[Federal Register Volume 66, Number 95 (Wednesday, May 16, 2001)]
[Notices]
[Pages 27420-27440]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 01-12329]



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Part VII





Department of Education





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Arts in Education Model Development and Dissemination Grant Program; 
Notice Inviting Applications for New Grant Awards for Fiscal Year 2001 
Funds

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

[[Page 27420]]


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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 non-profit 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: [email protected].
    Applicants that fail to provide this e-mail 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 double-spaced 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 arts-rich 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 socio-
economically 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 high-quality, 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

[[Page 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 in-service 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

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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

[[Page 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--Non-Construction 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: 
[email protected]
    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.


[[Page 27424]]


    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 one-inch 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).

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[FR Doc. 01-12329 Filed 5-15-01; 8:45 am]
BILLING CODE 4000-01-C