Questions and Answers

Development of Curriculum Models RFI

  1. Q: Are individuals allowed to respond?

    A: Yes, individuals with expertise in a particular topic area(s) may answer any question or questions for which they feel qualified to respond.

  2. Q: Is there any length definition or spacing requirement for responses to the RFI?

    A: No, there are no length or spacing requirements. Responses should include the number of the question and be typed in a narrative form with any supporting documents or attachments to files included.

  3. Q: Do responders have to answer all the questions?

    A: It is not required to answer all the questions. Because the purpose of the RFI is to gather information, responders should reply only to areas in which they have expertise.

  4. Q: The RFI states that, "...any information provided becomes public information and the responsibility of removing or redacting proprietary information that the responder wants kept private is solely the responsibility of the responder prior to submission of information to NYSED." Does this mean that any examples of curriculum that are included with the responses, even if these examples are copyrighted, become the property of NYSED?

    A: No, your property doesn’t become NYSED’s property.

  5. Q: Will these example documents be published or made available to the public in any form by NYSED?

    A: NYSED does not intend to publish documents to the general public; however, they may be subject to any disclosure requirements required by FOIL. To safeguard respondents anything in the response(s) that you do not want disclosed to outside parties should be identified or marked as "Trade Secret" which will ensure that it will not be released under a FOIL request.

  6. Q: How can New York State benefit from curriculum that is already published and copyrighted, allowing NY State educators to use resources that have already been published or at least, have already been developed and cannot therefore become the property of New York State?

    A: NYSED intends to have curriculum models created based on the New York State P-12 Common Core Learning Standards for English Language Arts (ELA) and Literacy; the New York State P-12 Common Core Learning Standards for Mathematics; and the New York State Prekindergarten Learning Standards, all officially approved and adopted by the Board of Regents in January, 2011. Because the standards are new, many resources have yet to be developed; especially resources dealing with the additions to the Common Core which pertain only to New York state.

  7. Q: Is it sufficient to reference existing curriculum models, or should we include extensive example documentation from those models in support of particular responses? For example, if we are suggesting that “units of study in reading” are key to a reading curriculum, is it sufficient to cite published units of study and comment on them, assuming that NYSED will make the complete curricular material available to the readers of the responses, or should we include an exemplary unit of study in its totality with an accompanying narrative explaining the ways in which this structure supports students as per the RFI’s questions?

    A: Responders should include whatever materials are necessary to fully answer the RFI questions. For this particular hypothetical response, exemplary units attached in their totality, with an accompanying narrative would be preferable to citations and comments.

  8. Q: How should we include example documents: embedded in the narrative text of the responses, or as attachments or appendices (still in appropriate formatting) that are labeled as corresponding to certain responses?

    A: Embedding links in the narrative, including attachments of Word documents, appendices or PDFs, and ensuring they are labeled as a response to a certain question in the RFI are all appropriate ways to include examples.

  9. Q: Can any educator who is experienced with curriculum alignment reply to this RFI, or must responders represent organizations explicitly dedicated to curriculum development?

    A: Responders may be individuals with expertise in any of the topic areas, as not all questions are expected to be answered by every responder (see answer to question 1 above).

  10. Q: How will these responses affect the RFP for curriculum development? If these responses are to assist in formulating criteria by which RFP applications will be assessed, how will the readers of these responses, and the RFP evaluators, take into account the multiple perspectives that the responses are sure to represent?

    A: Responses will not be used to formulate criteria for the assessment of RFP applications. Responses are intended to inform the design specifications of the curriculum models. There is no guarantee that information or perspective provided will result in inclusion in the RFP.

  11. Q: Will a vertical articulation document be produced for Mathematics so that teachers will see how a concept is developed from grade to grade as well a grade by grade document?

    A: A vertical articulation document is being discussed at the national level for the eleven domains within the Common Core State Standards for Mathematics from grade to grade.

  12. Q: Will we know in Spring 2011 what topics to teach each quarter according to the PARCC assessment schedule so that district scope and sequence maps do not have to be written for 2012-2013 and then rewritten for 2014-2015 because the order of the topics has changed?

    A: NYS assessments are going to be based on the 2005 NYS Mathematics standards through 2012. PARCC is expected to develop through course assessments by 2014, but at this point in time scope and sequence maps for Mathematics have not yet been developed. The PARCC assessments will not be available until the 2014-15 school year.

  13. Q: Will NYSED identify each standard on the Common Core in ELA and Mathematics similar to the system used for performance indicators for mathematics in 2005?

    A: Currently, NYSED is completing an alignment project report which will highlight the areas of instructional shift between the 2005 and 2011 standards. This will include a coding system for comparison.

  14. Q: Will NYSED make some of the Common Core standards more specific?

    A: NYSED can’t change the wording of the Common Core standards. The Curriculum Models will contain guidance materials (including definitions) for common understanding to assist educators in interpretation of exactly what concepts and skills all students should learn, know and be able to do based on the standards.

  15. Q: Controlled research validating the effectiveness of Read Right Systems’ methodology (delivered either through small group tutoring in the classroom or via computer and video conferencing technology) is presently being reviewed by the What Works Clearinghouse. Can such methodology be recommended to New York districts and schools IF (1) the What Works Clearinghouse is still reviewing the independent, gold-standard research and (2) other districts can verify the effectiveness of the methodology, including an urban district that credits the methodology with helping more than 850 Tier III elementary, middle, and high school students pass their state reading/ELA tests last year (2010)?

    A: Responses to the RFI which include mention of effective, research based programs are welcome.

Last Updated: June 23, 2011 11:05 AM