27420 Federal Register / Vol. 66, No. 95 / Wednesday, May 16, 2001 / Notices

DEPARTMENT OF EDUCATION

[CFDA No. 84.351D]

Arts in Education Model Development

and Dissemination Grant Program;

Notice Inviting Applications for New

Grant Awards for Fiscal Year (FY) 2001

Funds

Note to Applicants: This notice is a

complete application package. Together

with the statute authorizing these grants

and the Education Department General

Administrative Regulations (EDGAR),

this notice contains all of the

information, application forms, and

instructions needed to apply for an Arts

in Education Model Development and

Dissemination Grant Program under this

competition. This grant program is

authorized by 20 U.S.C. 8091.

Purpose of Program: The Arts in

Education Model Development and

Dissemination Grant Program will

support the development,

documentation, evaluation, and

dissemination of innovative, cohesive

models that have demonstrated

effectiveness in effectively (1)

integratinge arts into the core

elementary and middle school curricula,

(2) strengthening arts instruction in

these grades, and (3) improving

students’ academic performance,

including their skills in creating,

performing, and responding to the arts.

Eligible Applicants: (1) One or more

local educational agencies (LEAs), that

may work in partnership with one or

more of the following:

State or local non-profit or

governmental arts organization;

State educational agencies or regional

educational service agencies;

Institutions of higher education; and/

or

Other public and private agencies,

institutions, and organizations with

expertise in the arts.

(2) One or more state or local nonprofit or governmental arts

organizations that must work in

partnership with one or more LEAs and

may partner with one or more of the

following:

State educational agencies or regional

educational service agencies;

Institutions of higher education; and/

or

Other public and private agencies,

institutions, and organizations with

expertise in the arts.

Note: If more than one LEA and/or arts

organization wish to form a consortia and

jointly submit a single application, they must

follow the procedures for group applications

described in 34 CFR 75.127–129 of EDGAR.

E-Mail Notification of Intent to Apply

for Funding: The Department will be

able to develop a more efficient process

for reviewing grant applications if it has

an estimate of the number of entities

that intend to apply for funding under

this competition. Therefore, the

Secretary strongly encourages each

potential applicant to notify the

Department with a short e-mail noting

the intent to submit an application for

funding. The e-mail need not include

information regarding the content of the

proposed application, only the

applicant’s intent to submit. The

Secretary requests that this e-mail

notification be sent no later than June

15, 2001. The e-mail notification should

be sent to: artsdemos@ed.gov.

Applicants that fail to provide this email notification may still apply for

funding.

Deadline for Transmittal of

Applications: July 16, 2001.

Deadline for Intergovernmental

Review: September 13, 2001.

Estimated Available Funds:

$10,000,000.

Estimated Range of Awards:

$350,000–$1,000,000 (total for the

project period).

Project Period: Up to 36 months.

Applicants for multi-year awards are

required to provide detailed budget

information for the total grant period

requested. The Secretary will determine

at the time of the initial award the

funding levels for each year of the grant

award. The Department of Education is

not bound by any estimates in this

notice.

Note: To provide the applicant with the

capacity to effectively plan for and carry out

the comprehensive long-term activities

involved in model development,

documentation, evaluation, and

dissemination the Secretary anticipates

awarding the entire grant amount for the

project at the time of the initial award.

Page Limits: Applicants are strongly

encouraged to limit the application

narrative to no more than 30 doublespaced pages. The following standards

are preferred: (1) A ‘‘page’’ is 8.5′′ x 11′′

(one side only) with one-inch margins

(top, bottom, and sides). (2) All text in

the application narrative must be double

spaced. The page limit does not apply

to the cover sheet, the one-page abstract,

budget section, appendices, and forms

and assurances. However, all of the

application narrative must be included

in the narrative section.

Applicable Regulations: The

Education Department General

Administrative Regulations (EDGAR) in

34 CFR parts 75, 77, 79, 80, 81, 82, 85,

86, 97, 98, and 99.

