Hello,
In 1999, The Backstreet Boys released, "I Want It That Way." In the song, the chorus declares, "Tell me why" repeatedly. While the song is very catchy, if you take time to listen to the words, you'll realize the lyrics lack real meaning. "Interestingly, the meaning of the song – which seemingly contradicts itself with every verse – has long been speculated. In a 2011 LA Weekly feature, bandmember Kevin Richardson admitted that, 'Ultimately the song really doesn’t… make much sense.'”
Ironically, I'm also wondering "why" this week about something that doesn't make sense. In fact, not only am I wondering about something, I'm wondering why I didn't wonder about this sooner.
Before I share my "tell me why" thought, allow me to give you some context.
Setting the Stage
Even among educators, there’s surprising confusion around fundamental terms like standards, curriculum, instruction, and assessment. If you’re skeptical, try this: define each term and clearly articulate their differences. It’s harder than it seems. (Please read my post, “I’ve Got a Map for That,” where I define these terms and explain their differences.)
To be fair, for years I misunderstood curriculum. I thought it referred to programs or resources provided to teachers. I was wrong. Curriculum isn’t something you buy. It’s the intentional, localized plan educators create to ensure all students meet standards. Programs and resources can inform the process but are tools—not the plan itself.
Curriculum in Non-Adoption States
Most people also do not know that there are two main types of states when it comes to curriculum adoption:
Adoption States | Non-Adoption States |
|
|
(Curious about if you live in an adoption or non-adoption state? Click here to find out. If you work in an adoption state, then what I’m sharing in this post will look and sound different for you.)
New York, where I live and work, is a non-adoption state. If you visit the FAQ on the New York State Education Department (NYSED) Standards and Instruction website, they make it clear that curriculum decisions are made by each school district, not by NYSED. In fact,. NYSED’s answer to their first question on their FAQ is unequivocal in its first two sentences:
Though NY has always been a non-adoption state, there was an “Office of Curriculum, Instruction, and Assessment” at the NY State Education Department (NYSED) for years (maybe decades). Only recently was the office renamed the “Office of Standards and Instruction.” NYSED has put the line in the sand by changing the name. School districts do not have a choice regarding the standards, but there is a choice regarding curriculum.
The Eureka Moment
Now that you have a foundation of what curriculum is (and is not) and how that works in NY, let me tell you about my, "tell me why" thought.
NYSED formally disengaged from supporting curriculum while claiming to support instruction. This realization struck me during a conference where a panelist from NYSED—described as “passionate about curriculum design”—caught my attention.
Initially, I thought she’d make an excellent guest speaker for the class I teach at Niagara University on curriculum leadership. But then it dawned on me: how can NYSED promote curriculum design when its own policies explicitly avoid affiliation with curriculum altogether? (To be fair, the panelist is new to NYSED and spent most of her career in school districts where curriculum work would have been integral and appropriate.)
For years, I've understood the clear distinction between state-level standards and local curriculum decisions. This division was formalized when the Office of Curriculum, Instruction, and Assessment was renamed to the Office of Standards and Instruction. While standards are set at the state level, curriculum and, more importantly, instruction (how the curriculum is taught) remain local decisions. Teachers have the greatest autonomy in determining how to teach the curriculum, tailoring their methods to the specific needs of their students.
As well, there is nothing from NYSED that dictates instructional methods. Nothing. When looking at the NYSED website regarding instruction, this is what you’ll see.
Notice the last paragraph.
All curriculum and instructional decisions are made at the local level. Districts and schools choose and/or develop instruction to meet the individual needs of their students, and to support all students in gaining the skills and knowledge articulated in the NYS Learning Standards.
This realization, "NYSED has formally disengaged from supporting curriculum while claiming to support instruction," was unsettling because though instruction is the how and curriculum is the what, both are locally determined. So why take out the word, “curriculum” from the Office title but leave “instruction?”
Further, and this was my big AHA, look at the second-to-last paragraph.
The New York State Education Department is committed to supporting districts and schools as they implement high-quality, culturally responsive, student-centered instruction.
Though NYSED acknowledges that “[all] curriculum and instructional decisions are made at the local level,” NYSED is only “committed to supporting districts and schools as they implement…instruction.” I can't help but think, "tell me why" they aren’t committed to supporting districts and schools as they implement curriculum? NYSED’s decision to prioritize one while distancing itself from the other sends a mixed message that I only just realized.
