Curriculum

The New York State Education Department is committed to ensuring that every student in New York has access to high-quality, culturally responsive literacy instruction aligned to evidence-based practices, also known as the Science of Reading.  Literacy is the foundation for academic success and is essential for full participation in 21st Century life. The New York State Education Department expects that all P-12 students receive high-quality instruction through a curriculum designed to teach them to read and write on grade level, as determined by the NYS P-12 Next Generation English Language Arts (ELA) Learning Standards. (NYSED website) In 2023, after a year of researching and piloting two different K-8 curricula, Jamestown adopted HMH Into Reading (K-6) and Into Literature (7-8) -- a theme based spiralling curriculum.

K-2 The focus in the early grades is on phonemic awareness, the ability to manipulate sounds without print, and phonics, making the connection between sound and print. Oral language is also very important, so that students are able to put their thoughts into words and better communicate their understanding or comprehension of texts. Finally, daily writing instruction helps students apply what they are learning about different genres and letter-sound correspondence to create a variety of texts. 

In upper elementary, while phonics and oral language are still addressed, the primary focus is learning comprehension strategies to tackle increasingly difficult texts. Additionally, writing continues to build students' understanding of different genres and allows them to apply that knowledge by writing a variety of pieces across each module and the year.

7-8 In the middle grades, Into Literature builds on what students have learned in K-6 Into Reading. In these month-long units students continue to hone their comprehension skills by engaging with multiple texts around a common theme.

9-12 High school ELA courses follow the NY Education Next Generation Learning Standards, including courses that are part of JCC College Connections and AP courses. All students must earn four credits and successfully pass the ELA Regents exam at the conclusion of ELA 11.

A Story of Units is taught in grades Kindergarten through 5. The identification of the unit is a very important mathematical tool that is used to start a student’s mathematical journey. An early example is when students are asked to count the number of circles displayed. When the student answers 5 circles or 20 circles, the circle is the unit. This builds the foundation to talk about 5 ones or 2 tens in a place value discussion. Units build through the years to include all of the place value names as well as factional names such as 1 fifth or 3 eighths. Including the unit helps to remind students that they can only add or subtract numbers with like units. For example, meters cannot be added to centimeters as they are written, we need to convert one unit to the other.

A Story of Ratios is taught in grades 6 through 8. The ratio is a comparison of two units and describes their relationship. Examples of ratios students will see are miles per hour, percent (sales tax, discount, etc.), and build to the change in y divided by the change in x commonly known as slope of a linear function.

A Story of Functions taught in high school examines all of the different types of functions: linear, quadratic, exponential, and more.

The Story of Mathematics is one that we will never finish in our lifetimes because we all use math in some capacity. Some students will go on to become engineers and chemists that use advanced math on a regular basis. Some students will go on to be welders or carpenters to use math that many of us have forgotten about. We will all go on to be educated consumers and use math to purchase every day goods, shop at sales, drive within the speed limit, and many other ways that we no longer think of as math.

Grades Kindergarten - 5: A Story of Units

Kindergarten: Kindergarten mathematics is about (1) representing, relating, and operating on whole numbers, initially with sets of objects; and (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics. 

• Fluency: Adding and subtracting within 5.

• Know number names and count sequence.

• Count to tell the number of objects.

• Compare numbers.

• Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

• Work with number 11-19 to gain foundations for place value. (Module 5 ~ April)

Grade 1: First Grade mathematics is about (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes. 

• Fluency: Adding and subtracting within 10. 

• Represent and solve problems involving addition and subtraction

• Understand and apply properties of operations and the relationship between addition and subtraction.

• Add and subtract within 20. 

• Work with addition and subtraction equations.

• Extend the counting sequence.

• Understand place value.

• Using place value understanding and properties of operations to add and subtract.

• Measure lengths indirectly and by iterating length units.

Grade 2: Second Grade mathematics is about (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes. 

• Fluency: Add and subtract within 20.

• Fluency: Add and subtract within 100 (with paper and pencil)

• Represent and solve problems involving addition and subtraction.

• Work with equal groups of objects to gain foundations for multiplication.

• Understand place value,

• Use place value understanding and properties of operations to add and subtract.

