[Federal Register Volume 66, Number 119 (Wednesday, June 20, 2001)]
[Notices]
[Pages 33055-33057]
From the Federal Register Online via the Government Publishing Office [www.gpo.gov]
[FR Doc No: 01-15556]
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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.
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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 high-quality 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 [email protected]. 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 problem-solving 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
[[Page 33056]]
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 high-quality 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" x 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
[[Page 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:
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Note: The official version of this document is the document
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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]
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