Beverley Taylor Sorenson
Arts Learning Program
HANDBOOK
2022 – 2023
ADA Compliant: 8/29/2022
Contents
BEVERLEY TAYLOR SORENSON and HER VISION .........................................................................2
WHAT IS THE BEVERLEY TAYLOR SORENSON ARTS LEARNING PROGRAM? ............................3
VISION of BTS Arts ...........................................................................................................................3
MISSION of BTS Arts........................................................................................................................3
DEFINITION of ARTS INTEGRATION ...............................................................................................4
INFRASTRUCTURE of BTS Arts........................................................................................................4
STAKEHOLDERS of THE PROGRAM................................................................................................5
ROLES and RESPONSIBILITIES........................................................................................................7
BTS Arts FUNDING: HOW IT WORKS............................................................................................20
GUIDELINES for HIRING BTS Arts PERSONNEL ..........................................................................21
INSTRUCTIONAL SCHEDULES for ARTS EDUCATORS ................................................................23
COLLABORATIVE PLANNING and INSTRUCTIONAL MODELS...................................................24
INSTRUCTIONAL SPACE, MATERIALS and SUPPLIES..................................................................25
STRATEGIES for A SUCCESSFUL YEAR..........................................................................................25
PROFESSIONAL LEARNING ...........................................................................................................26
EVALUATING ARTS EDUCATORS and ARTS/INSTRUCTIONAL COACHES.................................27
PROGRAM APPLICATION and REPORTING REQUIREMENTS ....................................................27
ADVOCACY ......................................................................................................................................29
BTS Arts GLOSSARY .......................................................................................................................31
FREQUENTLY ASKED QUESTIONS ................................................................................................35
CONTACT INFORMATION..............................................................................................................38
RESOURCES ....................................................................................................................................42
1
BEVERLEY TAYLOR SORENSON and HER VISION
Throughout her life, Beverley Taylor Sorenson (1924–2013)
was a tireless champion for the arts. She began developing an
integrated arts teaching model in 1995 by collaborating with
arts education professionals, state organizations, and higher
education institutions throughout Utah. In 2008, the Utah
State Legislature adopted the model, named it the Beverley
Taylor Sorenson Arts Learning Program in Beverley’s honor,
and has since provided the funding needed to place the
program in a portion of elementary schools across the state.
Right up until her passing at the age of 89, Beverley was a
fixture at Capitol Hill, and she committed her time and efforts
to lobbying the legislature for more funding to ensure that
every elementary child in Utah receives the benefits of an
arts-rich education through this program.
To develop a strong and lasting foundation, Beverley and the Sorenson Legacy Foundation
have committed more than $50 million to the program, including establishing higher
education programs at Brigham Young University, Southern Utah University, the
University of Utah, Utah State University, Utah Tech University, Weber State University,
and Westminster College to support arts learning as a key component of pre-service
preparation and to provide professional learning opportunities for in-service teachers.
Beverley’s vision was that every elementary school student receives a high-quality arts
experience as part of their elementary education.
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WHAT IS THE BEVERLEY TAYLOR SORENSON ARTS LEARNING PROGRAM?
The Beverley Taylor Sorenson Arts Learning Program (BTS Arts) provides arts-integrated
instruction to elementary students, effectively increasing student performance in every
subject--from language arts and social studies to math and science.
BTS Arts collaborates with the Utah State Board of Education (USBE), Utah Division of Arts
& Museums, Utah PTA, higher education institutions, and other community organizations
to provide children across the state the arts-rich education they deserve.
The program is currently available statewide to elementary and charter schools, grades K-
6. BTS Arts is funded by the Utah State Legislature, and every year the Friends of BTS Arts,
an advocacy group established by the Sorenson family, lobbies Utah’s elected officials to
keep the program in the state’s education budget.
VISION of BTS Arts
All Utah children have access to quality learning in and through the arts
as an essential part of a well-rounded education.
MISSION of BTS Arts
To provide every Utah elementary school student
high quality arts learning and arts integration experiences.
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DEFINITION of ARTS INTEGRATION
The John F. Kennedy Center for the Performing Arts, Silverstein & Layne, 2010
INFRASTRUCTURE of BTS Arts
The Beverley Taylor Sorenson Arts Learning Program (BTS Arts) works in conjunction with
several organizations. Districts or charters (known as Local Educational Agencies, or LEAs)
and schools hire arts educators, and implement and facilitate
the arts integration program in their schools.
The Utah State Board of Education administers the program
statewide and collaborates with deans and university staff
from Brigham Young University, Southern Utah University,
University of Utah, Utah State University, Utah Tech
University, Weber State University and Westminster College
to provide professional learning for arts educators and
classroom teachers.
These higher education institutions also work with the State
Board of Education to manage the successful implementation of BTS Arts in their
respective areas of the state. Art Works for Kids and Friends of BTS Arts work with the
state legislators to provide ongoing funding through government funds and as a
consultant to USBE.
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STAKEHOLDERS of THE PROGRAM
Administrators/Principals facilitate the success of the program in schools.
Arts Educators collaborate with grade-level teachers to create and deliver arts-integrated
instruction. Arts educators have the same LEA status and contract obligations as
classroom teachers (e.g., before and after school contract time) and should serve in other
duties as assigned. For example, lunch and recess duties should be similar as deemed
reasonable in the schedule.
Arts Integration/Instructional Coaches (LEA coaches) implement BTS Arts across the
LEA and at each BTS Arts school in accordance with LEA policies and procedures and BTS
Arts grant guidelines. They are responsible for improving teacher capacity and
performance through coaching and professional development while coordinating high-
quality program components and supporting arts educators.
Art Works for Kids (AWFK) took root in 1995, when Beverley Taylor
Sorenson established the foundation alongside her integrated arts
teaching model that emphasizes collaborative teaching and planning
between classroom teachers and arts educators. In the years since,
thousands of classroom and arts teachers have received professional
development in arts integration through the workshops sponsored by
Art Works for Kids. The foundation has given millions of dollars to schools, districts, arts
organizations, and universities to provide and support professional development
opportunities for educators and consults with USBE.
Classroom Teachers collaborate with arts educator and participate in arts-integrated
instruction.
Endowed Universities/Colleges are responsible for offering professional learning
opportunities to teachers, administrators, arts educators, and pre-service students in
their service areas; for providing information about effective practice and research-based
strategies to inform leadership; for fostering partnerships to support arts education at the
university and with LEAs; for consulting with USBE; and for conducting research. These
universities have received funding for a professional position to further elementary arts
education in Utah’s schools.
Friends of BTS Arts is an advocacy organization created to promote the
Beverley Taylor Sorenson Arts Learning Program and to ensure that Utah’s
school children receive the benefits of high-quality integrated arts
instruction. The goal of Friends of BTS Arts is to bring this innovative
program to all elementary students across the state. Schools participating
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in BTS Arts are encouraged to have parents, volunteers, faculty, family, and community
members sign up with their email addresses to receive advocacy updates during
legislative sessions.
LEA Arts Coordinators / Grant Managers act as liaisons between USBE, the LEA and the
schools for grant writing and program implementation, including arranging appropriate
schedules, spaces, and other working conditions. Art integration/instructional coaches can
support the arts coordinator in this role or act as the liaison in the absence of an arts
coordinator. The LEA may also designate the arts coordinator as the grant manager to
oversee implementation of the grant and ensure compliance and quality.
