Related Pages

Feedback Form for Blueprints

Curriculum Framework

About the CAI Blueprint Model

Curriculum, Assessment, Instruction (CAI) Blueprints

These documents are available in Adobe Acrobat PDF Format: (Get Acrobat Reader)
File sizes range from 72K to 400K

The Curriculum, Instruction, Assessment (CAI) Blueprints organize the indicators from the curriculum framework into units or nine-week (quarterly) blocks of instruction, depending on the subject or level. They serve as a link between the curriculum framework and the instructional guides that are under development this year. Each blueprint is organized into three parts: WHY, WHAT, and HOW.

The WHY section contains:

• Enduring Understandings
  • These are the "big ideas" around which the unit is organized.
• Essential Questions
  • These guide teachers in knowing whether students truly have a deep understanding of the essential content and processes of the unit.

The WHAT section contains:

• Prioritized content and process indicator statements taken from the curriculum framework.

The HOW section contains examples of:

• Assessment
  • Pre-assessment Examples – Checking for student readiness
  • Formative Assessment Examples – Monitoring as students progress
  • Summative Assessment Examples – Determining whether students have a deep understanding of the concept or process that will stay with them
• Instruction
  • Instructional Examples are sample instructional ideas developed by experienced teachers. In some subjects and units these are organized into a suggested sequence of instruction.
• Differentiation
  • Differentiation examples include suggestions for teachers to differentiate instruction to meet the needs of a variety of students. These examples are organized into three groups:
    • Challenge: How to further increase the rigor for students who are able to move further
    • Adjust: Techniques for supporting students with special needs
    • ESOL: Suggestions for assisting students who are English Language Learners

The CAI Blueprints are not detailed instructional guides. Instead, they provide a broad organization for the curriculum from which teachers will develop lessons. In this year of transition, teachers will be trying out the blueprints and the curriculum framework and providing feedback for future revision. The feedback will also be used to guide the development of instructional guides and assessments for future use. Feedback will also be received through curriculum advisory groups coordinated by the Department of Curriculum and Instruction. These groups include teachers, administrators, parents, community members, students, and content practitioners.