Welcome to the Modern Classrooms Project Podcast. Each week we bring you discussions with educators on how they use blended, self-paced, and mastery-based learning to better serve their learners. In this episode, Toni Rose Deanon is joined by  Mark Pederson, Maddie Richer, and Cassie Fontaine and they explore how educators can create a student-centered classroom that fosters self-advocacy for students with IEPs and 504s.

They emphasize Universal Design for Learning (UDL), where multiple access points are provided for students to learn and demonstrate mastery. Teachers can create a student-centered environment through routines for checking in, setting goals, and offering choices in learning activities.

Here are three key takeaways from this podcast episode:

• Empowerment: Students take ownership of their learning by setting goals, identifying action steps, and tracking their progress. "'I don't know' is replaced with a more engaged approach," says one speaker, highlighting the shift from passivity to active participation.

• Growth Through Failure: Students learn from mistakes through guided reflection and support. Opportunities to fail become opportunities to develop coping and overcoming skills, as another speaker emphasizes, "We are all better for it. And my students are so much stronger."

• Collaboration: Effective implementation requires collaboration between special education and general education teachers. Open communication with parents is also crucial to address concerns and ensure alignment.

By creating a safe space for exploration and fostering self-advocacy skills, educators can empower all students to become active participants in their own learning journey.

Discussion questions for PLC and PD: 

• Share specific strategies you've used or would like to explore for incorporating goal setting and progress tracking into your classroom routine for students with diverse needs.

• How can you create a classroom environment where students feel safe to take risks, learn from mistakes, and develop perseverance?

• Successful implementation requires collaboration between special education and general education teachers. What are some strategies you can use to communicate effectively with colleagues and develop a unified approach to supporting students with IEPs and 504s in a blended learning environment?

Our Host

Toni Rose taught MS English for 10 years and will forever identify as a teacher. Toni Rose strives to be the teacher that they never had growing up, so they focus on anti-bias, anti-racist work and wants to create a brave space for everyone around them. As a queer Filipinx, they understand just how important it is to be represented, be valued, and belong. They especially love being a thought partner for and celebrating teachers.

Our Guests

Mark Pederson

Mark Pederson is currently an Educational Specialist for 13 years that serves as SPED Department Chair, Induction Mentor, Tech. Representative and Expert Mentor.

Cassie Fontaine

Cassie Fontaine is a veteran special education teacher with 18 years of experience in both the public and private sectors. Cassie has a passion for the process of teaching and learning, fueled by her ability to impact the lives of the children in her community. The Modern Classrooms Project has revolutionized teaching and learning in Cassie's classroom while allowing her to meet the individualized needs of her unique student population. Cassie is a high school special education teacher in a small-group, self-contained program for students with language-based learning needs.

Maddie Richer

Maddie Richer (she/her) is a 9th grade special education teacher in New York City. In her 10 years as an educator, she has worked in public, charter, and private schools as a co-teacher, SETSS provider, learning specialist, and self-contained teacher. She currently works with neurodivergent young people in the Horizon program as a social studies and ELA teacher. Maddie is passionate about integrating social emotional learning, restorative practices, and social justice issues in the classroom. 

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