Accelerate Learning Jobs in Colorado (NOW HIRING)

SPECIALIST
READ ACT | GIFTED AND TALENTED ACHIEVEMENT
JOB DESCRIPTION

JOB TITLE: Specialist Read Act and GT Achievement                   FLSA STATUS: Exempt

REPORTS TO: Director of Academics                                             PAY GRADE: ADM-04

LOCATION: Education Support Services                                        DAYS: 215

FUNDING: This position is Grant Funded                                       JOB ID & DATE: ADM-48 | June 2026   

JOB PURPOSE SUMMARY

The READ Act & Gifted and Talented Specialist provides strategic leadership and direct support to improve early literacy outcomes and overall student achievement by implementing evidence-based acceleration and intervention systems. This role ensures full implementation and compliance with the Colorado READ Act while aligning curriculum, instruction, assessment, and professional learning to a cohesive district-wide literacy and achievement framework.

This position bridges instructional leadership, MTSS systems, curriculum alignment, and targeted intervention, ensuring that all studentsespecially those identified with significant reading deficienciesreceive timely, effective, and research-based support to accelerate learning.

REQUIREMENTS

Education Level Details

Bachelor's Degree in Education or related field (required)

Master's Degree in Literacy, Curriculum & Instruction, or related field (preferred)

License / Certification Required

Must possess or qualify for a valid teaching license in the state of Colorado

Reading Specialist endorsement or certification (preferred)

Completed Colorado's required evidence-based reading training (Science of Reading/READ Act training). 

Colorado Gifted Education Core Endorsement (Ages 4-21) or evidence of pursuing and the ability to receive within 24 months of hire one of the following endorsements: Core Gifted Endorsement, Gifted Specialist, or Gifted Director.

Work Experience Required

Minimum of five years of successful classroom teaching experience

Demonstrated expertise in reading

Other Skills and Abilities Required

Understanding of the READ Act and state literacy standards

Strong organizational and planning skills

Effective communication and collaboration skills to work with teachers, administrators, and parents

Commitment to staying current with best practices in reading instruction and research

Deep knowledge of the Science of Reading, literacy development, and assessment practices

Strong understanding of READ Act requirements, MTSS frameworks, RTI, and progress monitoring systems

Expertise in acceleration and intervention strategies (Tier I, II, III)

Strong data analysis and problem-solving skills

Ability to lead professional development and coach educators

   FUNDING

This position may be fully or partially grant-funded and is dependent on the successful renewal of grants each year. Employment in this role is subject to the availability of grant funding. The district will make every effort to provide advance notice if funding it is not realized.

EVALUATION

Performance will be evaluated annually in accordance with the provision of Adams County School District Board Policy, GCOA-Evaluation of Instructional Staff.   

ESSENTIAL DUTIES AND RESPONSIBILITIES

Major Read Act Responsibilities
 

• Lead and monitor district implementation of READ Act requirements, including identification, intervention, and reporting for students with significant reading deficiencies
• Oversee development, implementation, and monitoring of READ plans
• Ensure compliance with state literacy laws, reporting requirements, and district policies
• Support schools in aligning literacy practices to state standards and district expectations