• Measure and estimate lengths in standard units.

• Relate addition and subtraction of length.

Grade 3: Third Grade mathematics is about (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.

• Fluency: Multiply and divide within 100.

• Fluency: Add and subtract within 1,000.

• Represent and solve problems involving multiplication and division. 

• Understand the properties of multiplication and the relationship between multiplication and division.  

• Solve problems involving the four operations and identify and explain patterns in arithmetic.

• Develop understanding of fractions as numbers

• Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

• Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Grade 4: Fourth grade mathematics is about (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers numbers; and (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.

• Fluency: Add and subtract within 1,000,000.

• Use the four operations with whole numbers to solve problems.

• Generalize place value understanding for multi-digit whole numbers.

• Use place value understanding and properties of operations to perform multi-digit arithmetic.

• Extend understanding of fraction equivalence and ordering.

• Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

• Understand decimal notations for fractions, and compare decimal fractions.

Grade 5: Fifth grade mathematics is about (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to two-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.

• Fluency: Multi-digit multiplication

• Understand the place value system. 

• Perform operations with multi-digit whole numbers and with decimals to hundredths.

• Use equivalent fractions as a strategy to add and subtract fractions.

• Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

• Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Source: A Story of Units: A Curriculum Overview and Map for grades P-5

Grades 6-8: A Story of Ratios 

Grade 6: Sixth grade mathematics is about (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.

• Fluency: Multi-digit division

• Fluency: Multi-digit decimal operations

• Understand ratio concepts and use ratio reasoning to solve problems.

• Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

• Apply and extend previous understandings of numbers to the system of rational numbers (positives & negatives, fractions & whole numbers)

• Apply and extend previous understandings of arithmetic to algebraic expressions.

• Reason about and solve one-variable equations and inequalities.

• Represent and analyze quantitative relationships between dependent and independent variables.

Grade 7: Seventh grade mathematics is about (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples.

• Analyze proportional relationships and use them to solve real-world and mathematical problems.

• Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

• Use properties of operations to generate equivalent expressions.

• Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Grade 8: Eighth grade mathematics is about (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.

• Work with radicals and integer exponents.

• Understand the connections between proportional relationships, lines, and linear equations.

• Analyze and solve linear equations and pairs of simultaneous linear equations.

• Define, evaluate, and compare functions.

• Understand congruence and similarity using physical models, transparencies, or geometry software.

• Understand and apply the Pythagorean Theorem (at the end of year ~ May)

Source: A Story of Ratios: A Curriculum Overview for grades 6-8

Algebra 1:

The fundamental purpose of this course is to formalize and extend the mathematics that students learned in the middle grades. Because it is built on the middle grades standards, this is a more ambitious version of Algebra 1 than has generally been offered. The modules deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. (A Story of Functions curriculum map and overview 9-12) The High School version of this course is worth 2 high school credits. This course ends with the NYS Algebra 1 Regents exam.

Geometry:

The fundamental purpose of the course in Geometry is to formalize and extend students' geometric experiences from the middle grades. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. Important differences exist between this Geometry course and the historical approach taken in Geometry classes. For example, transformations are emphasized early in this course. Close attention should be paid to the introductory content for the Geometry conceptual category found in the high school CCSS.  The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that student experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. (A Story of Functions curriculum map and overview 9-12) This course ends with the NYS Geometry Regents exam.

Algebra 2: 

Building on their work with linear, quadratic, and exponential functions, students extend their repertoire of functions to include polynomial, rational, and radical functions. Students work closely with the expressions that define the functions, and continue to expand and hone their abilities to model situations and to solve equations, including solving quadratic equations over the set of complex number and solving exponential equations over the set of complex number and solving exponential equations using the properties of logarithms. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that student experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. (A Story of Functions curriculum map and overview 9-12) This course ends with the NYS Algebra 2 Regents exam.

Graduation Requirement:
All students must successfully complete at least 3 high school credits and 1 successful Regents Exam in Mathematics in order to meet the graduation requirement.

