Title I Literacy Interventionist, Office of Academics

Cambridge Public Schools; Cambridge (MA); On-site; USD 60,000 - 85,000; Full time

Job summary

Cambridge Public Schools seeks a Title I Literacy Interventionist to deliver targeted literacy and mathematics intervention within Title I schools. The role collaborates with teachers, coaches, and families to monitor progress and adjust instruction, aligning with MTSS and district frameworks.

The ideal candidate will have a Bachelor's degree (Master's preferred) and demonstrated ability to analyze student data to inform instruction, with experience in progress monitoring and evidence-based

Qualifications

• Bachelor's degree required; Master's degree in Education, Reading, Literacy, Mathematics Education, or related field preferred.
• Experience implementing targeted literacy and mathematics interventions.
• Strong ability to analyze student data and translate into instruction.
• Familiarity with MTSS and progress-monitoring practices.

Responsibilities

• Provide targeted interventions in literacy and mathematics for individuals and small groups.
• Use district and classroom data to identify needs and plan responsive instruction.
• Monitor progress and adjust interventions based on data.
• Collaborate with teachers, coaches, leaders, and families to support student outcomes.
• Maintain accurate records of intervention services and progress.

Skills

Literacy Interventions

Data analysis

MTSS

Progress monitoring

Collaboration

Education

Bachelor's degree

Master's preferred

Job description

Title I Literacy Interventionist, Office of Academics

Starting Date: Immediately

Job Description

Office of Academics

The Opportunity:

Cambridge Public Schools seeks an experienced and highly skilled Title I Interventionist to provide targeted academic intervention in literacy and mathematics 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 Interventionist will play an important role in the district's Multi-Tiered System of Support (MTSS), providing evidence-based, data-informed intervention in literacy and mathematics for students who require additional support to meet grade-level expectations.

The Interventionist will work closely with classroom teachers, literacy and mathematics 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. The balance of literacy and mathematics intervention responsibilities will be determined by student needs, school priorities, and district data.

Key Responsibilities:

• Provide targeted, evidence-based intervention in literacy and mathematics 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 academic needs and plan responsive instruction.
• Implement literacy intervention addressing foundational reading skills, fluency, vocabulary, comprehension, and written expression, as appropriate to students' identified needs.
• Implement mathematics intervention addressing foundational mathematical concepts, number sense, operations, mathematical reasoning, and problem-solving.
• Implement intervention aligned with the Massachusetts English Language Arts and Literacy and Mathematics Curriculum 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 and mathematics coaches, special educators, multilingual learner educators, and other school-based staff to ensure intervention complements and strengthens students' core instruction.
• Participate actively in school-based MTSS, student support, grade-level, or instructional 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, mathematics, intervention, assessment, culturally responsive instruction, and MTSS.
• Collaborate with the Office of Academics and other Title I Interventionists to strengthen consistency and effectiveness of academic intervention across Title I schools.
• Support district efforts to evaluate the effectiveness of Title I services through accurate data collection, progress monitoring, and reflection on student outcomes.
• Maintain a strong commitment to culturally responsive, inclusive, and affirming instruction that recognizes students' identities, strengths, languages, and experiences as assets.
• Perform other duties related to Title I academic intervention as assigned by the Office of Academics.

Qualifications and Experience

The successful candidate will possess many, though perhaps not all, of the following qualifications:

• At least five years of successful teaching experience, preferably with substantial experience in elementary literacy and mathematics instruction and intervention.
• Demonstrated expertise in teaching foundational literacy skills, including phonemic awareness, phonics, fluency, vocabulary, comprehension, and written expression.
• Demonstrated expertise in teaching foundational mathematics, including number sense, operations, conceptual understanding, procedural fluency, mathematical reasoning, and problem-solving.
• Strong knowledge of evidence-based intervention practices and experience providing targeted small-group or individualized instruction.
• Demonstrated ability to analyze multiple sources of student data and translate assessment information into specific instructional plans.
• Experience with progress monitoring and using student response to intervention to make instructional decisions.
• Strong understanding of Multi-Tiered Systems of Support (MTSS) and the relationship between high-quality core instruction and supplemental intervention.
• Ability to collaborate effectively with classroom teachers, instructional coaches, school leaders, specialists, and families.
• Demonstrated cultural proficiency and skill in culturally responsive and sustaining instructional practices.
• Experience working successfully with students and families from diverse racial, cultural, linguistic, and socioeconomic backgrounds.
• Familiarity with the Massachusetts English Language Arts and Literacy and Mathematics Curriculum Frameworks.
• Strong organizational and communication skills, including the ability to maintain accurate intervention and progress-monitoring records.
• Ability to work flexibly across school settings and adapt to changing student, school, and district needs.
• Bachelor's degree required; Master's degree in Education, Reading, Literacy, Mathematics Education, or a related field preferred.
• Familiarity with CPS elementary literacy and mathematics curricula and instructional resources strongly preferred, including Focus on 4s, Focus on K, and/or Core Knowledge Language Arts (CKLA).
• Appropriate Massachusetts educator licensure required (e.g., Early Childhood PreK–2; Elementary 1–6; Moderate Disabilities PreK–8). Reading Specialist or Mathematics Specialist licensure preferred.

Supervision and Assignment:

The Title I Interventionist is a district-based position within the Office of Academics and is supervised by the Office of Academics or its designee. The Interventionist will work in close partnership with the principal and instructional leadership team of the school(s) to which they are assigned.

School assignment is determined annually based on Title I eligibility, student needs, district data, available funding, and programmatic priorities. Assignment to a particular school in one year does not guarantee assignment to that school in subsequent years.