For the record, my realization—and subsequent curiosity about why instruction is state-supported while curriculum is not—is not a critique of NYSED; rather, I am genuinely intrigued by the distinction between the state's commitment to supporting local districts in instruction and its hands-off approach to curriculum implementation.
Curriculum Design in Action
To clarify what curriculum design and implementation entails—and why it can be supported without infringing on local control—here are some best practices regarding curriculum work at the local level.
Standards Alignment: Curriculum design begins with aligning learning goals to state standards. This involves identifying the specific knowledge and skills students need to demonstrate mastery, ensuring a clear progression from one grade level to the next.
Unit and Lesson Planning Frameworks: Educators develop frameworks for units and lessons that specify what will be taught, how long it will take, and what instructional strategies will be used. This step focuses on sequencing content, introducing scaffolding, and embedding opportunities for enrichment or remediation.
Assessment Integration: Thoughtful curriculum design weaves formative and summative assessments into the instructional plan. These assessments help measure student progress toward standards while informing adjustments to instruction.
Equity and Inclusion: Best practices ensure that the curriculum reflects diverse perspectives, supports culturally responsive teaching, and provides pathways for all students to succeed.
Notice that these processes are agnostic to the specific resources selected. A district might choose one math program while another chooses a different one, yet both can align their curricula to state standards through the same principles.
NYSED’s Opportunity to Provide Support
Here are just a handful of approaches that could be offered from a department of education even in a non-adoption state like New York. Notice how all of these approaches could easily support the process of curriculum design without prescribing products or program resources.
Professional Development: Offer workshops on backward design, culturally responsive curriculum frameworks, and strategies for integrating assessments into curriculum planning.
Model Templates: Share adaptable templates for unit planning, pacing guides, and curriculum audits that districts can customize.
Best Practices Clearinghouse: Create a repository of evidence-based curriculum design practices that showcase successful local examples without endorsing specific programs.
Equity Guidelines: Develop guidance on ensuring curriculum plans are inclusive and meet the needs of all students, including those with disabilities or English language learners.
Resource Selections: Offer workshops on best practices to use when selecting resources to ensure the resources align with standards, are rigorous, etc.
Such support would empower districts while respecting their autonomy to make localized decisions.
Why This Matters
My eureka moment matters because it highlights a gap in our educational system. When NYSED avoids curriculum entirely, it inadvertently sends a message that curriculum is a program or a resource rather than the articulated plan for achieving the standards. Relying on purchased programs or teacher-created materials in a vacuum without guidance creates a path to nowhere and students suffer the consequences. Educators need to have choice and voice regarding the curriculum at a local level and it’s important to provide support, guidance, and appropriate boundaries to educators regarding curriculum creation.
Much like the Backstreet Boys' song "I Want It That Way," which leaves listeners puzzled by its contradictory lyrics, this week I found myself asking a similar "why?"—wondering why I hadn’t questioned New York’s approach to curriculum and instruction sooner. While the song may seem nonsensical, what I uncovered about the state’s policies raised a similar feeling of confusion.
As I reflected on the separation between curriculum and instruction, it became clear that while NYSED focuses on supporting instruction, it leaves curriculum largely unsupported, despite how deeply interconnected the two are. This realization, much like the confusion around the song’s meaning, highlights a gap that could have serious implications for educators and students alike. If NYSED were to offer more guidance on curriculum design—while still respecting local autonomy—it could help close this gap, ultimately fostering a stronger, more cohesive system where both curriculum and instruction work hand in hand to support student success.
~Heather
P.S. Curious to learn more about the role of government in the creation of the American Education System? This week's Catch of the Week is Jennifer Borgioli Binis' post, "Discourse Explainer: the Scale of American Education" from her blog, Dissertate. Jenn created amazing images and even a video to help explain how there really isn't an American educational system, but rather 50 different educational systems in America. I'll bet you will be shocked at what you learn in this post!
P.P.S. Please remember to...
Like and share this post
Check out other posts
Subscribe to www.lyonsletters.com
Buy and rate your copy of Engagement is Not Unicorn (It's a Narwhal),
From Amazon or Barnes & Noble
Comments