- Quality Maps are created with multiple stakeholders including teachers, administrators, counselors, parents, community members and students of all ages.
- Strategy Maps think in terms of new ideas that might disrupt the norm.
- Quality Maps include “Futures Thinking.” Futures Thinking is the process of analyzing patterns, disruptors, and changes from a variety of disciplines to develop insights and understand their impact on the institution in the years ahead.
- Consider the institution’s reality and future when determining the critical initiatives, intended outcomes, and key measures.
- Quality Maps use evidence-based methods (initiatives) to guide the implementation of actions required to achieve objectives.
- Use the inFocus guide to help create map. The information created in one section will flow to the next.
- Write objective statements that can be communicated clearly to stakeholders— refrain from writing measurable outcomes in the statements.
- Enable strong communication throughout the process.
Targeted Support Schools
Targeted Support Schools have additional information they must include in their Strategy Maps.
ESSA dictates that districts ensure a Strategy Map be developed and implemented in partnership with stakeholders (including school leaders, teachers, and parents). The school level Continuous Improvement Plan created on the Cognia eProve platform must address these items:
- Be informed by student performance against state determined long-term goals; and
- Include evidence-based interventions.
Comprehensive Support Schools
Comprehensive Support Schools must include several added details in their Strategy Maps, as well.
Along with Targeted Support Strategy Maps, Comprehensive Support Strategy Maps are developed with stakeholders (including school leaders, teachers and parents). The school level Continuous Improvement Plan created on the Cognia eProve platform must address these items:
- Be informed by student performance against state determined long-term goals;
- Include evidence-based interventions;
- Evidence based interventions should be woven into an initiatives portion of the plan.
- Include a school-level needs assessment; and
- The needs assessment should have its own theme in the Strategy Map.
- Address resource inequities.