Tier 1 Evaluation Rubric Assessment of the Information on the Application
This application:  Identifies the target group  Indicates the lifetime of the grant  Does not include the applicant’s
name  Is free from significant spelling/grammatical errors  Has had a peer review  Has been reviewed by the
principal or appropriate administrator  Includes the signature(s) of one of the Directors/Supervisors of Teaching and
Learning and/or the District Technology Coordinator indicating the grant should move forward.
An unchecked item on the above list will result in an automatic removal of the grant for consideration.
An application will need to receive more than *60% of the total points on the Tier 1 Evaluation Rubric in order to be
scored on the Tier 2 Evaluation Rubric and consequently be considered in the final grant distribution.
Total Points
Inadequate 0
Minimum 1
Proficient 2
Distinctive 3
Includes:
A brief explanation of the
0
1
2
3
project and the connections
of the item(s) you want to
purchase with your
instruction
/3
An explanation of how this 0
1
2
3
project improves the
quality of instruction AND
quality of learning / An
identification of the gap or
need in learning that
/3
currently exists
A rationale statement
0
1
2
3
/3
The specific learning goals 0
1
2
3
including applicable
content standards and
/3
district benchmarks
The learning objectives
0
1
2
3
specific to what you are
/3
doing with your lessons
An explanation of how this 0
1
2
3
project will be assessed
connecting the assessment
/3
to the learning objectives
An explanation of
0
1
2
3
instructional procedures
with a lesson plan or a
/3
sample project
A timeline for
0
1
2
3
implementation
/3
An explanation of
0
1
2
3
adaptability and
/3
longevity/sustainability
A budget which lists
0
1
2
3
specific items to be
purchased, their cost and
/3
the names of the vendors
* An application that receives a score of 18 or higher will go on to be assessed on the Tier 2 Evaluation Rubric.
/30
Inadequate: Lacks significant information
Minimum: Provides basic information; the outcome/goal is not always clear
Proficient: Provides well explained, clearly written, purposeful information; leaves only minor questions
Distinctive: Provides highly detailed information; written so that another staff member could follow and
implement this plan
Updated 8/2014