ɐ kənsˈɛnsəs mˈæp mˌaɪt ɪŋklˈuːd wʌt ðeɪ dˈɪstɹɪkt stˈæf hæv tˈɑːɹɡɪɾᵻd æz ðə "nˌɑːnnᵻɡˈoʊʃɪəbəlz ðæt wɪl biː tˈɔːt ɪn ˈiːtʃ ɡɹˈeɪd lˈɛvəl ɔːɹ sˈʌbdʒɛkt ɪn ɐ skˈuːl ɔːɹ dˈɪstɹɪkt" ænd ʃˌʊd ɹˌɛpɹᵻzˈɛnt "bˈɛst pɹˈæktɪsᵻz, twˈɛnti fˈɜːst sˈɛntʃɚɹi kɜːɹˈɪkjʊləm, hˈaɪɚɹ ˈɔːɹdɚ θˈɪŋkɪŋ, hˈaɪ stˈændɚdz, ænd klˈɪɹli dᵻfˈaɪnd ɡɹˈeɪd ɔːɹ kˈoːɹslˈɛvəl ɛkspɪktˈeɪʃənz" dʒˈeɪkəbz ænd dʒˈɑːnsən, tˈuː θˈaʊzənd nˈaɪn, pˈiː. sˈɪksti fˈaɪv.
A consensus map might include what they district staff have targeted as the "nonnegotiables that will be taught in each grade level or subject in a school or district" and should represent "best practices, 21st century curriculum, higher order thinking, high standards, and clearly defined grade- or course-level expectations" (Jacobs & Johnson, 2009, p. 65).