Literacy Interventionist, Title

Cambridge Public Schools Office of Academics - Cambridge, Massachusetts Open in Google Maps

Job

Final date to receive applications:
Posted until filled

Posted:
Oct 01, 2026 4:00 AM (UTC)

Starting Date:
Immediately

Position :
Literacy Interventionist, Title 1

Office of Academics

Cambridge Public Schools seeks an experienced and highly skilled Title I Literacy Interventionist to provide targeted literacy intervention to students attending Title I schools. This district-based position reports to the Office of Academics and will be assigned annually to one or more Title I schools based on student needs, school needs, and district priorities.

Title I provides additional resources and instruction to improve educational outcomes for students in high-poverty schools and to support all students in meeting rigorous academic standards. The Literacy Interventionist will play an important role in the district’s Multi-Tiered System of Support (MTSS), providing evidence-based, data-informed literacy intervention for students who require additional support to meet grade-level expectations.

The Literacy Interventionist will work closely with classroom teachers, literacy coaches, school leaders, intervention teams, and the Office of Academics to identify student needs, provide targeted instruction, monitor student progress, and adjust intervention in response to student learning.

Because Title I resources are allocated based on changing student and school needs, school assignment(s) may change from year to year. The position may serve one school or multiple Title I schools, as determined annually by the Office of Academics.

• Provide targeted, evidence-based literacy intervention to individual students and small groups based on identified student needs.
• Use district assessments, classroom data, progress-monitoring measures, student work, and other relevant data to identify specific literacy needs and plan responsive instruction.
• Implement intervention aligned with the Massachusetts English Language Arts and Literacy Frameworks, CPS curriculum and instructional expectations, and district MTSS guidance.
• Establish clear intervention goals for students and systematically monitor progress toward those goals.
• Maintain accurate and timely records of students receiving intervention, including baseline data, instructional focus, frequency and duration of services, progress-monitoring results, and changes to intervention plans.
• Use progress-monitoring data to determine whether students are responding to intervention and collaborate with school-based teams to adjust the intensity, frequency, grouping, or instructional approach as needed.
• Collaborate with classroom teachers, literacy coaches, special educators, multilingual learner educators, and other school-based staff to ensure intervention complements and strengthens students’ core literacy instruction.
• Participate actively in school-based MTSS, student support, grade-level, or literacy team meetings as appropriate.
• Support effective transitions between intervention and core classroom instruction by regularly communicating student strengths, needs, progress, and instructional strategies with classroom teachers.
• Partner with families to communicate intervention goals and student progress and to support meaningful connections between home and school.
• Participate in district and school professional learning related to literacy, intervention, assessment, culturally responsive instruction, and MTSS.
• Collaborate with the Office of Academics and other Title I Literacy Interventionists to strengthen consistency and effectiveness of literacy intervention across Title I schools.
• Support…