Federal Register / Vol. 66, No. 119 / Wednesday, June 20, 2001 / Notices 33055

contact person listed in the preceding

paragraph.

Electronic Access to This Document

You may view this document, as well

as all other Department of Education

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Register, in text or Adobe Portable

Document Format (PDF) on the Internet

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Register. Free Internet access to the official

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of Federal Regulations is available on GPO

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

index.html.

(Catalog of Federal Domestic Assistance

Number 84.144, Migrant Education

Coordination Program)

Program Authority: 20 U.S.C. 6398(d).

Dated: June 14, 2001.

Thomas M. Corwin,

Acting Deputy Assistant Secretary for

Elementary and Secondary Education.

[FR Doc. 01–15555 Filed 6–19–01; 8:45 am]

BILLING CODE 4000–01–M

DEPARTMENT OF EDUCATION

[CFDA No.: 84.351–C]

The Professional Development for

Music Educators Program

AGENCY: Department of Education.

ACTION: Notice inviting applications for

new awards for fiscal year (FY) 2001.

Purpose of Program: The Professional

Development for Music Educators

Program, funded under Subpart 1 of Part

D of Title X of the Elementary and

Secondary Education Act, makes grants

to eligible entities for the development

of high-quality professional

development programs for K–12 music

educators. Professional development

model programs based upon innovative

methodologies or best practices will be

funded under this program.

Eligible Applicants: A local

educational agency (LEA), acting on

behalf of an individual school or

schools where 75 percent or more of the

children are from low-income families,

based on the poverty criteria described

in Title I Section 1113(a)(5) of the

Elementary and Secondary Education

Act, in collaboration with at least one of

the following: (1) Institution of higher

education; (2) State educational agency;

or (3) public or private non-profit

agency with a history of providing highquality professional development

services to public schools. Only schools

where 75 percent or more of the

children served are from low-income

families may receive services under this

program. Each school served through

this program must submit evidence that

it meets the poverty criteria. Applicants

may submit records kept for the purpose

of Title I of the ESEA that demonstrate

proof of eligibility for each school to be

served.

Note: The LEA must serve as the fiscal

agent for the program.

Applications Available: June 20, 2001.

Applications Must be Received By:

August 6, 2001.,

Deadline for Intergovernmental

Review: September 4, 2001.

Available Funds: approximately

$2,000,000.

Estimated Number of Awards: 7–10.

Estimated Size of Awards: $100,000—

$250,000.

Average size of Awards: $200,000.

Note: These estimates are projections for

the guidance of potential applicants. The

Department is not bound by any estimates in

this notice. The Administration is not

requesting funding for this program in FY

2002.

Project Period: 12 months.

Applicable Regulations: The

Education Department General

Administrative Regulations (EDGAR) in

34 CFR parts 74, 75, 77, 79, 80, 81, 82,

85, 97, 98, and 99.

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

a better understanding 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 by e-mail that it intends to

submit an application for funding. The

Secretary requests that this e-mail

notification be sent no later than July

20, 2001. The e-mail notification should

be sent to Ms. Madeline Baggett at

madeline.baggett@ed.gov. Applicants

that fail to provide this e-mail

notification may still apply for funding.

SUPPLEMENTARY INFORMATION:

Background

Participation in music education

programs fosters an appreciation of

music, creativity in expression, and

greater academic potential for all

students. Recent studies have linked

student participation in music programs

to academic and potential academic

benefits including:

(1) Improved scores on standardized

tests; (2) improved math achievement;

and (3) improved reading achievement.

Research has demonstrated a

correlation between the development of

musical ability and positive academic

and behavioral changes. Students,

especially middle and high school

youth, are encouraged to express

themselves through music education.

Positive academic gains as well as

increased self-confidence, motivation,

and willingness to remain in school

have been reported. In addition,

students participating in band and

orchestra have exhibited:

(1) Increased facility in non-verbal

expression of ideas; (2) increased

utilization of a variety of problemsolving skills; (3) greater success in

collaborative learning environments;

and (4) learning involving multiple

intelligences.

While all students have musical

ability, not all students are able to

develop fully their musical potential.

Financially strapped school districts

often cut or curtail arts education

programs, including music programs.

Professional development opportunities

for teachers are generally inadequate as

well. Support for high-quality

professional development for music

teachers would enable them to assist

students, especially in high-poverty

schools where funding deficits are most

severe, in developing their musical

talents and abilities and in potentially

improving in other academic areas as

well.

Program Purposes

The extent to which teachers have

received substantial formal education in

their field directly affects their

effectiveness in the classroom. Research

findings have established a clear

connection between teacher

qualifications and student performance.

The fundamental characteristics of

effective professional development are

well documented, and studies continue

to indicate that sustained, substantive

teacher learning must take place if

students are to learn to high standards.

In addition, teachers must have

sufficient time to absorb and apply new

knowledge in their classrooms.

High-quality music education

programs are integrally linked to the

qualifications of the music educators.