University Professional Development Providers (PDPs) have expertise in an art form
and work under the direction of their endowed university and chair to provide support to
individual schools; serve as a liaison between universities, LEAs, schools and USBE;
provide professional learning opportunities for teachers; and give any other support for
arts integrated components. PDPs may also fill additional roles in the program as defined
in the grant application.
Utah State Board of Education administers the Beverley Taylor Sorenson Arts Learning
Program and works in tandem with Art Works for Kids, Friends of BTS Arts, partner
universities and colleges, and LEAs to administer grants to implement the program in
Utah’s public elementary schools.
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ROLES and RESPONSIBILITIES
SERVICE PROVIDERS FOR THE PROGRAM
Utah State Board of Education (USBE) administers and implements the Beverley Taylor
Sorenson Arts Learning Program in public elementary schools across the State of Utah as
determined by legislative statute, administrative rule, and board approval.
• Personnel:
o Program Director
o Program Specialists
o Regional Supervisors
• Reports to:
o Utah State Legislature: program administrators report to USBE
• Direct reports:
o Grantees as determined by compliance adjustments
LEA grant manager
Professional Development Providers grant manager
o USBE BTS Arts employees including program director, program specialists
and regional supervisors
• Collaborates with:
o Art Works for Kids, Friends of BTS Arts
o University faculty/staff including endowed positions
o Representatives from grantees including universities, LEAs, and schools
• Funded by:
o State of Utah
• Roles and responsibilities:
o Manage the implementation of BTS Arts across the State of Utah, as
determined by legislative statute and administrative rule, and oversee
compliance with grant requirements
o Update all program documentation and guidelines as needed and
disseminate materials to stakeholders of BTS Arts
o Conduct, compile and connect related research and evaluation
o Collaborate with USBE to ensure the board’s vision is carried forward
o Manage the BTS Arts grant process with LEAs and universities from the time
of application through compliance and reporting
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o Maintain the BTS Arts budget, and strategically deploy funding to expand
programming into new LEAs and schools
Regional Support Specialists oversee grant compliance and consult with LEA
representatives to improve effectiveness and compliance. Specialists may support the
management and implementation of the BTS Arts program, particularly across rural LEAs,
charter schools and districts as needed. Along with USBE, they are responsible for
maintaining high-quality program requirements and supporting arts educators in their
positions.
• Personnel:
o One Regional Support Specialist in each of the four Regional Educational
Service Agencies as needed
o One to two Regional Support Specialists to support charter schools in the
northern Utah counties, Salt Lake County, and Utah County as needed
• Reports to:
o USBE program administrators
o Regional Educational Service Agencies
• Direct reports:
o Grant Manager
• Collaborates with:
o USBE
o University endowed positions and BTS Arts staff
o LEA coaches and LEA leadership as requested
• Funded by:
o USBE grant to service agency
• Roles and responsibilities:
o Support the implementation of BTS Arts as advised by USBE and the BTS Arts
guidelines to ensure quality across the program elements
o Collaborate with LEA leaders and USBE to implement BTS Arts in districts and
charters and assess annual progress
o Facilitate and review BTS Arts grant applications, compile required reports,
review the Program Assurances information, and make recommendations to
USBE
o Review individual professional development plans for each BTS Arts
educator, monitor compliance, and ensure support for individual plans
alongside district arts integration coaches
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o Support LEAs, schools, and educators in effective implementation of
BTS Arts and expansion of the program to other schools.
IMPLEMENTATION SUPPORT
Art Works for Kids (AWFK) serves to honor Beverley Taylor Sorenson’s foundational
legacy and to support BTS Arts as a nationally recognized, high-quality arts integration
program. AWFK executes the communications strategy for BTS Arts and its stakeholders,
and funds innovative programmatic elements.
• Personnel:
o AWFK Executive Director
o AWFK Board
• Reports to:
o Executive director reports to the AWFK board
• Direct reports:
o Endowed universities and positions
• Collaborates with:
o University endowed positions
o USBE
o Friends of BTS Arts
o LEAs and superintendents
o Other external stakeholders as needed
• Funded by:
o Foundation assets
• Roles and responsibilities:
o Advise on the creative and strategic direction of BTS Arts
o Collaborate with USBE, endowed universities and positions, superintendents
and LEA leadership to reinforce BTS Arts supports across the state
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o Manage BTS Arts and AWFK communication and marketing strategies
designed to maintain and grow support in various communities throughout
Utah
o Manage the BTS Arts web presence and email campaigns to disseminate
research and provide regular updates on program successes, new materials
and assets, and upcoming events
o Provide strategic financial support to program operations and innovative
program elements, including endowments and other unique opportunities to
further the reach and impact of the BTS Arts program
Friends of BTS Arts (FoBTSArts) is an advocacy organization which serves in tandem with
AWFK to support BTS Arts by formally advocating to the Utah State Legislature and other
entities supporting the program to ensure long-term sustainability and growth.
• Personnel:
o FoBTSArts Executive Director
o FoBTSArts Board
• Reports to:
o Executive director reports to FoBTSArts board
• Direct reports:
o NA
• Collaborates with:
o Art Works for Kids
o University endowed positions
o USBE
o LEAs and superintendents
o Other stakeholders as needed
• Funded by:
o Foundation assets
• Roles and responsibilities:
o Design and execute strategies to engage influential stakeholders of BTS Arts
o Deploy resources to support program advocacy efforts
o Coordinate constituent outreach efforts to ensure consistent and accurate
messaging about BTS Arts to Utah legislators
o Advise on the creative and strategic direction of BTS Arts
o Collaborate with USBE, endowed universities and positions, superintendents,
and LEA leadership to reinforce BTS Arts supports across the State of Utah
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o Manage BTS Arts and AWFK web presence and email campaigns to
disseminate research and provide regular updates on program successes, new
materials and assets, and upcoming events
o Provide strategic financial support to program operations and innovative
program elements including endowments and other unique opportunities to
further the reach and impact of BTS Arts
University Endowed Positions serve as the primary point of contact for endowed
universities and coordinate research, institutional support, and professional development
to ensure the highest quality arts and arts-integrated instruction aligned with the goals
and objectives of the BTS Arts program. Endowed positions leverage campus partnerships
and provide information about effective practice and research-based strategies for
program improvement.
• Personnel:
o Faculty or administrator connected to the endowment at each university
• Reports to:
o Established reporting lines in the college receiving the endowment
o Art Works for Kids
• Direct reports:
o Any BTS Arts staff hired with the USBE professional development grant
• Collaborates with:
o Art Works for Kids
o Friends of BTS Arts
o USBE
• Funded by:
o Endowments established by various Sorenson foundations
• Roles and responsibilities:
o Serve as a liaison between the universities, LEAs, and USBE
o Execute the research and teaching obligations of the university as
determined by the college receiving the endowment
o Collaborate with university colleagues and collaborate with colleges of
education and fine arts to ensure access to arts courses for pre-service
students
o Collaborate with the other endowed positions to review research and best
practices for arts education
o Provide relevant professional development to arts educators, K-6 teachers,
and administrators
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o Collaborate with AWFK and USBE to make recommendations for program
operations
o Serve as the Principal Investigator (PI) or collaborate with the PI designated
by the university to deploy funds for any BTS Arts grant awarded to the
university
PROGRAM IMPLEMENTATION GRANTS
• To LEAs to hire district arts integration coaches and arts educators at the district
and school level
• To designated universities to provide professional development to support BTS Arts
• For research and innovative programs and projects
LEA Grant Recipient (Grant Manager) collaborates with district leaders to propose a
plan for BTS Arts funding that aligns with the LEA’s vision. The Grant Manager on the grant
(or designee) manages the implementation of the awarded grant for BTS Arts within the
LEA and informs practices within BTS Arts school(s) in accordance with grant guidelines.
