio periodically adopts revised academic content standards across all contents. For the latest Ohio State Standards, see below:
Assessments have become an important part of our instructional programming, and data has become a key method through which we understand our students. Across the district, we use both standardized assessment data as well as ongoing classroom assessments to better understand what students know and what they still need to learn.