How to Join Our Team:

Please upload a resume and thoughtful cover letter, outlining how your skills, experience, and commitment to equity in education meet the qualifications of the position as well as stating how you heard about this opportunity.

At the Cambridge Public Schools, we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced, acknowledging that a team reflecting diversity of race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, and veteran status allows us to serve our communities better. To that end, we welcome and encourage applicants to bring their authentic selves when considering employment opportunities within our school district

Title I Literacy Interventionist, Office of Academics

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

This job is also posted in Cambridge Public Schools

Job Details

Job ID: 5984523
Application Deadline: Posted until filled
Posted: Nov 05, 2026 5:00 AM (UTC)

Starting Date: Immediately

Job Description

Position : Literacy Interventionist, Title I

Office of Academics

The Opportunity:

Cambridge Public Schools seeks an experienced and highly skilled Title I Interventionist to provide targeted academic intervention in literacy and mathematics 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 Interventionist will play an important role in the district's Multi-Tiered System of Support (MTSS), providing evidence-based, data-informed intervention in literacy and mathematics for students who require additional support to meet grade-level expectations.

The Interventionist will work closely with classroom teachers, literacy and mathematics 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. The balance of literacy and mathematics intervention responsibilities will be determined by student needs, school priorities, and district data.

Key Responsibilities:

• Provide targeted, evidence-based intervention in literacy and mathematics 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 academic needs and plan responsive instruction.
• Implement literacy intervention addressing foundational reading skills, fluency, vocabulary, comprehension, and written expression, as appropriate to students' identified needs.
• Implement mathematics intervention addressing foundational mathematical concepts, number sense, operations, mathematical reasoning, and problem-solving.
• Implement intervention aligned with the Massachusetts English Language Arts and Literacy and Mathematics Curriculum 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 and mathematics coaches, special educators, multilingual learner educators, and other school-based staff to ensure intervention complements and strengthens students' core instruction.
• Participate actively in school-based MTSS, student support, grade-level, or instructional 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, mathematics, intervention, assessment, culturally responsive instruction, and MTSS.
• Collaborate with the Office of Academics and other Title I Interventionists to strengthen consistency and effectiveness of academic intervention across Title I schools.
• Support district efforts to evaluate the effectiveness of Title I services through accurate data collection, progress monitoring, and reflection on student outcomes.
• Maintain a strong commitment to culturally responsive, inclusive, and affirming instruction that recognizes students' identities, strengths, languages, and experiences as assets.
• Perform other duties related to Title I academic intervention as assigned by the Office of Academics.

Qualifications and Experience

The successful candidate will possess many, though perhaps not all, of the following qualifications:

• At least five years of successful teaching experience, preferably with substantial experience in elementary literacy and mathematics instruction and intervention.
• Demonstrated expertise in teaching foundational literacy skills, including phonemic awareness, phonics, fluency, vocabulary, comprehension, and written expression.
• Demonstrated expertise in teaching foundational mathematics, including number sense, operations, conceptual understanding, procedural fluency, mathematical reasoning, and problem-solving.
• Strong knowledge of evidence-based intervention practices and experience providing targeted small-group or individualized instruction.
• Demonstrated ability to analyze multiple sources of student data and translate assessment information into specific instructional plans.
• Experience with progress monitoring and using student response to intervention to make instructional decisions.
• Strong understanding of Multi-Tiered Systems of Support (MTSS) and the relationship between high-quality core instruction and supplemental intervention.
• Ability to collaborate effectively with classroom teachers, instructional coaches, school leaders, specialists, and families.
• Demonstrated cultural proficiency and skill in culturally responsive and sustaining instructional practices.
• Experience working successfully with students and families from diverse racial, cultural, linguistic, and socioeconomic backgrounds.
• Familiarity with the Massachusetts English Language Arts and Literacy and Mathematics Curriculum Frameworks.
• Strong organizational and communication skills, including the ability to maintain accurate intervention and progress-monitoring records.
• Ability to work flexibly across school settings and adapt to changing student, school, and district needs.
• Bachelor's degree required; Master's degree in Education, Reading, Literacy, Mathematics Education, or a related field preferred.
• Familiarity with CPS elementary literacy and mathematics curricula and instructional resources strongly preferred, including Focus on 4s, Focus on K, and/or Core Knowledge Language Arts (CKLA).
• Appropriate Massachusetts educator licensure required (e.g., Early Childhood PreK–2; Elementary 1–6; Moderate Disabilities PreK–8). Reading Specialist or Mathematics Specialist licensure preferred.

Supervision and Assignment:

The Title I Interventionist is a district-based position within the Office of Academics and is supervised by the Office of Academics or its designee. The Interventionist will work in close partnership with the principal and instructional leadership team of the school(s) to which they are assigned.

School assignment is determined annually based on Title I eligibility, student needs, district data, available funding, and programmatic priorities. Assignment to a particular school in one year does not guarantee assignment to that school in subsequent years.

How to Join Our Team:

Please upload a resume and thoughtful cover letter, outlining how your skills, experience, and commitment to equity in education meet the qualifications of the position as well as stating how you heard about this opportunity.

At the Cambridge Public Schools, we are committed to cultivating an environment where diverse perspectives and backgrounds are embraced, acknowledging that a team reflecting diversity of race, color, ancestry, national origin, religion, age, gender, marital/domestic partner status, sexual orientation, gender identity, disability status, and veteran status allows us to serve our communities better. To that end, we welcome and encourage applicants to bring their authentic selves when considering employment opportunities within our school district

Position Type: Full-Time

Job Requirements

• Citizenship, residency or work visa required

Contact Information

• Cambridge Public Schools
• 135 Berkshire Street
• Cambridge, Massachusetts 02141
• Email: [e-mail]

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