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Request for Information (RFI) for Designing and Sustaining High-Quality Physical Education Programs

The 糖心logo入口 (糖心logo入口) has issued a Request for Information (RFI) on Designing and Sustaining High-Quality Physical Education Programs in New York State. 糖心logo入口 is seeking information from educators, school districts, institutions of higher education, professional organizations, and other stakeholders to support the development of comprehensive guidance for physical education programming.

Responses to this RFI will help 糖心logo入口 better understand how physical education programs are currently structured and delivered across New York State. The information gathered may be used to identify promising practices, highlight innovative program models, and inform the development of guidance and resources that support equitable access to high-quality physical education for all students.

The deadline for questions related to this RFI is April 1, 2026. Responses to submitted questions will be posted on this website on April 15, 2026.

Request for Information (Word Format)

Request for Information (PDF Format)

糖心logo入口 Contact Information

PhysEdRFI2026@nysed.gov

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Questions and Responses

PDF Format

A. Responding to the RFI (Process & Participation)

1. Is participation in the RFI mandatory?

No. Participation in the Request for Information (RFI) is voluntary. School districts and other stakeholders are encouraged, but not required, to submit a response.

2. Will additional questions be added to the RFI during the question period?

No. The RFI questions will remain as published.

3. Are respondents limited to answering only the questions as written?

No. Respondents are not limited to the prompts as written and may expand on their responses to include additional context or perspectives where relevant.

4. Must respondents address every question included in the RFI?

No. Respondents are not required to answer every question and may respond to the sections that are most relevant to their role, experience, and expertise.

5. Is it acceptable for more than one response to be submitted from a single school district or organization?

Yes. Multiple responses from a district or organization are permitted. Responses may reflect perspectives at the district, school, or individual level.

6. At what level should responses be submitted (district, school, or individual)?

Responses may be submitted at the district, school, or individual level. Respondents are encouraged to provide input that reflects their local context and capacity.

B. Content of Responses (What to Include)

7. Should responses reflect current practices only, or may they also include future goals or recommendations?

Responses may include both current practices and future goals, recommendations, or considerations for strengthening physical education programs.

8. Should respondents include challenges such as funding, staffing, facilities, or scheduling in their responses?

Yes. Respondents are encouraged to share both strengths and challenges, including factors such as funding, staffing, facilities, and scheduling. These insights are important to understanding current conditions across the state.

9. Can respondents include additional context, such as practitioner motivation or factors that influence decision-making (鈥渨hy鈥�), in their responses?

Yes. Respondents are encouraged to include additional context where relevant. This may include insights into practitioner experiences, motivations, and factors that influence decision-making, as these perspectives help provide a more complete understanding of physical education programs across the state.

C. Purpose and Use of Information

10. What is the intended use of the information collected through this RFI?

Responses will be reviewed by the Office of Standards and Instruction and analyzed to identify common themes, trends, and areas of need across the state. This information will be used to inform the development of guidance, resources, and support for physical education programs. The RFI is designed to better understand current practices, strengths, and challenges and is not intended as a compliance measure.

11. What is the purpose of collecting course descriptions?

Course descriptions provide insight into how physical education programs are structured and communicated at the local level. They help illustrate how curriculum, instruction, and program goals are articulated across different contexts and support a broader understanding of program design and implementation.

12. Who will review the responses to the RFI?

Responses will be reviewed by staff within the Office of Standards and Instruction at the 糖心logo入口. Findings from the RFI may inform broader Department work related to physical education.

13. Will there be additional opportunities for stakeholder engagement or input following the RFI?

The Department values ongoing stakeholder engagement. Information gathered through the RFI will help inform next steps, which may include additional opportunities for input as future work develops.

D. Specialized Topics

14. How is Adapted Physical Education (APE) determined for students with disabilities?

As stated in 鈥痮f the Commissioner鈥檚 Regulations, if it is determined that a student will not鈥痯articipate in a regular鈥痯hysical鈥痚ducation鈥痯rogram, the individualized education program (IEP) must indicate the extent to which the student will participate in specially designed instruction in鈥痯hysical鈥痚ducation, including adapted physical education (APE). Adapted鈥痯hysical鈥痚ducation鈥痠s a direct service provided to students with IEPs and is a required component of special鈥痚ducation鈥痷nder the Individuals with Disabilities鈥疎ducation鈥疉ct (IDEA). The extent to which students with IEPs will participate in鈥痯hysical鈥痚ducation, including鈥疉PE鈥痠f needed, must be indicated on each student鈥檚 IEP.

• (Coaching Courses)

According to the Commissioner's Regulations 135.1 athletic association听means an approved central organization of schools joined together on a large geographic area or statewide basis for the purpose of governing athletic programs for all its member schools.

Athletic associations include: