Great Expectations

Statement of Need (20 points possible)

How well does the school site describe the need and supporting evidence of the identified need for Great Expectations?

Inadequate (0-6Points)	Adequate (7-13 Points)	Rigorous (14-20 Points)
The description of need and supporting evidence is confusing or not specific.	The description of need and supporting evidence is somewhat specific.	The description of need and supporting evidence is strong and specific. Analyses of assessments and other forms of data are used to demonstrate strengths and weaknesses.

Points Awarded ________________

Strengths:

Weaknesses:

Short-Term and Long-Term Goals / Measurable Objectives (20 points possible)

How well does the school site state both short-term and long-term goals and develop measurable objectives for the accomplishment of each goal?

Inadequate (0-6Points)	Adequate (7-13 Points)	Rigorous (14-20 Points)
Short-term goals, long-term goals, and measurable objectives are confusing or not specific and do not align with identified needs.	Short-term goals, long-term goals, and measurable objectives are somewhat specific. An attempt is made to align them with identified needs.	Short-term goals, long-term goals, and measurable objectives are specific and align closely with identified needs. They also align with state initiatives.

Points Awarded _________________

Strengths:

Weaknesses:

Great Expectations Philosophy / Other Professional Development Initiatives (20 points possible)

How does the Great Expectations philosophy complement what the school site is doing/planning to do? How well does the school site describe other professional development initiatives?

Inadequate (0-6 Points)	Adequate (7-13 Points)	Rigorous (14-20 Points)
Explanation of how the GE philosophy complements the school site's activities is confusing or not specific. Professional development initiatives are not aligned with identified needs.	Explanation of how the GE philosophy complements the school site's activities is somewhat specific. Professional development initiatives are aligned with identified needs.	Explanation of how the GE philosophy complements the school site's activities is strong and specific. Professional development initiatives are detailed, aligned with identified needs, and are tied to student achievement.

Points Awarded ____________

Strengths:

Weaknesses:

Level of Commitment (20 points possible)

How committed are the administration, faculty, and students to the Great Expectations philosophy?

Inadequate (0-6Points)	Adequate (7-13 Points)	Rigorous (14-20 Points)
There is limited knowledge and support for the program. There is no evidence of involvement from the administration, faculty or students in making the decision to apply for a scholarship.	There is adequate knowledge and support for the program. The administration, faculty, and students have been involved on a limited basis in making the decision to apply for a scholarship.	There is strong knowledge and support for the program. The administration, faculty, and students have been involved in making the decision to apply for a scholarship.

Points Awarded ______________

Strengths:

Weaknesses:

Principal's Commitment to Implement Great Expectations (20 points possible)

How personally committed is the principal to implement Great Expectations? How well does the principal articulate how Great Expectations will facilitate school improvement?

Inadequate (0-6 Points)	Adequate (7-13 Points)	Rigorous (14-20 Points)
Personal commitment is limited. Articulation of how GE will facilitate school improvement is confusing or not specific.	Personal commitment is adequate. Articulation of how GE will facilitate school improvement is somewhat specific.	Personal commitment is strong. Articulation of how GE will facilitate school improvement is strong and specific. It is evident that the principal will be the driving force that guides implementation.

Points Awarded ______________

Strengths:

Weaknesses: