dʒˈeɪkəbz ænd dʒˈɑːnsən tˈuː θˈaʊzənd nˈaɪn sədʒˈɛst ðˈæt "ˈaɪ dˈiːli, ɐ skˈuːl ɔːɹ dˈɪstɹɪkt ɪz ˈeɪbəl tə fˈoʊkəs ˌɔn ˌɪndᵻvˈɪdʒuːəl mˈæps fˈɜːst, ænd ðˈɛn mˈæp ðə tˈɔːt kɜːɹˈɪkjʊləm", ðˌoʊ ðeɪ dˈuː ɐknˈɑːlɪdʒ ðæt sˌʌm skˈuːlz dˈuː ðə ɹᵻvˈɜːs, ˈɔfən ˌʌndɚɹ ɛkstˈɜːnəl ˈɪnfluːənsᵻz ðæt kæn ɹˈʌʃ ðə pɹˈɑːsɛs pˈiː. sˈɪksti sˈɛvən.
Jacobs & Johnson (2009) suggest that "[i]deally, a school or district is able to focus on individual maps first, and then map the taught curriculum", though they do acknowledge that some schools do the reverse, often under external influences that can rush the process (p. 67).