JCC Course Credit Opportunities

Intermediate Algebra, Algebra 2, AT Algebra 2: JCC Math 1590
Pre-Calculus: JCC MATH 1600
College Calculus: JCC MATH 1710
AP Calculus AB: JCC MATH 1710
Elementary Statistics: JCC MATH 1540

 The Jamestown Public Schools Science Department contributes to the PreK-12 science curriculum. 

The JPS Science Department takes great pride in partnering with local organizations such as the Jamestown Audubon, Roger Tory Peterson Center, and the Dresser Rand Challenger Space Center.   

Graduation Requirement:
All students must successfully complete at least 3 high school credits and 1 successful Regents Exam in Science in order to meet the graduation requirement.

Regents Courses:

Biology:  This full year course prepares students to take the Regents exam.  Instructions are based on a series of lab investigations and class activities.  The students will design experiments, collect data, and interpret their results.  Upon completing the course, the successful student will have developed a basic working knowledge of the biological basis to problems in medicine, public health, agriculture and conservation.   

Earth Science:  This is a full-year laboratory course of study that will prepare students for the Regents examination.  By handling materials and doing experiments, the successful student will learn to identify rocks, minerals and fossils, stars and planets, will develop a basic understanding of major theories that explain weather, earthquakes, volcanoes, and the history of the Earth.  The student is required to work with various pieces of scientific equipment.  There is an emphasis on accurate measurements.  Field trips will be planned to local points of interests.  

Chemistry:  This is a full-year colleger preparatory course of study leading to a Regents exam.  Topics include atomic structure, bonding properties of the elements, states of matter, energy in chemical reaction, nuclear science, solutions, acid-base theory, electro-chemistry, and organic compounds.  Emphasis is placed on developing precise laboratory techniques.

Physics:  Regents Physics is a lab oriented science course based on the New York State Core Curriculum.  Students will study mechanics, energy, electromagnetism, waves, and modern physics.  Other areas may include motion in a plane, internal energy, electromagnetic applications, geometrical optics, solid stat physics, and nuclear energy. 

Electives:

Environmental Science:  This is a program of study centered on man hand his interaction with the enviornment.  Topics will include:  the study of Earth, ecological interactions, biomes, global ecosystems, energy resources, and managing human impact.  

Physical Geology:  Physical Geology is a 1/2 year science elective offered to students who enjoy science and would like to participate in a "hands on" type of learning experience.  Physical Geology will include daily walking field trips, and all day field trip to Lake Erie and Chautauqua Lake, as well as fun class activities and lab work.

NR Earth Science:  This course will investigate the processes of change on Earth. Topics include mapping Earth’s surface, minerals, the rock cycle, the water cycle, glacial geology, plate tectonics, Earth’s geologic history, weather, climate, Earth’s motion in space, the formation of the solar system, and deep space studies. Environmental issues will be discussed throughout the year. Labs will be conducted throughout the year.

Introduction to Science:  The first two quarters of this course will review the biological concepts necessary to prepare for the New York State Living Environment Regents. The second half of the course explores the disciplines of chemistry, physics, and earth science and how they relate to everyday life. Upon completion of the course, students will be able to understand and apply basic scientific principles to the technological and physical issues of everyday life.

Applied Chemistry:  Applied Chemistry provides a broad overview of principles of chemistry, but it differs from Regents Chemistry by placing greater emphasis on daily applications of chemistry.  The course strengthens student awareness of issues through the study of Chemistry.  Coninuous lab activities and projects are required.

Conceptual Physics:  Conceptual Physics covers many of the same topics as Regents Physics but is designed for non-science majors.  The aim of the class is to expose student to the world of physics around them.  The content of the class will emphasize labs and activities.  

Anatomy & Physiology:  Anatomy and Physiology is a full-year upper level science class that provides a third science credit for students.  The course will focus on a more complete understanding of the basic principles of the human body and its functions.  Students with interests in the health professions will be introduced to concepts that will provide them a foundation for further studies.  Students will complete laboratory work that provides a better understanding of the different tissue types and organ system functions in the human body.

AP Courses:

Chemistry:  Course content is designed for science/engineering majors who wish to transfer to a 4-year institution.  This course is the equivalent of first year college chemistry, with lab work taught on site.  Students will investigate concepts surrounding atomic structure, bonding, stoichiometry, nuclear and organic chemistry.  Students will take the Advanced Placement exam in May.

Biology:  The College Board as a part of its Advanced Placement Program develops this course.  It is a lab-based course designed to be the equivalent to a college introductory biology course usually taken by biology majors.  The two main goals of AP Biology are to help students develop a conceptual framework for modern biology and to help students gain an appreciation of science as a process.  The 3 general topic areas covered include Molecules & Cells, Heredity & Evolution, and Organism & Population.  Upon completion of this course, students will take the AP Biology Exam.

Physics:  This year-long course is the equivalent of a first year non-calculus course in college physics.  Topics will include classical mechanics, thermodynamics, electricity and magnetism, waves and optics, modern physics, and nuclear energy.  Upon completion of this course, students will take the AP Physics Exam.

 Environmental Science

JCC Courses:

JCC Chemistry 1550 & Chemistry 1560:  College Chemistry I & II:  Course content is designed for science/engineering majors who wish to transfer to a 4-year institution.  In CHEM 1150 students will investigate concepts surrounding atomic structure, bonding, stoichiometry, chemical reactions and phases of matter.  In CHEM 1560, students will investigate the concepts surrounding kinetics, equilibrium, acids/bases electrochemistry, nuclear and organic chemistry.  Students must enroll in an evening lab section taught at JCC.  Successful completion of the lecture and lab will receive 4 college credits for CHEM 1550 and 4 additional credits for CHEM 1560.

Jamestown Public School's Social Studies program is designed to prepare students for college, careers, and civic life with courses that are rigorous and aligned to the New York State Learning Standards. We seek to engage students with critical thinking, collaboration, and research techniques. Social Studies Practices include:

• Gathering, Interpreting and Using Evidence
• Chronological Reasoning and Causation
• Comparison and Contextualization
• Geographic Reasoning
• Economics and Economic Systems
• Civic Participation

Kindergarten:  Self and Others

Grade 1:  My Family and Other Families, Now and Long Ago

Grade 2:  My Community and Other Communities

Grade 3:  Communities around the World

Grade 4:  New York State and Local History and Government

Grade 5:  The Western Hemisphere

Grade 6:  The Eastern Hemisphere

Grade 7:  History of the United States and New York State I

Grade 8:  History of the United States and New York State II

Grade 9:  Global History and Geography I

Grade 10:  Global History and Geography II

Grade 11:  United States History and Government

Grade 12:  Participation in Government and Civics

Graduation Requirement:
All students must successfully complete 4 high school credits and 2 successful Regents Exams in Social Studies in order to meet the graduation requirement.

View JPS Social Studies Curriculum

Jamestown Public Schools' Fine & Performing Arts programs are unparalleled in Western New York. With a state championship Marching Band, nationally-known A Cappella Choir and award-winning art students, we offer many opportunities for Jamestown students to express their creativity through the arts. Discover more about our music and art programming.

At Jamestown Public Schools, we believe that creativity enhances a child's academic education and social/emotional well-being. JPS Visual Arts Department s committed to the belief that all students K-12 shall be provided with a comprehensive, sequential, and thorough program of instruction in the fine arts disciplines. We strive to instill the basic knowledge, skills, and appreciation of the fine and media arts, inspiring students to become life-long participants and supporters of the arts.

Jamestown Music Teachers are proud of the fine tradition of music in our district. The study of Music in the Jamestown Public Schools is as old as the school system itself. In the late 1800's, classroom teachers utilized piano, guitar and whatever materials were available to them to provide music instruction in addition to the three "R"s.  Miss Ebba Goranson and her brother Arthur created our present day high school ensembles in 1924 with the establishment of the A Cappella Choir, Orchestra, and Band.

Over the past century, the Jamestown Public Schools has provided thousands of elementary, middle school and high school students with enriching musical experiences through community performances, guest artists, competitions, K-12 stage productions and annual school concerts. We are proud to say that music continues to be one of the major assets of our school system.

We give students the opportunity to develop their musical talent, and experience the joy of creating music. They learn to be a responsible member of a group and experience team work as they perfect their ensemble music for performance.  They learn that through daily practice they can accomplish difficult tasks, and with consistent effort amazing results can be realized.  We build self confidence and poise and develop skills used in all areas of their education. 