The Grant Manager is responsible for maintaining high-quality program requirements and
supporting arts educators.
• Reports to:
o USBE program administrators
• Direct reports:
o Arts integration coaches
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o Principals
• Collaborates with:
o University endowed positions and BTS Arts staff at USBE on a regular basis
• Funded by:
o USBE (up to 80%)
• Roles and responsibilities:
o Manage the implementation of BTS Arts at the LEA level, as advised by USBE
and the BTS Arts Guidelines to ensure quality across the program elements,
including:
Arts educator qualifications
Contract time / teaching time
Arts integration, collaborative planning, and collaborative teaching
Teaching space, materials, class time, and scheduling
School-level reach
Informances / exhibits / performances
Parent / community participation / advocacy
School arts teams
Internal networking to share best practices
Professional learning and development
Research and evaluation
o Collaborate with USBE representatives in the program
o Collaborate with LEA leaders and curriculum specialist to implement BTS Arts
in LEAs and assess annual progress
o Collaborate with the LEA’s team of instructional coaches to coordinate
existing programs and maximize the quality of instruction provided to
students
LEA Arts Integration Coaches in collaboration with the Grant Manager, manage the
implementation of BTS Arts across LEAs and at each BTS Arts school in accordance with
LEA policies and procedures and BTS Arts grant guidelines. They are responsible for
coordinating high-quality program components and supporting arts educators. (An LEA
with arts integration coaches may assign the LEA arts coordinator to oversee the
implementation of the grant and ensure fidelity.)
• Personnel:
o Generally, one to four FTE coaches per LEA, determined by the size and
number of schools/arts educators served (possibly one coach per art form)
o Districts choose a coaching model and define it in their USBE grant proposal
for the position according to their district arts plan. Variations to consider:
13
Coaches may spend a portion of their time mentoring teachers and
modeling instruction with students, and a portion of their time
reporting and coordinating grant initiatives and arts programming
across the district
Licensure and endorsement for LEA coaches gives hiring priority to
arts educators with leadership experience, as well as administrators
and teachers with an arts integration endorsement when deemed
appropriate
Coaches oversee implementation and compliance issues with the
USBE grant, identify areas for professional development and make
recommendations to the university professional development
providers
• Reports to:
o LEAs
o USBE program administrators through grant accountability
• Direct reports:
o Arts educators
• Collaborates with:
o University endowed positions and BTS Arts staff at USBE on a regular basis
• Funded by:
o USBE
• Roles and responsibilities:
o Manage the implementation of BTS Arts at the LEA level, as advised by USBE
and the BTS Arts Guidelines to ensure and facilitate quality across the program
elements, including:
Quality arts instruction and arts integration (model and mentor)
Instructional time and scheduling
Teaching space, materials, class time and scheduling
Arts integration, collaborative planning and collaborative teaching
Informances / exhibits / performances
Parent / community participation / advocacy
School arts teams
Internal networking to share best practices
Research and evaluation
Provide and participate in professional learning and development
o Collaborate with USBE representatives in the program
o Collaborate with district leaders and curriculum specialists to create a vision
and a plan for arts in the district and assess annual progress
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o Collaborate with the LEA’s team of instructional coaches to coordinate
existing programs and maximize the quality of instruction provided to
students
o Facilitate elementary arts programs and projects throughout the LEA
o Coordinate professional development opportunities for teachers in the arts
with university partners, and attend meetings with university partners to
improve the implementation of BTS Arts and other arts programs in the LEA
o Assist the grant manager or LEA arts coordinator with the BTS Arts grant
application, provide required reports, review the Principal Assurances
information, and make recommendations to USBE
o Coordinate the delivery of professional development for teachers in the arts
with university partners, and attend meetings with university partners to
improve the implementation of BTS Arts and other arts programs in the LEA
o Support arts educators as they create individual professional development
plans and collaborate to align the resources needed to support their plan,
and monitor growth
o Convene meetings and provide appropriate collaboration time or
professional development for teachers including mentoring
o Develop and inform teachers and parents about district expectations and
policy in the arts
Principals of BTS Arts Schools provide leadership for a comprehensive, successful, and
sustainable arts learning program for the students in the school; supervise the fidelity of
the implementation of the program; assist advocacy efforts for the sustainability and
growth of the program.
• Personnel:
o 0.5 – 1.0 FTE per BTS Arts school (1.0 FTE per 1000 students)
• Reports to:
o USBE grant representative
o BTS Arts grant representative in the LEA
• Direct reports:
o LEA district coordinator
o LEA arts integration coach
• Collaborates with:
o University endowed positions and BTS Arts staff
o School arts educator
• Funded by:
o LEA
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• Roles and responsibilities:
o Manage the implementation of BTS Arts at the school level
o Hire a qualified arts educator designated by the standards listed in Board
Rule and in collaboration with the university partner and LEA arts coordinator
o Evaluate arts educators according to district and state policies
o Facilitate completion of licensure and endorsements by arts educator
o Orient and regularly review BTS Arts roles and responsibilities with faculty
o Create scheduling that complies with grant guidelines by providing arts
instruction to every student over the course of the year and adequate planning
time for the arts educator, similar to that of a classroom teacher
o When sharing the arts educator with another school, facilitate scheduling
that allows the teacher to spend full days at individual schools
o Provide appropriate teaching space, materials and supplies for art
instruction
o Ensure scheduled collaborative planning between the arts educator and
grade-level teams
o Coordinate with the university partner to provide whole school arts
professional development to increase the capacity in the arts of the classroom
teacher
o Attend administrator networking and training sessions for BTS Arts
o Promote BTS Arts events and objectives in the school community
o Facilitate at least one informance, exhibit, or performance in the school year
o Communicate with the university partner and USBE about the progress of
the program in the school
o Complete the school leadership portion of the program evaluation system
and document successes and/or challenges
o Facilitate the development of and participation in a school arts team to
include the arts educator, grade-level teacher, parent/caregiver, and parent
group representatives
o Ensure media releases for students participating in the program. Inform the
LEA arts coordinator, university partner and USBE of any students not having
parental consent for media release
Arts Educators are hired and supervised by the school principal. They provide high
quality arts instruction and arts-integrated learning to students in Utah’s schools. They
work with classroom teachers to create and deliver arts-integrated instruction. They are
the primary face of the program at the school level and work to cultivate a school culture
that embraces the arts.
