8 hours per day on a 220 day work calendar
Competitive Salary and Benefits Package
To apply, please visit http://www.lblesd.k12.or.us/employment and apply using our online application process.
SCHOOL SAFETY & PREVENTION SPECIALIST
1. A Bachelor’s degree in the field of Mental Health required, Master’s degree preferred.
2. Must have current professional licensure in field of training.
3. Experience working with the K-12 educational system preferred.
4. Knowledge and understanding of Oregon’s education system, a commitment to racial equity and the development of a SSPS through the State of Oregon Equity Framework in COVID-19.
5. Response and Recovery, and the ability to facilitate SSPS development through a broad and diverse range of System stakeholders.
6. Experience providing 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 to 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 a 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.
11. Strong interpersonal skills and outstanding presentation skills.
12. Such alternatives to the above qualifications as the LBL Board of Directors/Superintendent may find appropriate and acceptable.
Strategic Partnerships Administrator
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). a) This position serves 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.
They will engage with education stakeholders, community partners, and Tribal governments to develop the SSPS. They 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 underserved 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)
In coordination with ODE & local SSPS system stakeholders:
1. Prevention Specialists will consider input from, share information, and consult with representatives as required by state law to develop the SSPS, including specific and intentional focus on prevention, countering profiling, and enhancing the use of a racial equity lens.
2. 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.
3. 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.
4. Develop a Regional ESD-based multidisciplinary SSPS model and team and 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.
5. Ensure the prioritization of equity and racial equity in developing multidisciplinary safety assessment teams designed to prevent targeted violence by completion of ODE equity and racial equity training, the engagement and representation of historically and currently underserved students, and the incorporation of evidence-based and field-tested best practices.
6. Develop a training plan for SSPS 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 support and promote access to a network of services across three tiers (universal, selected, and targeted).
7. 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 when feasible.
8. Promote access to the SafeOregon Tip Line with ESD- based teams and constituent school districts.
9. Develop evaluation materials 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.
10. Develop SSPS administrative agreements and processes including 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.
11. Develop 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.
12. 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), upon completion of training.
13. Provide 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.
14. Plan in coordination with ESD, School district, School and community partners on meeting legislative and administrative rule requirements and developing corresponding evaluation and continuous systems improvement processes.
15. 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.
16. Understand and collaborate with individuals and groups with diverse historical experiences, training and professional backgrounds.
17. Performs other duties as assigned.
18. Maintain regular attendance at work. Be punctual in meeting deadlines, attending meetings and following schedules.
19. Work well within a team. Promote good staff morale and put team needs above individual needs.
20. Collaborate with others to complete tasks and solve problems in a professional manner.
21. Communicate effectively in a courteous, tactful and professional manner.
22. Utilize teleservice platform to provide services to educators, students and district staff as directed.
1. Demonstrates a commitment to promoting equity and diversity.
2. Maintain confidentiality at all times.
3. Maintain professional dress standards.
4. Other duties as assigned.
1. Ability to lift and/or move up to 40 pounds and occasionally up to 60 pounds.
2. Ability to provide own transportation to schools, districts and clients as deemed necessary.
SALARY COMMENSURATE WITH EDUCATION AND EXPERIENCE.