SUPPLEMENTARY INFORMATION: While

many schools and districts have moved

swiftly in recent years to reform and

enhance traditional core academic

programs, most have not made similar

efforts to integrate arts effectively into

the regular curriculum, either as vehicle

by which to strengthen other core

academic subjects or as an academic

discipline in its own right. High-quality

programs effectively integrating and

improving arts instruction are

increasingly important as students face

the demands of the information age in

the 21st century. Creating, performing,

and responding to works of art build

creativity, self-confidence, and critical

thinking skills ‘‘ qualities central to

success in school, work, and life.

For several reasons, high-quality arts

and art education programs have

implications for students’ other

academic development. First, most

educators agree that arts-rich education

programs keep students engaged and

interested in school. For example, James

Catterall’s work suggests that students

who participate in arts programs,

especially students identified as at-risk

of educational failure, are less likely to

drop out of school (See Catterall, et al.

in Champions of Change at: http://

artsedge.kennedy-center.org/

champions). Additionally, research

studies suggest that involvement in artsrich schooling affects students’ success

in other academic areas (See also

Burton, et al. in Champions). In a study

reanalyzing the cross-sectional National

Educational Longitudinal Survey

(NELS) data, for example, Catterall

found that students in learning

environments with diverse, high-quality

arts education offerings had higher

achievement than students in arts-poor

communities, even when controlling for

students’ socioeconomic background.

Sustained involvement in particular arts

disciplines, like music and theater,

seemed to be highly correlated with

success in traditional academic subjects

like math and reading. These studies

have also found that improving the

quality of arts education has a

particularly positive impact on students

from low-income backgrounds.

Unfortunately, students from low

socioeconomic backgrounds are almost

twice as likely to attend arts-poor

schools, while students from socioeconomically advantaged backgrounds

are twice as likely to attend arts-rich

schools (Catterall, et al.)

To ensure that high expectations are

held for all of America’s students, it is

critical to assess and develop highquality, research-based models for

effectively integrating arts into the

regular school curricula, both as a core

academic content area and as a means

for strengthening other core academic

Federal Register / Vol. 66, No. 95 / Wednesday, May 16, 2001 / Notices 27421

areas. The Arts in Education Model

Development and Dissemination Grant

Program seeks to redress the lack of

information in this area by encouraging

partnerships of arts and education

specialists to develop and document

effective models for improving arts

education and student achievement ‘‘

particularly for students from poor and

disadvantaged backgrounds. The

Department of Education intends to

disseminate the results of this program

to other educational entities.

Program Description: The Arts in

Education Model Development and

Dissemination Grant Program is

authorized under section 10401, Part D,

Subpart 1 of Title X of the Elementary

and Secondary Education Act. The Arts

in Education Model Development and

Dissemination Grant Program will

further the development of innovative,

cohesive models that have demonstrated

effectiveness in integrating arts into the

school curriculum. In this case,

‘‘integrating’’ should be understood both

as strengthening the use of high-quality

arts in the course of other academic

instruction and strengthening the place

of arts as a core academic subject in the

regular school curricula.

These grants are designed to enable

LEAs and organizations with art

expertise to further develop and create

materials for the replication or

adaptation of current comprehensive

approaches for integrating a range of arts

disciplines—such as music, dance,

theater, and visual arts, including folk

arts in these fields—into the elementary

and middle school curricula. Such

development work should yield more

systematic information about effective

models that provide quality arts

instruction and use the arts to enhance

instruction in other core academic

subjects. The goal of the Arts in

Education Model Development and

Dissemination Grant Program is to bring

to the field additional models with a

solid research base for effectively

integrating the arts, in the same way that

solid research bases have been

developed for instruction in other fields,

such as reading.

Under this program, applicants

should propose projects that may

include but are not limited to the

following components:

Field testing and evaluating

promising new educational strategies;

Field testing and evaluating model inservice and pre-service professional

development programs;

Ensuring comprehensive coverage of

the arts disciplines—such as visual arts,

dance, music, theater, and the folk arts

in these areas;

Developing partnerships among

schools, arts organizations, and others

with expertise in the arts to enhance the

quality and sustainability of effective

programming;

Creating materials documenting the

implementation and achievement of the

model program for other educators and

agencies; and

Obtaining the services of outside

experts to assist with program

implementation, curriculum

development, data collection,

evaluation design or other appropriate

activities.

