Behavior Intervention Specialist (Elementary), Ssd

Position Objective The Student Support Department (SSD) is seeking an experienced Behavior Intervention Specialist to join our robust team of multidisciplinary professionals. Utilizing a Multi-Tiered System of Support (MTSS) framework, this role provides direct support to assigned elementary school divisions to promote student academic engagement, emotional well-being, and positive social functioning. The Behavior Interventionist plays a critical role in fostering a safe, inclusive learning environment by supporting students with behavioral challenges and equipping staff with effective intervention strategies. This role will primarily focus on students in Tier 1 and Tier 2 of MTSS with some overlap with students in Tier 3. Responsibilities The job holder’s responsibility for promoting and safeguarding the welfare of children and young person’s for whom they are responsible, or with whom they come into contact will be to adhered to and ensure compliance with the relevant Cognita Safeguarding; Child Protection Policy and Procedures at all times. If in the course of carrying out the duties of the role, the job holder identifies any instance that a child is suffering or likely to suffer significant harm either at school or at home, they must report any concerns to the School’s Designated Safeguarding Lead or to the Head or indeed to the Cognita Regional Safeguarding Manager so that a referral can be made accordingly to the relevant third party services. Behavioral Support & Intervention Deliver tiered behavioral supports aligned with MTSS frameworks, based on the intensity of student need. Monitor, track, and adjust behavior interventions through consistent data collection and progress review. Implement and manage individualized Behavior Intervention Plans (BIPs) for students demonstrating consistent behavior challenges. Collaboration with Teachers, Parents, and other Service Providers Partner with classroom teachers to implement proactive classroom behavior strategi…