In line with our commitment to disrupting systemic racism, we acknowledge that research shows that Black, Indigenous, and people of color (BIPOC) and women are significantly less likely to apply for some positions, believing they must meet every qualification as described in the job description. At NWRESD, we value representation, and we are most interested in finding the best candidate for the job. We know that sometimes that candidate may be one who comes from a less traditional background. We encourage you to apply, even if you don't believe you meet every one of the qualifications described below.

Position: School Safety and Prevention Services TOSA
Department: Instructional Services
Location: Washington Service Center
Reports To: Director of Instruction
Salary: Licensed Salary Schedule
Bargaining Unit: Licensed, NWEA
FTE: 1.0
Work Days: 210 days

NW REGIONAL ESD'S MISSION STATEMENT: In Partnership with the communities we serve, Northwest Regional ESD improves student learning by providing equitable access to high quality services and support.

SPECIFICS ABOUT THIS POSITION:
The School Safety and Prevention System (SSPS) TOSA supports our region by aligning school
safety, education initiatives and health systems. The SSPS was established through Section 36
of the Student Success Act and Senate Bill 52 (Adi’s Act). This new statewide system is
centered on equity, racial equity and access to mental health services.
A successful applicant will coordinate school safety processes for our 20 component school
districts. They will connect teams and community partners to crisis response resources and
serve as a consultant when needed. These systems are typically led by school psychologists or
school counselors, however our screening team will consider all applicants with experience in
the following areas:

• Behavioral safety assessment
• Suicide awareness (prevention, intervention, postvention)
• Social and emotional learning
• Mental health and wellbeing
• Crisis response teams
• Bullying prevention
• School climate and culture
• Every Student Belongs rule
• Bias incident reports

General Description:
The School Safety and Prevention TOSA* 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.

The SSPS serves regions of this state, and 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 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, the SSPS engages with School &
District teams, community partners, and Tribal governments to develop the school safety and
prevention strategies. This system provides an integrative approach for aligning school safety,
public education, and health systems.

The role will involve three (3) sets of interrelated areas and responsibilities:

• Community engagement
• Equity-based System development (regional model and administrative processes)
• Technical Assistance (training and consultation)

The role will provide support to school and community partners in the following areas:

• Behavioral safety assessment
• Suicide awareness (prevention, intervention, postvention)
• Social and emotional learning
• Mental health and wellbeing
• Crisis response teams
• Bullying prevention
• School climate and culture
• Every Student Belongs rule
• Bias incident reports

In addition, the School Safety and Prevention TOSA will work to ensure 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.

QUALIFICATIONS: Knowledge, Skills & Abilities Required
To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodation may be made to enable individuals with disabilities to perform the essential functions.

1. Bachelor’s Degree in Education, School Counseling, Psychology or equivalent field, required
2. TSPC license required or the ability to obtain a license
3. Minimum of 2 years of relevant experience preferred; focus in advocacy is a plus.
4. Experience leading teams through the Safety Assessment and Response processes listed above, preferred.

KNOWLEDGE, SKILLS, and ABILITIES:
1. Experience working with and supporting communities of color, a commitment to working
to understand and collaborate with individuals and groups with diverse historical
experiences, training, and professional backgrounds.
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 School Safety and Prevention Protocol.
3. Ability to provide dynamic training to diverse learners adjusting to different cultural
environments, learning styles, training, and multidisciplinary professional backgrounds.
4. Experience completing and/or providing consultation for safety assessment.
5. Experience connecting teams to crisis prevention resources and leading plan development.
6. Culturally responsive, interpersonal skills that allow for relationship building across our region.

Essential Functions:
A. Consult with representatives and follow OAR guidelines to develop the necessary
framework, including specific and attentional focus on prevention, countering profiling,
and enhancing the use of racial equity lens.
B. In coordination with ODE and local system stakeholders, 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.
C. Collaborate with constituent school districts, public mental/behavioral health and service
providers, family and social service agencies, and community-based organizations to
participate on this team.
D. Ensure the prioritization of equity and racial equity in developing multidisciplinary safety
assessment teams designed to prevent targeted violence through the 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.
E. Develop a training plan for School Safety and Prevention, and 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).
F. Facilitate access to 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 School Safety and
Prevention training and professional development.
G. Promote access to the Safe Oregon Tip Line with ESD-based teams and constituent
school districts.
H. Develop evaluation materials to ensure the School Safety and Prevention system
complies with 36 of the Student Success Act and OAR guidelines. These materials
include an Annual Plan, stakeholder-based Needs Assessment, Quarterly Reports,
System Satisfaction Surveys, and can include ESD-based internal continuous
improvement tools.
I. Develop School Safety and Prevention Administrative agreements and processes.
Administrative Agreements Include interagency information-sharing agreements, safety
assessment team staffing commitments, and School Safety and Prevention System
policies and workflow processes designed to connect and root ESD-based teams with
participating school districts, schools, area service providers, and school communities.
J. Develop crisis response and prevention education roles and responsibilities in
coordination with Suicide Prevention and Student Wellness Specialists (School Safety
andPrevention System partners), school districts, public service agencies, and
community-based organizations.
K. May provide School Safety and Prevention System training and make referrals to a
network of services as requested by school districts to include universal, selected, and
targeted supports.
L. May provide per training certification requirements and according to ESD-based School
Safety and Prevention 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. Note: The description contained herein reflect general details as necessary to describe the principle functions of this job, the level of knowledge and skill typically required, and the scope of responsibility, but should not be considered an all-inclusive listing of work requirements. Individuals may perform other duties as assigned, including work in other functional areas to cover absences or relief, to equalize peak work periods, or otherwise to balance the workload.

NWRESD believes that every individual makes a significant contribution to our success. The administration reserves the right to modify, add or remove duties as necessary that still reflect the essential functions of the department. It is our expectation that every employee will offer their services wherever and whenever necessary to ensure the success of the ESD’s goals.

Equal Opportunity Employer

Northwest Regional Education Service District is an equal opportunity employer; committed to building an inclusive community and an environment free from discrimination, harassment, and retaliation. We are proud to be an antiracist organization. We work to understand how racial ideology is manufactured and how it impacts the lives of our staff and those we serve.

Northwest Regional Education Service District is proud to be an antiracist, Equal Employment Opportunity and Affirmative Action employer. We are committed to ensuring diversity and inclusion in all aspects of recruitment, selection, and employment without regard to race, disability, gender identity/expression, sexual orientation, national origin, ethnicity, religion, veteran or military status, or any other category protected under the law.

Northwest Regional Education Service District is committed to providing reasonable accommodations in our recruitment procedures for individuals experiencing a disability. If you need assistance or accommodation due to a disability, please contact us at hrhelp@nwresd.k12.or.us. Speech/Hearing impaired persons may contact the district for assistance through the Oregon telecommunications Relay Service at 1-800-735-2900.

FISCAL CONTROL CODE: 2962
JOB POST ID: 2644