This program seeks to increase the

research base and provide communities

with additional information regarding

innovative, research-based models for

effectively integrating and strengthening

arts instruction and improving students’

skills in creating, performing, and

responding to works of arts, as well as

achievement in other core academic

subjects. In addition to any

dissemination work in which the

applicants choose to engage, the

Department intends to take the products

and information resulting from these

demonstration grants and share them

widely with other communities. Upon

completion of the project, the

Department requires that any materials

or products developed as a part of

model development activities be

provided to the Department for further

dissemination. Such activities will be

carried out in full compliance with

copyright requirements.

Application Content: To apply for

Arts in Education Model Development

and Dissemination funds, applicants

must be prepared to: further the

development of programs designed to

improve or expand the integration of

arts education in elementary or middle

school curricula; develop materials

designed to help replicate or adapt the

program; document the program’s

results and benefits; and develop

products and services that can be used

to replicate the program in other

settings. Thus, grant applications must

describe an existing set of strategies for

integrating the arts into the regular

elementary and middle school

curriculum which could successfully be

implemented, expanded, documented,

evaluated, and disseminated. Taken

together, a research-based,

comprehensive Arts in Education Model

will:

Be based, to the extent possible, on

the most rigorous theory, research, and

evaluation available and effective in

improving student achievement and

performance and other program

objectives.

Be linked to state and national

standards enabling all students to meet

challenging expectations, and

improving student and school

performance.

Have the potential to improve

students’ achievement both in creating,

performing, and responding to works of

art, and in other core academic subjects.

Highlight the development of model

professional development for arts

educators and other instructional staff.

Include multiple partners and

effectively combine resources to create

quality, sustainable programs.

Demonstrate the feasibility of further

replication and dissemination.

Be applicable to a broad range of high

poverty and disadvantaged, rural and

urban schools, including those that are

chronically low-performing.

Make effective use of technology to

further the model’s goals.

Describe methods by which the

applicant will assess the model’s

outcomes.

Additionally, grant applicants should

describe activities which, to the extent

possible, coordinate model development

with relevant activities of public and

private cultural agencies, institutions,

and organizations, including museums,

arts education associations, libraries,

and theaters. (20 U.S.C. 8091(e)(1))

Waiver of Proposed Rulemaking: In

accordance with the Administrative

Procedure Act (5 U.S.C. 553), it is the

practice of the Secretary to offer

interested parties the opportunity to

comment on proposed rules. Section

437(d)(1) of the General Education

Provisions Act (GEPA), however, allows

the Secretary to exempt from

rulemaking requirements governing the

first grant competition under a new or

substantially revised program authority

(20 U.S.C. 1232(d)(1)). Funding was

provided for this new initiative in the

fiscal year 2001 Department of

Education Appropriations Act, enacted

in December 2000. As this competition

is the first under this program, it

therefore qualifies for the exemption.

The Secretary, in accordance with

section 437(d)(1) of GEPA, has decided

to forego public comment in order to

ensure timely grant awards.

Absolute Priority: The Secretary will

only fund applications from LEAs or

non-profit organizations which propose

to work with at least one elementary

and/or middle school with no less than

35% of its students from low-income

families consistent with section

1113(b)(1)(A) of Title I of the

Elementary and Secondary Education

Act.

Competitive Priority: The Secretary

will award five (5) points, in addition to

27422 Federal Register / Vol. 66, No. 95 / Wednesday, May 16, 2001 / Notices

any points the applicant earns under the

selection criteria, to projects proposing

models that involve schools in rural or

inner-city communities.

Invitational Priority: The Secretary

strongly encourages applicants to bring

together a partnership of educational

and arts-based entities as well as other

community resources to carry out

activities designed under this program.

Partnerships among these entities are

important to ensure the quality of

programming as well as the

sustainability of the activities.