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• Personnel:
o 0.5 – 1.0 FTE per BTS Arts school (1.0 FTE per 1000 students)
• Reports to:
o School leadership, principal
o LEA representative for the BTS Arts grant from USBE
• Direct reports:
o Principal
• Collaborates with:
o University endowed positions and BTS Arts staff
• Funded by:
o Up to 80% USBE and 20% or more LEA/school match
• Roles and responsibilities
o Manage the implementation of BTS Arts at the school level, as advised by the
principal, arts integration coach and the BTS Arts Guidelines to ensure quality
across the program elements, including:
Maintain qualifications outlined for Arts Educator positions
Collaborate with principal, faculty, LEA and regional BTS Arts personnel
Contract time, teaching time, and scheduling
Arts integration, collaborative planning, and collaborative teaching
Teaching space, materials, school-level reach
Informances / exhibits / performances
Advocacy / parent / community participation
Collaborate with school arts teams
Internal networking to share best practices
Demonstrate professional growth and participate in professional
learning
Research and evaluation
o Teach 30-90 - minute sessions with each class individually and assess student
learning
o Provide required components for the BTS Arts website, e.g., lesson plans,
action research, teaching resources
o Model arts core and integrated arts teaching and assessment
o Collaborate with grade-level teams for planning integration lessons/units
o Integrate the anchor standards and college and career readiness standards
from the Utah English Language Arts Core Standards
o Collaboratively involve the classroom teacher in the arts/integrated
instructional activities
o Attend BTS Arts professional development meetings throughout the year
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o Collaborate with the principal, district arts coordinators, arts integration
coaches, and university partners to explore arts professional development
opportunities for the schools
o Plan informances, performances and/or exhibits to celebrate students’ arts
learning with the school community as the audience at least once a year
o Collaborate with other arts teachers in BTS Arts to create an accessible
collection of integrated lessons and resources
o Participate in the BTS Arts evaluation, completing all components of data
collection
o Serve on the school arts team to set goals and plan/support arts events
o Assist in advocacy efforts for the sustainability and growth of the program
o Serve on recess and lunch duty as deemed reasonable in the schedule
Classroom Teachers work collaboratively with the arts educator to plan instruction that
integrates the arts and arts concepts with core standards in other subject areas. Ideally,
the classroom teacher also teaches side-by-side with the arts educator or participates in
the instruction when possible.
• Reports to:
o School administrator
• Direct reports:
o At least one classroom teacher per school assists the principal and arts
educator to complete the yearly program Assurances
• Collaborates with:
o School arts educator
o Grade-level classroom teachers
• Funded by:
o LEA
• Roles and Responsibilities
o Provide curriculum maps and suggestions for integration to arts educator
o Consistently collaborate with the arts educator for integrated instruction
o Ensure every child attends the arts lessons
o Participate in arts-integrated instruction according to the district plan
o Incorporate arts learning in classroom instruction
o Participate in arts-specific professional learning
o Participate in planning and presentation of school arts events
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Professional Development Grant Recipients – USBE offers grants to
universities/colleges and arts agencies in the state. Invitations are extended to the seven
endowed universities/colleges as well as other entities as needed to provide essential
services to the program. These grants fund professional development opportunities,
research or other special projects as needed.
• Personnel:
o Each invited organization selects the Grant Manager
o Grant Manager (or designee) oversees the implementation and reporting of
the grant
o Grant Manager may hire staff to implement the grant. The number and roles
of staff vary by institution and are described in the grant application. Existing
positions include grant managers and professional development providers
(PDPs).
• Reports to:
o Designated USBE BTS Arts administrators
• Direct reports:
o Personnel hired with grant funding:
University faculty or administrators, including the PI on the grant
Managers hired to implement the grant
Professional development providers providing PD and mentoring
• Collaborates with:
o USBE
o Other Grant Managers awarded PD grants
o LEA representatives such as LEA arts coordinators and instructional coaches
• Funded by:
o USBE BTS Arts professional development grants
• Roles and responsibilities:
o Provide sustained sequential professional development opportunities in the
arts and in arts integration for all arts educators as designated in the USBE
request for proposals
o Professional development should include:
Professional development to the BTS Arts LEA instructional coaches,
principals, and arts educators in the arts and in arts integration
Mentoring and coaching form experts in the art forms
Support for other arts integration components, such as collaborative
teams, arts teams, informances and/or exhibits, and individualized
mentoring
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Leadership training for LEA representatives and arts integration
coaches to mentor and coach arts educators as a group and to build
capacity through their individual professional development plans.
o Support the district or regional leaders to provide professional development
opportunities
o Support attendance of BTS Arts educators at existing state and regional
conferences and workshops according to individual PD plans
BTS Arts FUNDING: HOW IT WORKS
A local education agency (LEA) shall complete a program grant application (or renewal
application annually, due date as determined by USBE, no later than May 1.) Applications
will be distributed to all LEAs online. The Board shall grant funding priority to renewal
applications and shall designate an LEA for funding no later than June 1 annually.
• Grant awards will be based on arts educators serving at least two schools (0.5 FTE
per school). However, a school of over 1,000 students may qualify for a full-time arts
educator. LEAs may request 0.75 FTE for schools with enrollment between 700 and
1,000. LEAs may request special consideration for very small schools or unique
combinations of schools based on the LEA’s long-term plan. LEAs are encouraged to
pair schools of over 700 students with smaller schools and adjust the schedule
accordingly.
• An LEA’s grant application shall include the collaborative development of the
application with its partner endowed university and School Community Council if a
match comes from School Land Trust Funds.
Grant awards will fund up to 80% of the salary and benefits (loaded salary) of the arts
educators. LEAs are required to provide the remaining balance of at least 20%. Grants for
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an individual arts educator will be capped.
Many school community councils may use School Land Trust funds available to them as
part of the required matching funds by including arts integration as part of their school
improvement plan. Title I funds may also be used for the 20%, provided arts integration is
outlined as a teaching strategy to improve student achievement.
LEAs shall submit complete information on exact salaries and benefits for all arts
educators, instructional coaches, and/or arts coordinators employed by the LEA no later
than September 30 annually.
Grant funds may not be used to supplant existing arts programs outside of BTS Arts.
Grant renewals shall receive funding priority. Priority will also be given to proposals that
maximize the direct contact between the BTS Arts educator and students.
LEAs/schools benefiting from this funding will be asked to complete a brief report to show
accountability for program implementation according to the Implementation Guidelines.
GUIDELINES for HIRING BTS Arts PERSONNEL
Principals, in collaboration with the university partner and LEA arts coordinator, should
hire an arts educator qualified by the standards listed in Board Rule. Each educator
license has a license area; some have an endorsement to indicate a specialization in a
content area or set of skills. Utah Educator Licensing (PDF) provides an overview of the
new licensing structure.
An educator license is like a tree:
1. Trunk is the license.
2. Branches are the license areas.
3. Leaves are the endorsements.
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Licensure
Beverley Taylor Sorenson Arts Learning Program arts educators must have a professional
educator license with a licensing area of Early Childhood, Elementary or Secondary. CTE
and Special Education area licenses do not qualify.
Endorsements
A professional endorsement qualifies an educator to provide instruction in a specific
content area or apply a specific set of skills in an education setting based on the essential
educator competencies. BTS Arts educator endorsement requirements are determined by
the license area they hold.
• Secondary License – arts educators must hold a Secondary Endorsement in the
specific art form with the K-12 Extension*; or the art form specific Elementary
Specialist Endorsement.
• Early Childhood or Elementary License – arts educators must hold an Elementary
Specialist Endorsement in the specific art form.
