Utilizing Universal Design for Learning (UDL) to Facilitate Career and Technical Education (CTE) Instruction
Universal Design for Learning Transforms Education at Upper Bucks County Technical School
Upper Bucks County Technical School (UBCTS) is revolutionizing its educational approach, focusing on Universal Design for Learning (UDL) principles to create a more inclusive and equitable learning environment.
UBCTS's Tier One core instruction is founded upon UDL principles and associated instructional tenants. This shift has proven beneficial for the school's English Language Learner (ELL) population, with success attributed to UDL pillars that allow students to select different tasks based on their level of skill complexity, represent how they're learning, and build autonomy.
The school's commitment to UDL is evident in the specialized credential it has developed for educators. This credential enhances understanding and application of UDL, culminating in a professional badge from NOCTI, the leading provider of industry credentials and resources for Career Technical Education (CTE).
Strong leadership with a clear vision, consistent support, and integration of UDL training with school goals are crucial for successful implementation of UDL. UBCTS's Executive Director, Michael Herrera, sought help to support all learners, and Amanda Bastoni, Director of Career Technical & Adult Education for *CAST*, offered her expertise in Universal Design for Learning.
UDL offers learning principles to support diverse and special populations. The three core learning principles of UDL—Multiple Means of Representation, Multiple Means of Action and Expression, and Multiple Means of Engagement—serve as a blueprint for curriculum design and instructional practices that recognize individual variability, ensuring equitable educational opportunities for all learners.
Implementing UDL at UBCTS has increased engagement from nontraditional students and special populations, and it has empowered students to own their own learning. Over the last two years, 277 students at UBCTS had the opportunity to make $1.8 million during the school day, thanks to a focus on skills from a strength-based approach.
Genuinely listening to teacher feedback and building trust are key to successful adoption of UDL. UBCTS's approach to professional development reflects this, with training designed based on teachers' needs and feedback, modeling UDL principles in its delivery. More than 45 UBCTS staff members have been trained in UDL.
The systemic approach provided by UDL helps build teacher efficacy and makes data-informed decisions possible. School leaders at UBCTS recognized the need for more professional support for their instructional staff compared to traditional schools. By embracing UDL, UBCTS is creating a multi-tiered system of support (MTSS) that caters to the diverse needs of its student body, which is 50% economically disadvantaged and 40% of whom have an Individualized Education Program (IEP).
The goal of UDL, as emphasized by Bastoni, is to create expert learners who know what they need to learn. UBCTS's commitment to UDL is not just a passing trend but a long-term investment in the success of its students.
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