Definition: In addition to definitions

in the statute and EDGAR, the following

definition applies:

Research-based, when used with

respect to an activity or a program,

means that, to the extent possible, the

activity or program is based on the most

rigorous theory, research, and

evaluation available and effective in

improving student achievement and

performance and other program

objectives.

Selection Criteria: The Secretary uses

the following selection criteria to

evaluate applications for grants under

this competition. In all instances where

the word ‘‘project’’ appears in the

selection criteria, the reference to an

Arts in Education Model Development

and Dissemination grant program

should be made.

The maximum composite score for all

of these criteria is 100 points. The

maximum score an applicant may

receive is 105 if they meet the

competitive priority.

The maximum score for each criterion

is indicated in parentheses. Within each

criterion, the Secretary evaluates each

factor equally.

(a) Need for project. (10 points)

In determining the need for the

proposed project, the Secretary

considers the following factors:

(i) The extent to which the model

addresses specific needs of students at

risk of educational failure.

(ii) The extent to which specific gaps,

weaknesses, or opportunities have been

identified in effectively integrating arts

into the core curricula, strengthening

arts instruction and improving students’

academic performance, including skills

in creating, performing and responding

to the arts. Also, the nature and

magnitude of those gaps or weaknesses

and the degree to which they will be

addressed by the proposed model.

(b) Significance. (20 points)

In determining the significance of the

proposed project, the Secretary

considers the following factors:

(i) The potential contribution of the

proposed project to increase knowledge

and understanding of effective strategies

for strengthening the use of high-quality

arts in the course of other academic

instruction and the place of arts as a

core academic subject in the regular

school curricula.

(ii) The likely utility and replicability

of the proposed model and the extent to

which its products (including

information, materials, processes, or

techniques) will be effective in a variety

of settings.

(c) Quality of the project design. (30

points)

In determining the quality of the

design of the proposed project, the

Secretary considers the following

factors:

(i) The extent to which the goals,

objectives, and results to be achieved

over the proposed project period are

clearly specified and measurable.

(ii) The extent to which the proposed

model is based on reliable research,

effective practice and/or coherent theory

regarding means for strengthening the

use of high-quality arts in the course of

other academic instruction and the

place of arts as a core academic subject

in the regular school curricula.

(iii) The extent to which the proposed

model aims to strengthen the academic

performance of students in creating,

performing, and responding to multiple

arts disciplines and other core academic

areas.

(iv) The extent to which the project

will document and evaluate the success

of the model and disseminate relevant

information.

(d) Quality of the management plan.

(10 points)

In determining the quality of the

management plan for the proposed

project, the Secretary considers the

following factors:

(i) The adequacy of the management

plan to achieve the objectives of the

proposed project on time and within a

reasonable budget, including relevant

contributions and commitments from

partners, timelines, continuous

improvement strategies and milestones

for accomplishing project tasks.

(e) Quality of the project personnel. (5

points)

In determining the quality of the

personnel plan for the proposed project,

the Secretary considers the following

factors:

(i) The qualifications, including

relevant training and experience of key

project personnel, major partners,

project consultants and/or

subcontractors and the extent to which

personnel have clearly defined

responsibilites.

(ii) The extent to which the applicant

encourages applications for employment

from persons who are members of

groups that have traditionally been

underrepresented based on race, color,

national origin, gender, age, or

disability.

(f) Quality of the project evaluation.

(25 points)

In determining the quality of the

evaluation, the Secretary considers the

following factors:

(i) The extent to which the methods

of evaluation are rigorous, thorough,

feasible, and appropriate to the goals,

objectives, and outcomes of the

proposed project.

(ii) The extent to which the methods

of evaluation include the use of

objective performance measures that are

clearly related to the intended outcomes

of the project and will produce

quantitative and qualitative data on the

results of the program.

(iii) The extent to which the

evaluation will provide guidance about

effective strategies suitable for

replication or testing in other settings.

