This position is a full-time TEMPORARY position.

JOB CHARACTERISTICS:

The School Safety and Prevention Specialist (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 (Section 36 of HB 3427 and Senate Bill 52, Adi’s Act). As defined in the legislation, the system required under this section shall be supported by Prevention Specialists who: a) Serve regions of this state, b) are cross-trained in (behavioral) safety assessments and in the prevention of youth suicide, of acts of bullying, intimidation or harassment and acts of cyberbullying, and c) provide or facilitate training, the development of programs and plans, the coordination of local teams and the provision of ongoing consultation to regional partners, school districts, and education service districts.

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. Prevention Specialists will 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. This will include but not be limited to the 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 mental illness 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) 

KNOWLEDGE:

MINIMUM QUALIFICATIONS:

1. A fundamental understanding of Oregon’s educational system, a commitment to racial equity and the development of a SSPS through the State of Oregon Equity Framework in COVID-19 Response and Recovery, and the ability to facilitate SSPS development through a broad and diverse range of System stakeholders.
2. Ability to recognize disproportionate outcomes for students and youth of color and historically and currently underserved students and youth, increase equitable access to mental/behavioral healthcare resources for historically and currently underserved students and youth, and engage historically and currently underserved students and youth in the development and implementation of the SSPS.
3. A commitment to working to understand and collaborate with individuals and groups with diverse historical experiences, training, and professional backgrounds.
4. Ability to plan in coordination with ESD, school district, and community resource partners on meeting legislative and administrative rule requirements and developing corresponding evaluation and continuous systems improvement processes.
5. Ability to organize time and resources to coordinate with ESD, school district, school, and community partners to plan and effectively communicate SSPS administrative, crisis response, and prevention education processes.
6. Ability to provide dynamic training to diverse learners adjusting to different cultural environments, learning styles, training, and multidisciplinary professional backgrounds.
7. Capability to provide safety assessment consultation to school districts, administrators, and staff by request as well as make referrals to a network of crisis and prevention education-based resources.
8. Ability to effectively listen to and speak with individuals in groups of various sizes, through in-person and through virtual formats, and using prepared materials and on a spontaneous basis.
9. Understanding of basic research methods and ability to engage in rigorous data collection and reporting (written and oral) in support of quarterly report requirements (i.e. needs assessment, training and service referral and utilization data). Ability to interpret data and make recommendations for continuous improvement.
10. Demonstrated ability to exercise judgment, integrity, confidentiality, tact, and diplomacy.

SKILLS:

• Ability to work cooperatively and independently

• Strong interpersonal, written and verbal communication skills

• Computer Skills: Microsoft Office Suite (Excel, Word, Access, Outlook and PowerPoint)

• Excellent organizational skills with attention to details

• Ability to focus, organize and prioritize

• Exhibit cultural competency and sensitivity with the ability to communicate effectively with all cultural groups

RESPONSIBILITIES and ESSENTIAL FUNCTIONS:

• 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 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:
  1. In coordination with ODE and the statewide SSPS System, Prevention Specialists will develop a Regional ESD-based multidisciplinary SSPS model and 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 
  2. 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. 
  3. 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.
  4. 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
  5. 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:  
1. 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). 
2. 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.