Matilda Autiero

3 Howard Avenue ~ Eastchester, New York 10709

914-469-0155 (C) ~ mautiero2@gmail.com

EDUCATION AND TEACHER CERTIFICATIONS

Iona College, New Rochelle, New York~ Masters of Science in Education in Literacy and
Special Education (2013)
Iona College, New Rochelle, New York ~ Bachelor of Science in Education (History
Concentration) (2011)
New York State Teaching Certificate- Childhood Education, Professional (1-6)
New York State Teaching Certificate- Literacy, Professional (Birth-6)
New York State Teaching Certificate- Students with Disabilities, Professional (1-6)
New York State Teaching Certificate- Early Childhood, Professional (Birth-2)

TEACHING EXPERIENCE
Public Schools of the Tarrytowns (September, 2014-present)
Washington Irving Intermediate School

Fourth Grade Special Education Teacher

 15:1 Special Class setting servicing students with a variety of disabilities and
classifications
 Implemented specially designed instruction and data-based decision making
practices to support the growth and development of students
 Taught multisensory lessons and delivered specialized instruction based on
Preventing Academic Failure (PAF) reading program, FUNDATIONS Wilson, Fountas
and Pinnell Leveled Literacy Intervention (LLI), enVision mathematics program,
BOCES Social Studies/ELA curriculum, and Science 21
 Collaborated with general education teachers to modify lessons and assignments
across subject areas
 Conducted Functional Behavioral Assessments (FBA) and developed behavior support
plans for students
 Administered New York State Alternate Assessment (NYSAA) for Science using
Measured Progress Profile and Mathematics and English Language Arts using KITE
and Dynamic Learning Maps
 Developed Individualized Education Programs (IEPs) to reflect students’ strengths
and pinpoint needs
 Administered and evaluated Woodcock Johnson IV Achievement Standard and
Extended tests
 Piloted AIMSWeb and utilized AIMSWeb Plus as a universal screener and a tool for
progress monitoring
 Served as the special education teacher representative for Washington Irving’s
Response to Intervention (RTI) team and attended weekly meetings with classroom
teachers to evaluate student progress and offer intervention strategies
 Supported Academic Intervention Support (AIS) staff and serviced fourth graders in
Tier 2 and Tier 3 reading instruction; utilized DIBELS and SRI assessments to
progress monitor student growth; entered data into RTIm Direct
 Selected to become a Wilson Certified Reading Specialist; Level I Certification
anticipated in June 2018
  Selected to be the K-5 representative on District’s Disproportionality Review;
reviewed students’ files and completed a Self Review/Audit based on citation
 Active member of District Technology Committee; surveyed faculty members on
needed devices for upcoming budget; began to develop plans and policy on District’s
initiative for STEAM
 Active member of District Wellness Committee; organized annual health fair, assisted
creating district wide policy on birthday celebrations, and presented to the Board of
Education on social and emotional initiatives at Washington Irving School
 Active member of the Quality Improvement Process (QIP) as per Washington Irving’s
designation as a Local Assistance Plan (LAP) School; completed a Self-Reflection Plan
for 2015-2016, 2016-2017, and 2017-2018 school years; coached by Lower Hudson
RSE-TASC School Improvement Specialists; participated in PLCs on Explicit, Direct
Instruction; interpreted data from New York State Common Core English Language
Arts Assessments
 Member of District’s Special Class K-5 Vertical Alignment Team; identified entering
and exiting skills for each grade level in English Language Arts and Mathematics;
discussed and planned Special Class structure for upcoming school years
 Member of District’s Technology K-12 Vertical Alignment Team; planned and led staff
(K-12) development on Read&Write (Google Application) on Superintendent’s
Conference Days
 Teacher in after school Learning Center Program; provided English Language Arts
and Mathematics instruction to third graders
 Participated in Collegial visitations that included peer classroom observations
 Completed one year of mentorship

Third Grade Classroom Teacher (Leave Replacement 2014-2015 school year)

 Effectively created and taught lessons across all subject areas based on EngageNY
English Language Arts Modules, enVision Math, BOCES Social Studies/ELA
curriculum, Science 21, and Fundations Wilson Language Basics
 Enhanced student academic and social growth by using differentiated teaching
strategies and techniques, including whole group, small group, individual and teacher
modeling to provide a solid academic foundation and positive attitude toward
education
 Adapted the curriculum, providing appropriate modifications/differentiated
instruction for ELLs
 Coordinated instruction and support services with reading specialists, language
specialists, social workers, and other service providers within the school building
 Administered Fountas and Pinnell benchmark assessments
 Created and utilized Google classroom, documents, spreadsheets to communicate
with students and to track assessment data
 Integrated Chrome books, Macs, and I pads into daily instruction
 Implemented Jacob Burns’ See, Hear, Feel Film curriculum
 Implemented Castle Learning and MobyMax for skill mastery
 Applied the Habits of Mind to guide students’ behavior
 Attended weekly grade level meetings to discuss, preview and revise curriculum
 Communicated with families via email blasts, newsletters, class webpage and
telephone calls with updates and reminders
 Provided English Language Arts and Mathematics instruction in the after school
program
  Active member of the Wellness Committee; organized district wide first annual
Wellness Week, including a school-wide poster competition

Blind Brook-Rye School District (January, 2013 to June, 2014)

Bruno M. Ponterio Ridge Street School
Third Grade Classroom Teacher (Leave Replacement)
 Effectively created and taught lessons across all subject areas based on Everyday
Mathematics, BOCES Social Studies/ELA curriculum, Fundations Wilson Language
Basics, and Science21/FOSS programs
 Piloted enVision math curriculum
 Developed and implemented Balanced Literacy curriculum rich with shared, guided,
and independent reading and writing, conferences, and read alouds with literacy
consultant
 Executed flexible and data drive small group instruction in all subject areas
 Taught in a consult teaching model, guiding teaching aides to help meet the needs of
all students
 Collaboratively worked with special educators, speech pathologists, occupational
therapists, and AIS teachers to progress monitor students’ growth and development
 Interpreted STAR assessment reports to look for patterns and areas of strength and
weakness
 Communicated with parents via conference, echalk, and Microsoft outlook
 Organized grade level Chinese New Year celebration, class field trips, and Flamenco
dancing residency
 Complete one year of New Teacher University (Mentoring Program)
 Received Olweus Bullying Prevention Program training