Students have a greater likelihood of

success when their teachers are

qualified music professionals whose

ongoing professional development

enables them to offer high-quality

instruction linked to performance

standards. While adequate staff,

facilities, and equipment are important

33056 Federal Register / Vol. 66, No. 119 / Wednesday, June 20, 2001 / Notices

components of any successful music

education program, teacher

qualifications and continued

professional growth opportunities are

the factors that most directly affect

student achievement.

Music content and achievement

standards have been voluntarily

adopted in many States throughout the

country. Such standards help school

districts to establish student

performance standards based upon the

unique needs of, and desired outcomes

for, the students in their communities.

The development and implementation

of standards-based music programs

enable music educators to assess and

document the effectiveness of teaching

strategies and materials in addition to

student achievement. However, teachers

often need professional development on

how to implement music education

standards for both music programs and

programs designed to integrate music

into other subject areas.

Further, high-quality professional

development programs for music

educators should address and strive to

achieve: (1) Increased student learning

and teacher effectiveness; (2) the

development of strategies for meeting

the needs of students who come from

diverse cultural, linguistic, and

socioeconomic backgrounds; (3)

rigorous and sustained training

activities; (4) the intellectual and

leadership development of teachers; (5)

increased content knowledge for music

teachers; (6) the application of relevant

innovations in technology in music

instruction; and (7) increased

opportunities for teachers to share and

discuss new methodologies or teaching

strategies with their peers.

At the end of the project period,

EDGAR (34 CFR 75.590) requires each

grantee to submit a final program report.

The Department intends to utilize

information from the final report to

determine which professional

development programs have the greatest

potential for improving teacher

expertise in, and ultimately student

performance in, music education. The

Department will disseminate

information regarding successful

teaching methodologies or best practices

that are developed, enhanced, or

expanded through this program to the

music education community and to the

public in general.

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

rules governing the first 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 of 2000. Because this

competition is the first competition

under the program, it therefore qualifies

as a new competitive grants program.

The Secretary, in accordance with

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

to forego public comment in order to

ensure timely grant awards. These rules

will apply to the FY 2001 grant

competition only.

Coordination Requirement

A recipient of funds under this

program shall, to the extent possible,

coordinate projects assisted under this

program with appropriate activities of

public and private cultural agencies,

institutions, and organizations,

including museums, arts education

associations, libraries, and theaters.

Absolute Priority

Under 34 CFR 75.105(c)(3), the

Secretary gives an absolute priority to

professional development programs

designed for K–12 music teachers that

focus on: (1) The development,

enhancement, or expansion of

standards-based music education

programs; or (2) the integration of music

instruction into other subject area

content. Funded projects will address

and strive to achieve all aspects of highquality professional development

programs as described under the

Program Purposes section.

Under 34 CFR 75.105(c)(3), the

Secretary will fund under this

competition only applicants that meet

the absolute priority.

General Requirements

The following requirements must be

met for any application submitted under

this program:

(a) The program narrative is limited to

no more than 40 pages using the

following standards: (1) Each ‘‘page’’ is

8.5′′ × 11′′ (on one side only) with one

inch margins (top, bottom, and sides);

and (2) Double space (no more than

three lines per vertical inch) all text in

the application narrative, including

titles, headings, footnotes, quotations,

and captions, as well as all text in the

application narrative, including titles,

headings, footnes, quotations, captions,

as well as all text in charts, tables,

figures, and graphs. The page limit

applies to the narrative section only.

However, all of the application narrative

must be included in the narrative

section. If the narrative section of an

application exceeds the page limitation,

the application will not be reviewed. (b)

the projects funded under this priority

must budget for a two-day Project

Directors’ meeting in Washington, DC.

Selection Criteria

The Secretary will use the following

selection criteria in 34 CFR 75.210 to

evaluate applications under this

competition. The maximum score for

each criterion is 100 points. The

maximum score for each criterion is

indicated in parenthesis with the

criterion. The criteria are as follows:

(a) Significance (15 points)

(1) The Secretary considers the

significance of the proposed project.

(2) In determining the significance of

the proposed project, the Secretary

considers the following factors:

(i) The extent to which the proposed

project involves the development of

promising new strategies that build on,

or are alternatives to, existing strategies.

(ii) The potential replicability of the

proposed project or strategies,

including, as appropriate, the potential

for implementation in a variety of

settings.

(iii) The importance or magnitude of

the results or outcomes likely to be

attained by the proposed project,

especially improvements in teaching

and student achievement.

(b) Quality of the Project Design (20

Points)

(1) The Secretary considers the

quality of the project design of the

proposed project.

(2) In determining the quality of the

project design, the Secretary considers

the following factors:

(i) The extent to which the proposed

project represents an exceptional

approach for meeting the priority

established for the competition.

(ii) The extent to which the goals,

objectives, and outcomes to be achieved

by the proposed project are clearly

specified and measurable.

(iii) The quality of the methodology to

be employed in the proposed project.