*K-12 Extension to a 6-12 License and Endorsement – Educators with a secondary license
may apply for the Fine Arts K-12 endorsement.
Utah’s educator endorsements were designed through the lens of educator competencies
that embody the knowledge, skills, and dispositions needed to teach in a particular area
of concentration. These newly designed competency-based endorsement pathway
options may include university coursework, microcredentials, certification exams, and
other available options for demonstrating competency. Currently, an educator may
choose which endorsement route to pursue. Educators already working on an
endorsement under the retiring system have until June 30, 2025, to complete the
requirements.
If a candidate has completed at least 1/3 of the endorsement requirements, they may
apply for an Associate Endorsement. They would be considered qualified and given
three years to complete the remainder of the requirements.
Visit the USBE endorsement web page for more information.
Options for underqualified arts educators
Information on educator licensing can be found on the USBE licensing web page.
Candidates are encouraged to check this website frequently as rules are subject to
change. Options for those needing to complete licensure are:
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• Alternate Pathway to Professional Educator Licensing (APPEL) - APPEL programs are
administered by local school districts, charter schools, or the Board, and prepare
individuals to meet the requirements for a Utah professional license or license area
of concentration. To enroll as a candidate in an APPEL program, an individual needs
to be employed in a Utah school district or charter school that has a partnership with
an approved APPEL program. Each APPEL program establishes its own criteria for
admission and other requirements may apply.
• LEA-specific Licensure – Districts or charters may request a LEA-specific license for an
educator by applying to the Utah State Board of Education.
INSTRUCTIONAL SCHEDULES for ARTS EDUCATORS
The schedule should be created to optimize student learning. Schedulers should consider
the following:
• Art form
• Intended learning outcomes
• Benefits of continuity of instruction
Schools sharing arts educators must work cooperatively to create a schedule that allows
the arts educator to spend full days at a single school. Neither time nor expense should
be lost in traveling between schools during the instructional day; appropriate transition
time must be part of the schedule. This should be a cooperative effort to achieve equity
and meet the needs of each school.
Principals should develop a schedule with input from their arts educator and district
personnel/grant manager. The schedule should accommodate collaboration, individual
planning and prep time, while also taking holidays and early-out days into consideration.
Arts educators and district personnel may consult with university PDPs and arts
integration/instructional coaches for additional assistance.
Schedules of class instruction and collaborative planning should be submitted to LEA BTS
Arts leadership for approval by September 30 of each year.
• Arts educators are expected to teach at least 30-45 minutes with each class
individually and assess student learning. Instructional time should not be less than
30 minutes, except in kindergarten.
• The Beverley Taylor Sorenson Arts Learning Program should reach all students in the
school on a schedule determined at the school level. Example models include:
o Rotating through each class, using as many days as it takes to do so. This
model provides instruction throughout the year to each student.
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o Scheduling grade levels for blocks of time in the year for more frequent
classes and still reaching all grades throughout the year. This schedule allows
for more intense and sequential instruction for a specified number of weeks.
o A hybrid where some grades are served throughout the year and others on a
more condensed schedule.
• Full-time benefited positions with arts educators shared between schools are
preferred. The percentage of time at a school should be determined by the
proportion of the total students assigned.
• Each class is given an individual time slot in the schedule. Appropriate transition time
must be part of the schedule.
• Every student should attend the arts learning experience. Students should not be
prevented from participating in arts instruction for reasons of remediation or
punishment. Learning in the arts gives voice and personal meaning to children
Learning in the arts opens doors of understanding for students in unique and
engaging ways.
COLLABORATIVE PLANNING and INSTRUCTIONAL MODELS
Collaborative planning and arts-integrated teaching benefit teachers, students, and all
other stakeholders within the school community. An arts-integrated curriculum increases
student engagement and improves student learning while cultivating an arts-enriched and
collaborative school environment. As grade level teachers recognize the benefit of the arts
in their core subjects, they learn to integrate the arts into their daily instruction. The entire
school community benefits as the learning engagement of both students and teachers
improves.
The structure for collaborative planning must be in place to ensure each school develops
instructional models according to its needs and priorities. Increased collaboration and
planning between teachers and arts educators is evident in successful BTS Arts schools.
Side-by-Side Instruction has shown to be the most effective model of arts-integrated
instruction and has the most positive impact on student learning. In this model, the
classroom teacher works side by side with the arts educator during the arts-integration
instruction. The classroom teacher reinforces the other content, while the arts educator
instructs that content through the art form. The arts educator works with the grade levels
to determine content for arts integration. The classroom teacher also gains valuable
professional learning as he/she observes the integration of the arts.
In the Collaborative Co-Teaching model, the classroom teacher and the arts educator
plan the arts integration lessons together. The classroom teacher attends and participates
with the students in the arts learning.
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In the Collaboration for Integration model, the arts teacher and classroom teachers
collaborate on the content for arts integration. The classroom teachers attend with their
students when possible.
INSTRUCTIONAL SPACE, MATERIALS and SUPPLIES
Space – The school will provide a reasonable teaching space, appropriate for instruction
of the specified art form. A dedicated setting ensures that arts integration with its specific
expectations, procedures, and materials will be supported. When this is impossible (not
just inconvenient), the arts educator must be provided with dedicated and adequate
space for planning and storage as well as a means for transporting instructional tools to
the classroom. As needed, classroom teachers must allow for the transformation of the
classroom to become the “arts space.” This may be accomplished by having students
reorganize the configuration or the room.
Materials and Supplies – Each school is responsible for providing the appropriate
supplies, materials and instructional resources for arts instruction. Arts-specific materials
can be provided by community donations, PTA fundraisers, and school or district
allocations.
STRATEGIES for A SUCCESSFUL YEAR
Before school begins, arts educators should:
• Know the Utah Core Standards for the art form.
• Become familiar with the Utah Core Standards for each elementary grade level.
• Ask the principal and/or each grade level/team head for a curriculum map and
schedule of what the classroom teachers will be teaching throughout the school
year. This will assist with ideas for arts integration.
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• Set up a meeting with each grade and go prepared with ideas of integrated lessons.
Discuss how the classroom teacher and arts educator can support each other in
teaching the concepts to students.
• Meet with the principal(s) and discuss expectations of the arts program for the year
(performances for events, end-of-year performance, artwork for parent conferences,
artwork for arts night, performances for board meetings, submitting lesson plans,
etc.). Come prepared to share ideas for arts integration.
• Learn and implement any school-wide classroom management techniques and
procedures.
• Adopt the BTS Arts lesson plan template.
• Plan classroom management procedures (seating chart template, classroom setup,
warning systems, etc.).
When setting up an arts integrated lesson:
• Plan a timeline of the project. A concept does not need to be completely learned in
one lesson; projects may take several lessons to complete.
• Plan the activities involved in each lesson and the time needed for each step.
Consider including brain breaks and how long the students will be asked to sit still.
• Consider what supplies can be used throughout the day with different grade levels
and subjects. This can save a lot of setup time, especially if teaching from a cart.
• Implement some quick assessment ideas (ticket out the door, art walks of student
works and discussions, partner questioning, etc.).
Collaborative Planning and Lesson Guide Plans:
• Know the art discipline standards, get curriculum maps, and schedule collaboration
meetings.
• Become familiar and comfortable with several differentiated instruction ideas,
including inclusion ideas for special needs and ELL students.
PROFESSIONAL LEARNING
Professional learning is essential for all stakeholder groups and is required for arts
educators and classroom teachers. BTS Arts partners with universities and colleges to
provide professional learning opportunities.
Arts educators should attend all professional learning activities for this program organized
in cooperation with the university partners. Other stakeholders, including classroom
teachers, administrators, community leaders, and parents can be invited to participate as
deemed appropriate. The main topics will be:
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• Arts core
• Arts integration
• Arts assessment
• Arts leadership/advocacy
Arts educators should collaborate with principals, district personnel and university
partners to explore other available arts professional learning opportunities.
EVALUATING ARTS EDUCATORS and ARTS/INSTRUCTIONAL COACHES
Arts educators are hired by the LEA and are under the supervision of the principal(s).
Evaluations of arts educators are to be completed by the principal or LEA designee.
University Professional Development Providers (PDPs) may observe an arts educator to
assess his or her understanding of the program. PDP observations are designed to give
specific feedback to the arts educator regarding arts and arts-integrated instruction.
These mentoring observations are not intended to be used in determining an arts
educator’s employment status.
Arts/Instructional Coaches are also hired by the LEA and are under the supervision of the
LEA administration. Coaches should discuss with their supervisors how they will be
observed and evaluated.
PROGRAM APPLICATION and REPORTING REQUIREMENTS
Participation in BTS Arts requires various types of reporting throughout the year. The
following reports are required, and persons responsible are indicated.
LEA Grant Application must be completed annually. Salary projections, including
benefits, are also part of the grant application. USBE will send the application form to LEAs
electronically, usually in January.
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• Completed by:
o LEA, or LEA consortium
• Submitted to:
o USBE
• Application Deadline:
o May 1 annually, unless otherwise indicated
New School Application will be sent by USBE to LEAs if increased legislative funds
become available.
• Completed by:
o LEA, or LEA consortium
• Submitted to:
o USBE
• Application Deadline:
o May 1, unless otherwise indicated
Salary Verifications showing complete information of salaries, including benefits, of BTS
Arts educators, coaches, regional supervisors, and must be submitted annually. USBE will
send a Salary Verification form to the LEAs, usually in August.
• Completed by:
o LEA, or LEA consortium
• Submitted to:
o USBE
• Submission Deadline:
o September 30 annually
Program Acceptance in response to the LEA Grant Application and/or New School
Application.
• Completed by:
o USBE
• Submitted to:
o LEA, or LEA consortium
• Deadline:
o June 1 annually
Arts Educator Teaching Schedule including instruction time, transition time,
collaborative planning time and individual prep time must be submitted for each of the
arts educator’s assigned schools.
• Completed by:
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o Arts educator, in collaboration with principal(s) and/or LEA arts coordinator
• Submitted to:
o USBE and grant manager
• Submission Deadline:
o September 30 annually
Principal Assurances reflect on the school’s experience with BTS Arts during the year.
USBE will send the Principal Assurances form to each school, usually in March.
• Completed by:
o Principal, in collaboration with arts educator and at least one classroom
teacher
• Submitted to:
o USBE
• Submission Deadline:
o April 1 annually
Endowed University Annual Program Report is required by statute for those
universities receiving grant funds. This report should reflect the professional learning
opportunities, research, and LEA participation for the school year.
• Completed by:
o Endowed university lead and staff
• Submitted to:
o USBE and Art Works for Kids
• Submission Deadline:
o July 1 annually
Arts Team Schedule for the school year should be planned at the beginning of each year
by the principal in cooperation with the arts educator and other arts team members.
ADVOCACY
Since BTS Arts is funded by the legislature, public visibility and support are critical to the
reallocation of funding each year. Each school is expected to assist in advocacy efforts for
the sustainability and growth of BTS Arts. Principals and arts educators, with support from
the school’s arts team, will collaborate with team members from the Friends of BTS Arts
organization to create an advocacy plan specifically designed for the unique capabilities
and resources of the school.
All BTS Arts schools, principals and arts educators are responsible for facilitating at least
one informance, exhibit or performance in the school year, or every other year in shared
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schools. Scheduling of arts activities should accommodate attendance by parents,
families, community representatives and politicians. A significant benefit of arts integrated
instruction has proven to be the increased engagement of parents/caregivers.
• Informances/Display or informal sharing of classroom learning are an important
part of instruction and a celebration of student learning. These informal events may
take many forms, with audiences comprised of class members, other classes, other
grade levels, parents, and/or community members. These events should focus on
the learning process of performance skills and arts integration rather than the
production or performance.
• Performances/Exhibits are another way to celebrate student learning and define
excellence in front of a broad audience. While beneficial, performances/exhibits may
be labor intensive. When planning, the school arts team, arts educator and others
involved should consider the learning value of each aspect and spend time on items
related to valuable learning outcomes.
• Parent Arts Nights are one type of advocacy event. Most arts nights highlight the
art form of BTS Arts in the school but may also include other art forms. It is
suggested that each school conduct an Arts Night each year. Or in the case of
schools who share an arts educator, every other year.
If the BTS Arts educator is involved in any school performances, informances, arts nights,
and/or exhibits, the school should provide advance notice of specific times and dates to
their university partner, Art Works for Kids, and to USBE.
Classroom teachers should contribute to the school arts events.
Additional types of school-based advocacy efforts can include but are not limited to:
• Inviting the community to an arts performance.
• Having students write letters to legislative representatives.
• Donating art to hang on the walls of the Capitol and USBE board rooms.
• Selecting a group of students to perform for various arts supporters.
• Participating in a media story highlighting the program.
• Participating in school board meetings.
• Displaying BTS Arts participation signage.
• Including the BTS Arts logo on school website and printed materials.
• Including a link to Friends of BTS Arts on the school website home page.
• Referring to the program by name: Beverley Taylor Sorenson Arts Learning Program.
• Communicating the benefits of the program through frequent blurbs in newsletters
and mailings.
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Friends of BTS Arts Advocacy Sign-Up Sheets – Principals and arts educators are
encouraged to have Friends of BTS Arts sign-up sheets at performances, parent meetings,
open houses, and Back to School nights to assist with the advocacy portion of the
program. (See Friends of BTS Arts website for sign-up sheets in English and Spanish.)
Those who sign up will receive a few emails each year about the program and to let them
know when to contact their legislators to show support for the Beverley Taylor Sorenson
Arts Learning Program.
BTS Arts GLOSSARY
Advocacy
BTS Arts is funded by the legislature. Its sustainability depends on a strong advocacy
program led by Friends of BTS Arts.
Art discipline/art form
Schools may choose from Dance, Drama, Music, or Visual Art
Art Works for Kids
Philanthropic organization beginning in 1995 giving grants to schools, districts,
universities and community arts groups for arts education
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Arts Educator
The licensed and endorsed arts educator specializing in dance, drama, music or visual art.
The educator must hold a secondary license with the K-12 art form endorsement or hold
an elementary license with elementary specialist endorsement in the art form, or be
qualified through APPEL, LEA specific, or associate license and/or endorsement. The arts
integration endorsement does not qualify an educator for BTS Arts.
Arts Integration
The arts become the approach to teaching and the vehicle for learning. Students meet
dual learning objectives when they engage in the creative process to explore connections
between an art form and another subject area to gain deeper learning in both.
Arts Nights
Performances or exhibits scheduled with advocacy as a component
Assurances
Participating schools are required to complete the yearly implementation assurances as
part of the re-application. The assurances will be sent to current schools in April and are
due May 1. The assurances are in 3 parts: 1) completed by school administrator, 2)
completed by BTS Arts Educator, 3) completed collaboratively by administrator, arts
educator and grade-level educator.
BTS Arts
Acronym for the legislatively funded Beverley Taylor Sorenson Arts Learning Program.
Classroom Teacher
The teacher of record in the elementary classroom
Collaboration
Grade-level and arts educators working together to develop relevant arts integrated
lessons and learning experiences.
Collaborative Teaching
Arts educator and classroom teacher collaboratively developing integrated lessons with
both engaging in the delivery when possible
Core Standards
Learning expectations in each subject area
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ELA Core
English Language Arts Core Standards (Utah Core Standards)
Endowed Programs
Institutions of higher education that have received gifts to further elementary arts
education, to consult with USBE on BTS Arts, and to receive grants to provide professional
learning for BTS Arts.
Friends of BTS Arts
Private foundation, a 501(c)4, that lobbies for support for BTS Arts
Informance
Informal sharing and celebration of student learning; may take many forms with
audiences comprised of class members, other classes, other grade levels, parent, or
others; focus on student learning rather than production
LEA
Local educational agency, i.e., district or charter
LEA Arts Coordinator
LEA designee to oversee arts education and to give and receive pertinent arts education
information with the USBE. Acts as a liaison between USBE, the LEA and the schools for
grant writing and program implementation, including arranging appropriate schedules,
spaces, and other working conditions. Art integration/instructional coaches can support
the arts coordinator in this role or act as the liaison in the absence of an arts coordinator.
The LEA may also designate the arts coordinator as the Grant Manager to oversee
implementation of the grant and ensure compliance and quality.
LEA Arts Integration Coaches
Collaborate with the Grant Manager on the implementation of BTS Arts at each BTS Arts
school in accordance with LEA policies and procedures and BTS Arts grant guidelines.
They are responsible for coordinating high-quality program components, supporting arts
educators, and collaborating with the Professional Development Team on the
development and delivery of learning activities.
LEA BTS Arts Grant Manager (or designee)
Manages the implementation of the awarded grant for BTS Arts within the LEA and
informs practices within BTS Arts school(s) in accordance with grant guidelines and in
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alignment with LEA vision. The Grant Manager is responsible for maintaining high-quality
program requirements and supporting arts educators.
Lead Coordinator
University personnel given the primary responsibility for implementation of the
professional development for BTS Arts
PDP
Professional Development Provider working under the direction of the lead coordinator to
provide support to individual schools
Performance
A more formal presentation representing student learning
Professional Development Team
Endowed programs working with USBE to receive grants to provide professional learning
and support for BTS Arts (Brigham Young University, Southern Utah University, University
of Utah, Utah State University, Utah Tech University, Weber State University, and
Westminster College).
Program Model
BTS Arts model consisting of four components: integrated instruction, side-by-side
instruction, collaborative planning, and professional development
School Arts Team/LEA Arts Team
Team composed of administration, teachers, parents and community members with the
charge to ensure an arts rich education in schools/LEAs
School Community
The school extended to all patrons it serves, e.g., business, patrons without children in the
system, politicians
Side-by-Side Teaching
Arts educator and classroom teacher collaboratively developing integrated lessons with
both consistently engaged in the instruction
University Partners
Endowed chairs from seven participating universities
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USBE
Utah State Board of Education, who oversees BTS Arts under the direction of the state
superintendent
FREQUENTLY ASKED QUESTIONS
Where can I find more information about BTS Arts?
BTS Arts informational documents like Implementation Guidelines and Roles and
Responsibilities can be found on the Utah State Board of Education website. The website
for Beverley Taylor Sorenson Arts Learning Program (btsarts.org) also provides advocacy
information, lesson plans and other materials helpful for teachers and administrators.
Each partnering university also has information for participants in their assigned region.
What is Art Works for Kids (AWFK)?
Art Works for Kids was established by Beverley Taylor Sorenson alongside her integrated
arts teaching program, BTS Arts, that emphasizes collaborative teaching and planning
between classroom teachers and arts educators. The foundation has given millions of
dollars to schools, districts, arts organizations, and universities to provide and support
professional development opportunities for educators. Thousands of classroom teachers,
arts teachers and administrators have received professional development in arts
integration through the workshops sponsored by Art Works for Kids.
What is Friends of BTS Arts (FoBTSArts)?
Friends of BTS Arts is an advocacy organization created to promote the Beverley Taylor
Sorenson Arts Learning Program and to ensure that Utah’s school children receive the
benefits of high-quality integrated arts instruction. The goal of Friends of BTS Arts is to
bring this innovative program to all elementary students across the state. Schools
participating in BTS Arts are encouraged to have parents, volunteers, faculty, family, and
community members sign up with their email addresses to receive advocacy updates
during legislative sessions.
For what types of promotion/advocacy are the participating BTS Arts schools
responsible?
Since BTS Arts is funded by the legislature, public visibility and support are critical to the
allocation of funding each year. Legislators and decision makers should be invited to
school arts events as appropriate, and in cooperation with Art Works for Kids. Schools
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may be asked to provide stories and/or artwork to include in publications and/or to
display in selected public places.
What is a Parent Arts Night?
Parent arts nights are one type of promotional/advocacy event. Most art nights highlight
the art of BTS Arts but also include other art forms. It is suggested that each school
conduct an arts night each year, and in the case of schools who share a BTS Arts educator,
every other year. Schools should invite representatives from AWFK, USBE, district, and
partnering university as appropriate.
To whom do BTS Arts educators report? What is the line of authority?
BTS Arts educators are directly responsible to their individual school administrator. Hiring,
staff support, and remediation of the arts educator is the principal’s responsibility. As with
all faculty, principals are responsible for the personal growth plan of each arts educator as
outlined by the Utah State Board of Education.
Who are the other leaders in the program and what do they do?
• Utah State Board of Education (USBE) staff will generate, award, and fund the
grants and is responsible for the implementation of BTS Arts, and the orientation
of arts educators and administrators to the program guidelines.
• Arts integration coaches or LEA arts coordinators are the liaison between USBE
staff, the local education agency, or LEA, (district or charter) for grant writing and
program implementation. Implementation includes arranging appropriate
schedules, teaching spaces and other working conditions. Coaches provide
individual mentoring and oversee the school professional development plan in the
arts. Coaches also coordinate with university partners for school and district
professional development opportunities according to their district arts plan.
• Partner universities provide professional development for arts educators and
other school employees in the arts and arts integration. There are specified
workshops, videos, webinars, and course work that are required for BTS Arts
educators.
What are the qualifications to be a BTS Arts educator?
The ideal arts educator has a Professional educator license as described in Utah
Administrative Code Rule R277-301, with either a K-12 art-form specific endorsement or
an elementary art-form specific endorsement. If the most qualified candidate does not
hold a Professional license, the hiring LEA may use their own discretion to hire someone
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with an Associate or LEA-specific license and/or endorsement, and then should support
that employee’s continuing effort to obtain a Professional license and/or endorsement.
How does an LEA recruit quality candidates?