Intergovernmental Review of Federal

Programs

This program is subject to the

requirements of Executive Order 12372

(Intergovernmental Review of Federal

Programs) and the regulations in 34 CFR

part 79. One of the objectives of the

Executive order is to foster an

intergovernmental partnership and a

strengthened federalism. The Executive

order relies on processes developed by

State and local governments for

coordination and review of proposed

Federal financial assistance.

If you are an applicant, you must

contact the appropriate State Single

Point of Contact to find out about, and

to comply with, the State’s process

under Executive Order 12372.

Applicants proposing to perform

activities in more than one State should

immediately contact the Single Point of

Contact for each of those States and

follow the procedures established in

each State under the Executive Order.

If you want to know the name and

address of any State Single Point of

Contact (SPOC), you may view the latest

SPOC list on the OMB Web site at the

following address: http://

www.whitehouse.gov/omb/grants/

spoc.html.

In States that have not established a

process or chosen a program for review,

State, area-wide, regional, and local

entities may submit comments directly

to the Department.

Any State Process Recommendation

and other comments submitted by a

State Single Point of Contact and any

comments from State, area-wide,

regional, and local entities must be

mailed or hand-delivered by the date

Federal Register / Vol. 66, No. 95 / Wednesday, May 16, 2001 / Notices 27423

indicated in this notice to the following

address: The Secretary, E.O. 12372–

CFDA No. 84.351D, U.S. Department of

Education, Room 7E200, 400 Maryland

Avenue, SW., Washington, DC 20202–

0125. Proof of mailing will be

determined on the same basis as

applications (see 34 CFR 75.102).

Recommendations or comments may be

hand-delivered until 4:30 p.m. (Eastern

Standard Time) on the date indicated in

this notice.

Please note that the above address is

not the same address as the one to

which the applicant submits its

completed application. Do not send

applications to the above address.

Instructions for Transmittal of

Applications

(a) If an applicant wants to apply for

a grant, the applicant must—

(1) Mail the original and two copies

of the application on or before the

deadline date to: U.S. Department of

Education, Application Control Center,

Attention: (CFDA No. 84.351D),

Washington, DC 20202–4725, or

(2) Hand deliver the original and two

copies of the application by 4:30 p.m.

(Eastern Standard Time) on or before the

deadline date to: U.S. Department of

Education, Application Control Center,

Attention: (CFDA No. 84.351D), Room

3633, Regional Office Building #3, 7th

and D Streets, SW., Washington, D.C.

20202.

(b) An applicant must show one of the

following as proof of mailing:

(1) A legibly dated U.S. Postal Service

postmark.

(2) A legible mail receipt with the

date of mailing stamped by the U.S.

Postal Service.

(3) A dated shipping label, invoice, or

receipt from a commercial carrier.

(4) Any other proof of mailing

acceptable to the Secretary.

(c) If an application is mailed through

the U.S. Postal Service, the Secretary

does not accept either of the following

as proof of mailing:

(1) A private metered postmark.

(2) A mail receipt that is not dated by

the U.S. Postal Service.

Notes: (1) The U.S. Postal Service does not

uniformly provide a dated postmark. Before

relying on this method, an applicant should

check with its local post office. (2) The

Application Control Center will mail a Grant

Application Receipt Acknowledgment to

each applicant. If an applicant fails to receive

the notification of application receipt within

15 days from the date of mailing the

application, the applicant should call the

U.S. Department of Education Application

Control Center at (202) 708–9494. (3) The

applicant must indicate on the envelope

and—if not provided by the Department—in

Item 3 of the Application for Federal

Assistance (ED 424) the CFDA number—and

suffix letter, if any—of the competition under

which the application is being submitted.

Application Instructions and Forms

The appendix to this notice contains

all required forms and instructions,

including instructions for preparing the

application narrative, a statement

regarding estimated public reporting

burden, a notice to applicants regarding

compliance with section 427 of the

General Education Provisions Act

(GEPA), various assurances and

certifications, a list of relevant

definitions from the authorizing statute

and EDGAR, and a checklist for

applicants.

