Job Summary:
The School Safety and Prevention Specialist works with the Oregon Department of Education (ODE) and through the designated Education Service District to provide equity-based training and technical assistance to school districts for the development, implementation, and maintenance of the statewide School Safety and Prevention System.
Essential Functions:
In coordination with ODE, School Safety and Prevention System (SSPS) Prevention Specialists will engage with education stakeholders, community partners, and Tribal governments to develop the SSPS.
Develop and apply the State of Oregon Equity Framework in COVID-19 Response and Recovery to develop and implement the SSPS in a manner designed to result in fewer disproportionate and more equitable outcomes for historically and currently undeserved students and youth.
Meaningful engagement and inclusion of the voices and choices of students and youth of color, youth identifying as LGBTQIA2S+, youth with disabilities, youth who are emergent bilinguals, youth bereaved by suicide, youth with mentalillness or substance abuse disorders, and youth navigating poverty, homelessness, and foster care.
The Prevention Specialist position will involve three (3) sets of interrelated roles and responsibilities:
Community engagement (SSPS System stakeholders and Tribal governments)
Equity-based SSPS System development (regional model and administrative processes)
Technical Assistance (training and consultation)
Community Engagement:
As established in (ORS 339.341) and (OAR 581-029-0001), Prevention Specialists will consider input from, share information, and consult with representatives as required in OAR 581-029-001 (2) to develop the SSPS, including specific and intentional focus on prevention, countering profiling, and enhancing the use of a racial equity lens.
In coordination with ODE and local SSPS System stakeholders, Prevention Specialists will plan the development of a multidisciplinary model, team, and set of administrative processes designed to provide regularly scheduled behavioral safety assessments, resource referrals and trainings for equity and racial equity-centered, strengths-based, social emotional learning and trauma-informed suicide, bullying, cyberbullying and harassment prevention and student mental health promotion. Through engagement with System stakeholders and coordination with ODE, Prevention Specialists develop SSPS to result in fewer disproportionate outcomes for students and youth of color and currently and historically underserved students and youth, increase access to equitable mental and behavioral healthcare services, and establish ESDs as hubs for student crisis response and prevention-based education.
Equity-based SSPS System Development:
In coordination with ODE and the statewide SSPS System, Prevention Specialists will develop a Regional ESD-based multidisciplinary SSPS model and behavioral safety assessment team. The Prevention Specialist will invite constituent school districts, public mental/behavioral health and service providers, family and social service agencies, and community-based organizations to participate on this team. As provided in OAR 581-029-0001, the
Prevention Specialist will ensure the prioritization of equity and racial equity in developing multidisciplinary safety assessment teams designed to prevent targeted violence. This will occur through the completion of ODE equity and racial equity training, the engagement and representation of historically and currently undeserved students, and the incorporation of evidence-based and field-tested best practices.
In coordination with ODE, Prevention Specialists will develop a training plan for SSPS. As established in OAR 581-029-001, Prevention Specialists will develop training capacity that includes equity and racial equity lens training, safety assessment, suicide prevention (prevention, intervention, and postvention) and student wellness, bullying, cyberbullying, harassment, and intimidation prevention to provide supports and promote access to a network of services across three tiers (universal, selected, and targeted). When feasible, Prevention Specialists should facilitate access to these trainings for ESD-based team participants and engage the perspectives, resources, and educational opportunities made through partnerships with public agencies and community-based organizations to further SSPS training and professional development. Prevention Specialists will also promote access to the SafeOregon Tip Line with ESD-based teams and constituent school districts.
In coordination with ODE, Prevention Specialists will develop evaluation materials. The purpose of the evaluation is to ensure the SSPS system complies with 36 of the Student Success Act and OAR 581-029-001. These materials include an SSPS Annual Plan, SSPS stakeholder-based Needs Assessment, Quarterly Reports, SSPS System Satisfaction Surveys, and can include ESD-based internal continuous improvement tools.