Traditional district/charter recruiting tools can include contacting the partner university
professional development providers to help advertise positions to recent graduates. A list
of suggested interview questions to aid in interviewing candidates can be found on the
USBE website.
How much time does an arts educator need to spend teaching the art form and/or
integrating other content areas?
BTS Arts educators are expected to teach the core standards in their art form. They are
also expected to collaborate with classroom teachers to identify and implement
experiences where the arts can enhance core subjects in an authentic and meaningful
way. Collaboration is a fundamental principle in this program.
Why does BTS Arts require collaborative teaching and planning?
Collaborative planning and arts-integrated teaching benefit teachers, students, and all
other stakeholders within the school community. Arts-integrated curriculum increases
student engagement and improves student learning while cultivating an arts-enriched and
collaborative school environment. As grade-level teachers recognize the benefit of the arts
in their core subjects, they learn to integrate the arts into their daily instruction. The entire
community benefits as the learning engagement of both students and teachers improves.
How much collaborative teaching and planning are required in the grant?
Each school has the flexibility to develop this component according to the needs of their
students and faculty. The structure for collaborative planning must be in place to ensure
each school develops instructional models according to those needs and other school
priorities. Increased collaboration and planning time between classroom teachers and
arts educators is evident in successful BTS Arts schools.
What is the benefit of having a school arts team?
A school arts team builds commitment to the arts by inviting stakeholders, including
administration, teachers, parents, and other community members to participate in,
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support, and promote arts opportunities. This engagement provides help for the arts
educator and fosters an entire school community united in the arts. School arts teams
should be created and maintained by the school administrator.
Where do we get supply money?
Schools/districts are responsible for providing space, a computer and other materials that
are provided for every teacher. Arts-specific materials can be provided by community
donations, PTA fundraisers, and school or district allocations. USBE occasionally has
supply money available to schools through a grant. Districts will be notified to apply for a
grant when funding is available.
Can I extend the contract for my BTS Arts educator for hours beyond the grant
allocation? Can a school have two BTS Arts educators?
If a school chooses to hire a BTS Arts educator beyond the .5 or .75 FTE awarded to the
school by the grant, any additional salary must be covered by the school/district. Any
additional arts educators are funded by the school/district. A grant for this program
cannot supplant an existing arts program.
CONTACT INFORMATION
Utah State Board of Education
www.schools.utah.gov
• Cathy Jensen
Fine Arts Specialist – Music, Theatre
Beverley Taylor Sorenson Arts Learning Program lead contact
cathy.jensen@schools.utah.gov
• Kelly Bruce Glynn
Fine Arts Specialist – Dance, Film & Media Arts, Visual Art
BTS Arts Special Projects
kelly.bruceglynn@schools.utah.gov
• Karen Tolley
BTS Arts Program Specialist
karen.tolley@schools.utah.gov
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• Leslie Means
Office Specialist
leslie.means@schools.utah.gov
Art Works for Kids
artworksforkids.org
• Lisa Cluff
Executive Director
lisa@thesorensongroup.com
Brigham Young University
www.education.byu.edu/arts
• Cally Flox
CITES Assistant Director, Arts Education
Beverley Taylor Sorenson BYU ARTS Partnership Program Director
• Alyssa Escalante Dixon
Program Coordinator
alyssa.dix[email protected]
Districts: Alpine, Carbon, Duchesne, Emery, Grand, Jordan, Juab, Nebo, North Sanpete,
Provo, South Sanpete, Uintah, Wasatch
Charters: Advantage Arts, Ascent Academy-Lehi, Saratoga Springs, and West Jordan, CS
Lewis Academy, Early Light Academy, Franklin Discovery Academy, Hawthorn Academy,
John Hancock Charter, Moab Charter, Mountain Sunrise Academy, North Star Academy,
Reagan Academy, Soldier Hollow Charter, Summit Academy, Treeside Charter, Walden
School of Liberal Arts
Professional Learning Opportunities: Learning Edge Conference, Arts Express Conference,
professional learning workshops throughout the year
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Southern Utah University
www.suu.edu/artsfusion
• Alisa Petersen
BTS Endowed Chair of Elementary Arts Education
Assistant Director of Arts Fusion
• Brittania Howe
BTS Arts Program Coordinator
Districts: Beaver, Garfield, Iron, Millard, Piute, Sevier, Wayne
Charters: Gateway Preparatory Academy
Professional Learning Opportunities: artFusion Summer Workshops, professional learning
workshops throughout the year
University of Utah
www.artsed.utah.edu/BeverleyTaylorSorenson.html
• Kelby McIntyre-Martinez
Assistant Dean for Arts Education and Community Engagement
Director of Professional Development, BTS Arts
kelby.mcintyre@utah.edu
• Ashley Anderson
BTS Arts Education Coordinator
ashley.m.anderson@utah.edu
Districts: Canyons, Granite, Murray, North Summit, Park City, Salt Lake City, South Summit,
Tooele
Charters: Ascent Academy-West Valley, Canyon Rim Academy, Dual Immersion Academy,
Endeavor Hall, Guadalupe School, Monticello-Highbury, Weilenmann School of Discovery
Professional Learning Opportunities: Arts Link, Principal Symposium, professional learning
workshops throughout the year
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Utah State University
https://teal.usu.edu/arts-are-core/
• Aurora Hughes Villa
BTS Endowed Director for Elementary Arts Education
aurora.vil[email protected]
Districts: Box Elder, Cache, Daggett, Logan, Rich, San Juan
Charters: Bear River Charter; The Center for Creativity, Innovation & Discovery; Edith
Bowen Laboratory School, Promontory School of Expeditionary Learning
Professional Learning Opportunities: Arts Are Core conference, hosts professional
development workshops, hosts artist residencies and events for students with disabilities
throughout the year
Utah Tech University
https://utahtech.edu/arts-in-action/about-btsalp/
• Jeri Crosby
BTS Endowed Chair for Elementary Arts Education - Arts in Action
• Amy Webb
BTS Arts Professional Development Partner - Arts in Action
Districts: Kane, Washington
Charters: George Washington Academy, Vista
Professional Learning Opportunities: Arts-Powered Teaching (APT) Conference, Summer
smARTS, professional learning workshops throughout the year
Weber State University
https://weber.edu/artslearning
• Tamara Goldbogen
BTS Endowed Chair in Arts Learning
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• Samantha Steffan
Program Coordinator – BTS Arts
• Erinne Roundy
Program Assistant – BTS Arts
Districts: Davis, Ogden, Weber
Charters: Ascent Academy-Farmington, GreenWood Charter, Syracuse Arts Academy-
Antelope, Syracuse Arts Academy-North
Professional Learning Opportunities – Arts Integration Conference, professional learning
workshops throughout the year
Westminster College
• Rebecca Penerosa, Ph.D.
BTS Assistant Professor of Arts Education
BTS Arts Research Lead, supporting all LEAs in Utah
rpenerosa@westminstercollege.edu
Professional Learning Opportunities – Continuing education courses that support the
Elementary Arts Integration endorsement, including international outreach programs
RESOURCES
Arts Integration: The Kennedy Center’s perspective
Art Works for Kids
Beverley Taylor Sorenson Arts Learning Program
Frequently Asked Questions
Implementation Guidelines
Roles and Responsibilities
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