Major Gifted and Talented Responsibilities

• Oversee and support the implementation of universal screening processes to identify gifted and talented students across all grade levels, ensuring equitable access and adherence to state guidelines.
• Collaborate with schools to ensure multiple measures (assessment data, classroom performance, observations, and portfolios) are utilized to identify advanced learners, including historically underrepresented populations.
• Monitor identification practices to ensure equity for multilingual learners, students with disabilities (twice exceptional), and students from diverse cultural and socioeconomic backgrounds. Support schools in removing barriers to identification and participation in advanced learning opportunities.
• Guide schools in developing, implementing, and monitoring Advanced Learning Plans (ALPs) to ensure they are standards-aligned, student-centered, and focused on measurable growth and achievement.
• Collaborate with school leaders and teachers to design and implement acceleration opportunities, including subject acceleration, compacting, enrichment pathways, and advanced coursework. Ensure opportunities align with student readiness and promote continuous academic growth.
• Support teachers in differentiating instruction to meet the needs of gifted and advanced learners through rigor, depth, complexity, and pacing. Provide coaching and modeling on instructional strategies that extend learning beyond grade-level expectations.
• Ensure gifted education is embedded within the district's Multi-Tiered System of Supports (MTSS), recognizing advanced learners as students requiring intentional support for continued growth. Align acceleration strategies with overall student achievement goals.
• Design and deliver professional learning to build educator capacity in identifying, supporting, and challenging gifted and advanced learners. Provide ongoing coaching to ensure effective implementation of advanced learning strategies in classrooms.
• Monitor the effectiveness of gifted and talented programming, including identification rates, student performance, and program implementation. Use data to refine practices and ensure alignment with district goals and state requirements.
• Collaborate with departments including Literacy, CLDE, Special Education, and MTSS to ensure alignment of services and supports for advanced learners, including twice-exceptional students.
• Provide communication, resources, and engagement opportunities for families to support understanding of gifted identification, programming, and student growth pathways.
• Collaborate with teachers and leaders to set measurable goals and monitor student progress

Program Evaluation & Continuous Improvement
 

• Evaluate the effectiveness of literacy, intervention, and acceleration programs
• Recommend improvements based on data, research, and district priorities
• Support grant implementation, monitoring, and reporting related to literacy initiatives
• Ensure alignment across departments (CLDE, Special Education, GT, MTSS)
  
  
  

Family & Community Engagement
 

• Collaborate with families to support student literacy development and achievement
• Provide resources and training to families on supporting reading at home
• Coordinate literacy events, workshops, and engagement opportunities

Professional Growth and Development

• Participate in staff development activities to improve job-related skills.
   
  

Policy, Reports, and Law

• Comply with policies established by Federal and State law, State Board of Education rule, and local Board Policy.

• Perform other duties as assigned by the building Principal and the Superintendent of Schools.

SUPERVISORY RESPONSIBILITIES

None

PHYSICAL REQUIREMENTS/WORKING CONDITIONS

The physical demands, work environment factors and mental functions described herein are representative of those that must be met by an employee to successfully perform the essential functions of this job. 

Physical Demands: While performing the duties of this job, the employee is occasionally required to stand, climb or balance, stoop, kneel, crouch, or crawl.. The employee must regularly lift and/or move up to 40 pounds.

Work Environment: While performing the duties of this job, the employee will work primarily in a usual office or school environment.  The Employee may be required to work from a remote location in the event of a district shutdown or other event. 

Mental Functions: While performing the duties of this job, the employee is regularly required to communicate, compare, analyze, coordinate, instruct, evaluate, and use interpersonal skills. Occasionally required to compile, copy, compute and negotiate.

TRANSPARENCY IN PAY AND BENEFITS

Adams 14 is committed to transparency in compensation and benefits and complies with Colorado's Equal Pay for Equal Work Act. We offer a competitive and comprehensive benefits package designed to support the health, financial security, and well-being of our employees.

Compensation for this position is $91,000 to $130,000 per year (2026-2027), based on verified experience and qualifications, and aligned with the Adams 14 salary schedule. This position is scheduled for 228 workdays annually. Additional compensation opportunities may be available through stipends or supplemental assignments, depending on job responsibilities.

Benefits include Paid Time Off (PTO), Medical, dental, and vision insurance plans, District contributions to Health Savings Accounts (HSA), Flexible Spending Accounts (FSA), Employee Assistance Program (EAP) with free and confidential support services, Wellness and preventive care programs.  Voluntary coverage options for life insurance, accidental death and dismemberment (AD&D), critical illness, cancer care, legal assistance, and accident insurance are available for all full-time staff.

Retirement and voluntary benefits include membership in the Colorado Public Employees' Retirement Association (PERA) and optional retirement savings plans including 403(b) and 457(b).

For more detailed information, please review the Adams 14 Employee Benefits Guide, available on the District website.