Samantha Leddy

Aligned instruction to Next Generation Learning Standards and implemented HMH Into Reading, Heggerty, and Wilson Fundations to strengthen phonemic awareness and phonics; analyze assessments to adjust instruction and contribute to curriculum writing for HMH Into Writing.

Differentiated instruction in a Title I classroom with 70% English Language Learners using HMH Into Reading, i-Ready, and GO Math! to improve literacy and foundational math skills; served as grade-level rep to adapt curriculum and translated materials into Spanish to increase accessibility.

Designed foundational literacy instruction for rising sixth graders, assessed progress via portfolios and reading/writing responses, and provided targeted scaffolding and assistive technology supports for students with ADHD, dyslexia, and expressive language needs.

Used performance-based assessments and formative data to differentiate instruction, collaborated with literacy and math specialists to integrate research-based practices, and transitioned to effective remote instruction using Zoom and SMART Board.

Implemented Reggio Emilia and Teachers College Reading and Writing Workshop approaches, used Fountas & Pinnell running records to form guided reading groups, and tailored instruction through data-informed grouping and supports.

Delivered sustained, individualized interventions to close achievement gaps for under-resourced students, scaffolding instruction with formal and informal data and providing academic and social-emotional supports.

Co-taught in an ICT model and applied Project-Based Learning and FastTrack phonics to drive literacy development; tracked student progress using benchmark, formative, and summative assessments to inform instruction.

Master of Science in Elementary Education from Hunter College.

Master of Science in Literacy Education from SUNY Oneonta.

Bachelor of Arts in Psychology from SUNY Albany with a minor in Educational Psychology.