The World Languages Department includes unique programs for both English as a New Language (ENL) as well as the other World Languages taught in our school district, French and Spanish.

ENL programs are found at the following JPS schools:

Elementary Level: CC Ring Elementary & SG Love Elementary

Middle School Level:  Jefferson Middle, Persell Middle, & Washington Middle 

High School Level: Jamestown High School

The aim of our ENL program is to provide both integrated and stand-alone language development support to English Language Learners of all proficiency levels. Our ENL program provides this support to any student with a demonstrated need for whom English is a new language. While most of our current English Language Learners are Spanish speaking, we also serve students from other language backgrounds.

Additional World Languages in the Jamestown Public Schools include Spanish and French. At the middle school level, Spanish is taught to all 7th and 8th grade students with a Checkpoint A exam at the end of their 8th grade year. Both Spanish and French are offered at the high school level, with both exams at both Checkpoints B and C. Additionally, Jamestown High School's Spanish IV course is a Connections course with Jamestown Community College that allows students to be dually enrolled for both high school and college-level credit.

Middle School Language Program
Students are scheduled for Spanish 8 at each middle school. In the spring of 2023, grade 8 students will take a district assessment called Checkpoint A. If the student earns a final grade of 65 or higher in Spanish 7, Spanish 8, and Checkpoint A they will receive 1 World Language high school credit towards graduation. 

High School Language Program

Spanish: High school courses offered at JHS include Spanish I, Spanish II, Spanish III, and Spanish IV. Spanish IV is a JCC College Connections Course in which students will be awarded college credit upon successful completion. 

French: High school courses at JHS for the 2022-23 school year include French I, II, and III. Additional courses are added based on the needs of students and class sizes. 

Graduation Requirement:
All students must successfully complete at least 1 high school credit in World Language in order to meet the graduation requirement.

Jamestown Schools with an ENL program:
Elementary Level: CC Ring Elementary & SG Love Elementary
Middle School Level:  Jefferson Middle, Persell Middle, & Washington Middle 
High School Level: Jamestown High School

How is my child identified as needing English Language support?
Students new to Jamestown complete a language questionnaire about languages spoken at home. If a language other than English is noted, students complete an oral interview in English and their home language to determine which language they are most comfortable with. If it is their home language, students will complete the NYSITELL assessment (New York State Identification Test for English Language Learners). This test measures a student's level of proficiency in speaking, listening, reading, and writing English. Students will be assigned a level based on the results of the assessment. If they are "Commanding", they do not qualify for additional services.

Description of English Language Proficiency Levels
Entering: A student at the Entering level has great dependence on supports and structures to advance academic language skills and has not yet met the linguistic demands necessary to demonstrate English language proficiency in a variety of academic contexts (settings).
Emerging: A student at the Emerging level has some dependence on supports and structures to advance academic language skills and has not yet met the linguistic demands necessary to demonstrate English language proficiency in a variety of academic contexts (settings).
Transitioning: A student at the Transitioning level shows some independence in advancing academic language skills but has yet to meet the linguistic demands necessary to demonstrate English language proficiency in a variety of academic contexts (settings.)
Expanding: A student at the Expanding level shows great independence in advancing academic language skills and is approaching the linguistic demands necessary to demonstrate English language proficiency in a variety of academic contexts (settings).

English as a New Language Class (ENL)
English as a New Language Class is for students at the Entering and Emerging Levels. They will have a class with other English Language Learners at the same level. The teacher will work on individual student needs in reading, writing, listening, and speaking in the English Language.  

Integrated ENL classes
Integrated English as a New Language is a class with English speaking students. All of them learn subject content like English Language Arts, Mathematics, Science, or History. There are two teachers in the classroom. One teacher teaches the subject and the other is an English Language teacher that will offer supports to students. All English Language Learners have at least one class like this. 

The NYSESLAT Assessment
Every spring all English Language Learners will take a state assessment called the NYSESLAT. This test will again check on student's progress in speaking, listening, reading, and writing in English. At this time, students can change levels or reach the level of Commanding which means they are considered proficient. Commanding students will continue to receive supports for another two years, but they won't be as intense.