Prevention Specialists will develop SSPS administrative agreements and processes. Administrative Agreements include interagency information-sharing agreements, safety assessment team staffing commitments, and SSPS System policies and workflow processes designed to connect and root ESD-based teams with participating school districts, schools, area service providers, and school communities. Administrative Processes will also include determining crisis response and prevention education roles and responsibilities in coordination with Suicide Prevention and Student Wellness Specialists (SSPS System partners), school districts, public service agencies, and community-based organizations.
Technical Assistance:
Upon completion of training requirements, Prevention Specialists may provide SSPS System training and make referrals to a network of services as requested by school districts to include universal (Tier 1), selected (Tier 2), and targeted supports (Tier 2-3).
Prevention Specialists may also provide—per training certification requirements and according to ESD-based SSPS interagency information-sharing agreements — individual and team-based consultation to school districts through calls and in-person meetings where applicable to assist in the assessment of behavioral safety concerns and in the facilitation of resource referrals.
Adhere to workplace expectations
Ability to work a flexible schedule and travel to and from school locations in the South Coast ESD service area and may be required to travel on overnight assignments.
Other duties as assigned
Qualifications:
Education and/or Experience: A minimum of a bachelor’s degree or equivalent experience and/or training; or equivalent combination of education and experience and one to three years related experience and/or training; or equivalent combination of education and experience. Experience in school safety required. May include, counseling, county health, suicide prevention, threat assessment, law enforcement, juvenile justice, or related fields. The following additional Experience is preferred:
2 Years Emergency Planning or Emergency Management Experience
Project management experience, National Incident Management System (NIMS), and Incident Command Systems (ICS) experience
Knowledge of regional community partners including Community Care Organizations, Behavioral and Public Health departments, and local safety related agencies.
Experience providing professional development to adult learners.
Consideration will be given to an alternative combination of experience and training that provides the knowledge, skills, and abilities required to perform the job.
Interpersonal Skills: Works well with others, honors and understands diverse cultures. Knowledgeable of equity, diversity, and inclusion principles and practices. Able to hold opposing viewpoints and perspectives while building trust. Focuses on resolving conflict; maintains confidentiality; listens to others without interrupting; keeps emotions under control; Remains open to others’ ideas and contributes to building a positive team spirit.
Language Skills: to effectively present information and respond verbally and in writing to common inquiries from students, parents, regulatory agencies, or members of the community.
Reasoning Skills: Ability to define problems, collect and interpret data, establish facts, and draw valid conclusions without shame, blame or judgement.
Computer Skills: General knowledge of computer usage and ability to use word processing, multimedia and database software, E-mail, and the Internet.
Confidentiality: The employee maintains the integrity of confidential information relating to agency records and data, students, families, colleagues, or District patrons. The employee uses or relays personal and agency information only while performing assigned responsibilities and in the best interest of the individuals involved.
Attendance Standards: Timely and regular attendance is an expectation of performance for all employees. Employees will be held accountable for adhering to their regular work hours and schedule. In the event an employee is unable to meet this expectation, they shall obtain approval from their supervisor in advance of any requested schedule changes. This approval includes requests to use appropriate accruals, as well as late arrivals to or early departures from work and any special attendance needs of the position as determined by SCESD.
Certificates, Licenses,Registrations: Certificates as determined by the District.
Work Environment:
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions.
The noise level in the work environment is usually low to moderate, but occasionally high depending upon student population and activities. The employee is occasionally exposed to wet or humid conditions and outdoor weather conditions. Employee may be exposed to bloodborne pathogens.
Frequently required to walk, stand and sit
Occasionally required to bend, stoop, kneel, climb stairs, crouch or crawl
Regularly required to talk and hear
Use hands for fine manipulation, handle or feel and reach with hands and arms operating a computer keyboard and mouse.
Specific vision abilities required by this job include close vision, distance vision, color vision, night vision, ability to adjust focus and peripheral vision
Regularly lift and/or move up to 15 pounds and occasionally up to 25 pounds.
