Literacy Specialist (Washington)

Are you passionate about assisting students in the classroom? Do you enjoy working collaboratively with others? If so, then Carlos Rosario International Public Charter School (CRIPCS) is the place for you.

Carlos Rosario International Public Charter School (CRIPCS) is an adult charter school that delivers high-quality education, career training, and supportive services that enable adult immigrants to realize their dreams while strengthening our community and economy. When you join the team at CRIPCS you become part of a unique, performance-driven organization where students are the center of our work and excellence permeates. 

The mission of Carlos Rosario International Public Charter School is to deliver high-quality education, career training, and supportive services that enable adult immigrants to realize their dreams while strengthening our community and economy .

Our organization's values guide our behavior:

• Integrity 
• Respect
• Perseverance
• Compassion 
• Inclusivity
• Collaboration 

Literacy Specialist

The Literacy Specialist supports the school’s mission by strengthening literacy instruction and outcomes for adult immigrant learners across both CRIPCS campuses. Reporting to the Academic Director of Specialized Student Services, this role sits within the Specialized Student Services department and serves as the organization’s primary literacy expert — providing targeted interventions for students and building a coherent, evidence-based system of literacy support that spans both campuses and connects classroom instruction with specialized services.

The Literacy Specialist brings these efforts together — diagnosing specific student needs, delivering and standardizing interventions, and coaching staff to implement effective literacy strategies consistently across the organization using platforms including Reading Horizons and Achieve3000.

Developing Literacy Interventions

• Collaborate with Director of SSS to develop PD for faculty

• Work with ETS to identify appropriate reading intervention platforms as well as online platforms that support literacy. 

• Design, standardize, and continuously improve targeted literacy interventions for Tier 2 and Tier 3 students, ensuring interventions are evidence-based, culturally responsive, and aligned with diagnosed student needs.

• Diagnose specific student literacy needs using formal and informal assessment tools, and develop individualized and small-group intervention plans that address reading, writing, and foundational literacy skills.

• Bring together literacy efforts across the organization — including classroom instruction, Specialized Student Services interventions, and technology platforms such as Reading Horizons and Achieve3000 — into a coherent, aligned system of support for literacy at both campuses.

• Collaborate with the Specialized Student Services team, curriculum staff, and faculty to develop and refine intervention protocols, ensuring consistency and fidelity of implementation across both campuses.

• Provide direct literacy instruction to students as needed, modeling effective intervention strategies for tutors and paraeducators working alongside students in Tier 2 and Tier 3 settings.

• Collect, analyze, and monitor student literacy data — including diagnostic assessments, progress monitoring tools, and platform data from Reading Horizons and Achieve3000 — to track student growth and evaluate intervention effectiveness based on assigned caseload.

•   Stay current on research and trends in adult literacy, ESL, and evidence-based intervention practices, incorporating new knowledge into program design and professional development.

Working with Students

• Provide direct, targeted literacy instruction to individual students and small groups as needed, with a focus on students receiving Tier 2 and Tier 3 interventions who require specialized, intensive support beyond what tutors and classroom teachers can provide.

• Conduct literacy assessments with individual students to diagnose specific skill gaps and inform placement in appropriate intervention tracks, coordinating with the Assessment department and Specialized Student Services team.

• Build supportive, trust-based relationships with students receiving literacy services, creating a learning environment grounded in dignity, high expectations, and a belief in each student’s capacity to grow.

• Collaborate with Specialized Student Services staff to ensure students receiving literacy interventions are connected to the broader support ecosystem, including counseling, academic advising, and wraparound services where appropriate.

• Maintain a flexible schedule that allows for direct student support across both campuses, including availability for split AM/PM/EVE schedules as needed to serve students in all program tracks.

Other duties as assigned

• Literacy Expertise: Deep knowledge of evidence-based literacy instruction for adult learners, including phonics, fluency, comprehension, and writing; familiarity with Tier 2 and Tier 3 intervention frameworks and tools such as Reading Horizons and Achieve3000.

• Professional Development Delivery: Experience designing and delivering targeted professional development that leads to measurable improvements in instructional practice.

• Intervention Design: Experience designing and implementing standardized literacy interventions across multiple tiers of support, with the ability to diagnose individual student needs and develop targeted, differentiated plans that promote measurable growth.

• Adult Learning and ESL: Strong understanding of adult learning theory and experience working with adult English Language Learners and immigrant populations; familiarity with Workforce Development strategies and the unique literacy needs of multilingual adult learners.

• Technology Integration: Proven ability to support staff in the effective use of educational technology platforms, including Reading Horizons, Achieve3000, Schoology, and Zoom; comfortable coaching others in technology-enhanced literacy instruction in hybrid settings.

• Collaboration and Communication: Strong interpersonal and communication skills; able to work effectively across departments — including Curriculum, IT, Student Services, and Arts and Culture — and with external partners to support school-wide literacy goals.

• Equity and Mission Commitment: A deep commitment to educational equity and the belief that all adult learners can achieve literacy growth; demonstrated ability to build affirming, high-expectation learning environments for immigrant and multilingual communities.

• Self-Direction and Independence: Self-motivated and capable of managing a complex, cross-campus portfolio with minimal supervision; organized, reliable, and proactive in identifying and addressing gaps in literacy support.

Master’s degree in Reading, Literacy Education, TESOL, Curriculum and Instruction, or a related field required; equivalent combinations of education and experience may be considered.

Minimum of three years of experience in literacy instruction, intervention, or coaching, preferably with adult learners or English Language Learners; equivalent combinations of education and experience may be considered.

  Demonstrated experience designing and delivering evidence-based literacy interventions across multiple tiers of support, with the ability to diagnose student needs and monitor progress toward measurable goals.

Bilingual proficiency in English and Spanish is preferred, given the linguistic diversity of CRIPCS’s student and staff community.

Commitment to CRIPCS’s core values: Integrity, Respect, Perseverance, Compassion, Inclusivity, and Collaboration.

A competitive annual starting salary range of $55,000.00 - $114,500.55commensurate with experience.

46 total days of time off (a combination of paid holidays, vacation, sick, and personal time) per year. This number increases over time. 

A flexible, hybrid work schedule.

Competitive health benefits and retirement match (up to 6% of the base salary).

Deep investment in individualized professional development, inclusive of coaching, conference attendance, and tu]]>