(c) Quality of Project Services 20

Points)

(1) The Secretary considers the

quality of project services to be

provided by the proposed project.

(2) In determining the quality of the

services to be provided by the proposed

project, the Secretary considers the

quality and sufficiency of strategies for

ensuring equal access and treatment for

Federal Register / Vol. 66, No. 119 / Wednesday, June 20, 2001 / Notices 33057

eligible project participants who are

members of groups that have

traditionally been underrepresented

based on race, color, national origin,

gender, age, or disability.

(3) In addition, the Secretary

considers the following factors:

(i) The extent to which the services to

be provided by the proposed project

reflect up-to-date knowledge from

research and effective practices.

(ii) The extent to which the

professional development services to be

provided by the proposed project are of

sufficient quality, intensity, and

duration to lead to improvements in

practice among the recipients of those

services.

(d) Quality of Project Personnel (10

points)

(1) The Secretary considers the

quality of the personnel who will carry

out the proposed project.

(2) In determining the quality of

project personnel, the Secretary

considers the extent to which the

applicant encourages applications for

employment from persons who are

members of groups that have

traditionally been under represented

based on race, color, national origin,

gender, age, or disability.

(3) In addition, the Secretary

considers the following factors:

(i) The qualifications, including

relevant training and experience, of the

project director;

(ii) The qualifications, including

relevant training and experience, of key

project personnel.

(iii) The qualification, including

relevant training and experience, of

project consultants or subcontractors.

(e) Adequacy of Resources (10 points)

(1) The Secretary considers the

adequacy of resources for the proposed

project.

(2) In determining the adequacy of

resources for the proposed project, the

Secretary considers the following

factors:

(i) The adequacy of support, including

facilities, equipment, supplies, and

other resources, from the lead applicant

organization.

(ii) The extent to which the costs are

reasonable in relation to the number of

persons to be served and to the

anticipated results and benefits.

(iii) The potential for incorporation of

project purposes, activities or benefits

into the ongoing program of the agencies

or organizations involved in the project

at the end of Federal funding.

(f) Quality of the Management Plan (10

points)

(1) The Secretary considers the

quality of the management plan for the

proposed project.

(2) 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

budget, including clearly defined

responsibilities, time lines, and

milestones for accomplishing project

tasks.

(ii) The adequacy of procedures for

ensuring continuous feedback and

continuous improvement in the

operation of the proposed project.

(iii) The extent to which the time

commitments of the project director and

other key project personnel are

appropriate and adequate to meet the

objectives of the proposed project.

(g) Quality of the Project Evaluation

(15 points)

(1) The Secretary considers the

quality of the project evaluation.

(2) In determining the quality of the

project evaluation, the Secretary

considers the following factors:

(i) The extent to which the methods

of evaluation include objective

performance measures that are clearly

related to the intended outcomes of the

project and will produce quantitative

and qualitative data to the extent

possible.

(ii) The extent to which the evaluation

will provide guidance about effective

strategies suitable for replication or

testing in other settings.

For Applications or Information

Contact

Madeline E. Baggett, U.S. Department

of Education, 400 Maryland Avenue,

SW., Washington, DC 20202–6140.

Telephone (202) 260–2502. 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 document in an alternative

format (e.g., Braille, large print,

audiotape, or computer diskette) on

request to the contact person listed in

the preceding paragraph.

Individuals with disabilities may

obtain a copy of the application package

in an alternative format also by

contacting that person. However, the

Department is not able to reproduce in

an alternative format the standards

forms included in the application

package.

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 the following site: www.ed.gov/

legislation/FedRegister.

To use PDF you must have Adobe

Acrobat Reader, which is available free

at this 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.

Dated: June 14, 2001.

Thomas M. Corwin,

Acting Deputy Assistant Secretary for

Elementary and Secondary Education.

[FR Doc. 01–15556 Filed 6–19–01; 8:45 am]

BILLING CODE 4000–01–U

DEPARTMENT OF ENERGY

Federal Energy Regulatory

Commission

[Docket No. ER01–1635–000]

AIG Energy Trading Inc.; Notice of

Issuance of Order

June 14, 2001.

AIG Energy Trading Inc. (AIG)

submitted for filing a rate schedule

under which AIG will engage in

wholesale electric power and energy

transactions at market-based rates. AIG

also requested waiver of various

Commission regulations. In particular,

AIG requested that the Commission

grant blanket approval under 18 CFR

part 34 of all future issuances of

securities and assumptions of liability

by AIG.

On May 24, 2001, pursuant to

delegated authority, the Director,

Division of Corporate Applications,

Office of Markets, Tariffs and Rates,

granted requests for blanket approval

under Part 34, subject to the following:

Within thirty days of the date of the

order, any person desiring to be heard

or to protest the blanket approval of

issuances of securities or assumptions of

liability by AIG should file a motion to

intervene or protest with the Federal

Energy Regulatory Commission, 888

First Street, NE., Washington, DC 20426,