To apply for an award under this

competition, your application must be

organized in the following order and

include the following four parts. The

parts and additional materials are as

follows:

Part I: Application for Federal

Assistance (ED 424, Exp. 06/30/2001)

and instructions.

Part II: Budget Information—NonConstruction Programs (ED Form No.

524) and instructions. An applicant for

a multi-year project must provide a

budget narrative that provides budget

information for each budget period of

the proposed project period.

Part III: Application Narrative.

Part IV: Assurances and Certifications:

Assurances—Non-Construction

Programs (Standard Form 424B).

b. Certifications Regarding Lobbying;

Debarment, Suspension, and Other

Responsibility Matters; and Drug-Free

Workplace Requirements (ED 80–0013)

and instructions.

c. Certifications Regarding Debarment,

Suspension, Ineligibility and Voluntary

Exclusion—Lower Tier Covered

Transactions (ED 80–0014, 9/90) and

instructions.

Note: ED Form 80–0014 is intended for the

use of grantees and should not be transmitted

to the Department.

d. Disclosure of Lobbying Activities

(Standard Form LLL) (if applicable) and

instructions.

An applicant may submit information

on photostatic copies of the application,

budget forms, assurances, and

certifications as printed in this notice in

the Federal Register. However, the

application form, assurances, and

certifications must each have an original

signature. All applicants are required to

submit ONE original signed application,

including ink signatures on all forms

and assurances, and TWO copies of the

application, one bound and one

unbound copy suitable for

photocopying. Please mark each

application as ‘‘original’’ or ‘‘copy’’. To

aid with the review of applications, the

Department also encourages applicants

to submit two additional paper copies of

the application (five total). The

Department will not penalize applicants

who do not provide additional copies.

No grant may be awarded unless a

completed application form, including

the signed assurances and certifications,

has been received.

FOR FURTHER INFORMATION CONTACT:

Margaret McNeely or Gillian Cohen,

Arts in Education Model Development

and Dissemination Program, Academic

Improvement and Demonstration

Programs, Office of Elementary and

Secondary Education, U.S. Department

of Education, 400 Maryland Avenue,

SW., Room 3W312, FOB–6, Washington,

DC 20202. Telephone: (202) 260–1335

(Margaret McNeely) or (202) 260–7813

(Gillian Cohen) E-mail:

artsdemos@ed.gov

Individuals who use a

telecommunications device for the deaf

(TDD) may call the Federal Information

Relay Service (FIRS) at 1–800–877–

8339.

Individuals with disabilities may

obtain this notice in an alternate format

(e.g., Braille, large print, audiotape, or

computer diskette) on request to the

contact person listed in the preceding

paragraph. Please note, however, that

the Department is not able to reproduce

in an alternate format the standard

forms included in the notice.

Electronic Access to This Document

You may view this document, as well

as all other Department of Education

documents published in the Federal

Register, in text or Adobe Portable

Document Format (PDF) on the Internet

at either of the following site:

www.ed.gov/legislation/FEDRegister.

To use PDF you must have Adobe

Acrobat Reader, which is available free

at the previous site. If you have

questions about using the PDF, call the

U.S. Government Printing Office (GPO)

toll free at 1–888–293–6498, or in the

Washington, DC area at 202–512–1530.

Note: The official version of this document

is the document published in the Federal

Register. Free Internet access to the official

edition of the Federal Register and the Code

of Federal Regulations is available on GPO

Access at: http://www.access.gpo.gov/nara/

index.html

Program Authority: 20 U.S.C. 8091.

27424 Federal Register / Vol. 66, No. 95 / Wednesday, May 16, 2001 / Notices

Dated: May 10, 2001.

Thomas M. Corwin,

Acting Deputy Assistant Secretary for

Elementary and Secondary Education.

Appendix—Instructions for the

Application Narrative

The narrative is the section of the

application where the selection criteria used

by reviewers in evaluating the application are

addressed. The narrative must encompass

each function or activity for which funds are

being requested. Before preparing the

application narrative, an applicant should

read carefully the description of the program

and the selection criteria the Secretary uses

to evaluate applications.

Applicants should note there is a suggested

30 page limit for the application narrative

with the following standards applying: A

‘‘page’’ is 8.5′′ x 11′′ (one side only) with oneinch margins (top, bottom, and sides). All

text in the application narrative must be

double spaced. The suggested page limit does

not apply to the cover sheet, the one-page

abstract, budget section, appendices, and

forms and assurances. However, all of the

application narrative must be included in the

narrative section.

Applicants are strongly encouraged to use

the following format in developing

applications:

1. Begin with a one-page Abstract

summarizing the proposed Arts in Education

Model Development and Dissemination

project, including a description of project

objectives and activities and any partners in

the application. Also include a short

description of the population to be served by

the project.

2. Include a table of contents and be sure

to number the pages.

3. Describe how the applicant meets the

absolute priority and the competitive priority

if necessary.

4. Describe fully the proposed project in

light of the selection criteria in the order in

which the criteria are listed in the

application package. Do not simply

paraphrase the criteria.

5. Provide the following in response to the

attached ‘‘Notice to all Applicants’’: (1) a

reference to the portion of the application in

which information appears as to how the

applicant is addressing steps to promote

equitable access and participation, or (2) a

separate statement that contains that

information.

6. When applying for funds as a

consortium, individual eligible applicants

must enter into an agreement signed by all

members. The consortium’s agreement must

detail the activities each member of the

consortium plans to perform, and must bind

each member to every statement and

assurance made in the consortium’s

application. The designated applicant must

submit the consortium’s agreement with its

application.

7. Applicants may include supporting

documentation as appendices to the

narrative. This material should be concise

and pertinent to the competition. Note that

the Secretary considers only information

contained in the application in ranking

applications for funding consideration.

Letters of support sent separately from the

formal application package are not

considered in the review by the technical

review panels. (34 CFR 75.217)

8. Attach copies of all required assurances

and forms.

Estimated Public Reporting Burden

According to the Paperwork Reduction Act

of 1995, no persons are required to respond

to a collection of information unless it

displays a valid OMB Control Number. The

valid OMB control number for this

information collection is 1810–NEW

(Expiration Date: 05/31/2004). The time

required to complete this information

collection is estimated to average 60 hours

per response, including the time to review

instructions, search existing data resources,

gather the data needed, and complete and

review the information collection. If you

have any comments concerning the accuracy

of the time estimate or suggestions for

improving this form, please write to: Arts in

Education Model Development Program, U.S.

Department of Education, 400 Maryland

Avenue, SW., Room 3W312 or 5C145,

Washington, DC 20202–4651.

If you have comments or concerns

regarding the status of your individual

submission of this form, write directly to:

Arts in Education Model Development

Program, U.S. Department of Education, 400

Maryland Avenue, SW., Room 3W312 or

5C145, Washington, DC 20202–4651.

Checklist for Applicants

The following forms and other items must

be included in the application in the order

listed below:

1. Application for Federal Assistance (ED

424).

2. Budget Information—Non-Construction

Programs (ED Form No. 524) and budget

narrative.

3. Application Narrative, including

information that addresses section 427 of the

General Education Provisions Act (see the

section entitled ‘‘Notice to All Applicants’’),

and relevant appendices.

4. Consortia agreement, if applicable.

5. Assurances—Non-Construction

Programs (SF 242B).

6. Certifications Regarding Lobbying;

Debarment, Suspension, and Other

Responsibility Matters; and Drug-Free

Workplace Requirements (ED 80–0013).

7. Disclosure of Lobbying Activities

(Standard Form LLL).

BILLING CODE 4000–01–U

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27436 Federal Register / Vol. 66, No. 95 / Wednesday, May 16, 2001 / Notices

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27438 Federal Register / Vol. 66, No. 95 / Wednesday, May 16, 2001 / Notices

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27440 Federal Register / Vol. 66, No. 95 / Wednesday, May 16, 2001 / Notices

[FR Doc. 01–12329 Filed 5–15–01; 8:45 am]

BILLING CODE 4000–01–C