Employee Required and Other Online Training Opportunities
This page compiles information and website links for various online training opportunities and additional resources for employees. Some of these training sessions are required for specific or all Seattle Colleges employees.
Following are some suggested online training opportunities. Click each accordion box below to see a selection of opportunities and corresponding links.
Most of the online training opportunities available to our employees are offered through Canvas or Get Inclusive, Seattle Colleges’ Learning Management System. Click on the first accordion box to learn more about specific training sources.
For ergonomic tips and resources regarding setting up a workstation at home for telecommuting, refer to the Health and Safety Resources page of the Safety and Security website.
Tracking Your Progress
The following professional development opportunities are approved as meaningful ways to advance the mission of the colleges.
Many of the resources listed here will not track progress. However, it is important to work with your supervisor to coordinate and track the work you are completing during this time. As an option, please write a comprehensive summary of learning and personal reflection, and then share it with your team and/or supervisor. Here are questions to answer when writing your summary of learning and personal reflection:
- What activity did I participate in and what prompted me/interested me to participate in the activity?
- What one or two key points did I take away from this session?
- What new skills, information, or understanding have I taken away from this activity?
- How will I apply what I learned to benefit students/staff?
- Do I agree/disagree with the ideas presented in the activity? Why or why not?
- What do I still want to know? What questions do I still have?
- What did I learn about myself through this professional development experience?
These training opportunities introduce the fundamentals of ctcLink (PeopleSoft). PeopleSoft is the name of the software the Washington State Board for Community and Technical Colleges (SBCTC) uses to manage all student (Campus Solutions or CS), human resources (Human Capital Management or HCM), and financial (Finance or FIN) data. Seattle Colleges will transition to ctcLink in early 2021. You can begin preparing.
For each course, staff with existing Canvas accounts can self-enroll and take quizzes within the course, and course completion will be tracked and reported out.
PeopleSoft Fundamentals: This is a self-enroll course, for which any employee with an existing Canvas account can sign up.
- The purpose of this course is to introduce the fundamentals of ctcLink (PeopleSoft). By the end of this course, you should have a basic understanding of what ctcLink is and how to navigate throughout the system. Course information includes an overview of ctcLink, Frequently Asked Questions, and videos relating to navigating the system, as well as additional resources such as Terms and Concepts, Quick Reference Guides (QRGs), and Navigation Guides. This course usually takes four to six hours to complete.
New Library of ctcLink Training Courses: SBCTC has recently built and unleashed a new library of detailed PeopleSoft courses covering all aspects of the new system.
- To enroll in these courses, go to www.sbctc.edu/colleges-staff/it-support/ctclink/ctclink-training-registration.aspx.
- Complete the Training Registration Form by first selecting your college and then verifying your existing Canvas account tied to your email address. District Office staff should try selecting Seattle Central College.
- Select the specific courses in which you want to enroll. There are:
- Campus Solutions – 16 courses. The Campus Solutions pillar contains all of the modules related to student administration—from registration to graduation. Functionality in this pillar includes recruitment, admissions, student records, academic advising, financial aid, student financials, room scheduling (25Live), student communications components (Message Center and Campus Community), as well as self-service for students, faculty, and advisors.
- Student Financials – 8 courses. Part of the Campus Solutions pillar, Student Financials covers topics such as tuition, student-involved financial transactions, payment plans, and third-party contracts.
- Finance – 21 courses: The Finance pillar contains all the modules for managing finances and budgets. Functionality in this pillar includes budget planning, general ledger, accounts payable and receivable, expenses, billing, grants, projects, project costing, contracts, cash management, purchasing, and asset management.
- Financial Aid – 10 courses: Part of the Campus Solutions Pillar, Financial Aid covers topics such as processing financial aid applications, authorizing and disbursing financial aid, and reporting requirements.
- Human Capital Management – 8 courses: The Human Capital Management pillar contains the human resources and payroll modules—from hiring to retirement. Functionality in this pillar includes Talent Acquisition Management (hiring), all the core HR components, payroll, benefits, absence management, time and labor, and self-service for managers and employees.
Self-Service Courses: Learn about the tools students, faculty, and employees will have access to in ctcLink. Each of these courses is self-enroll and will take 1-2 hours to complete.
- Advisor Self-Service
- Faculty Self-Service
- Campus Solutions Staff Self-Service
- Student Self-Service
- Employee Self-Service
- Manager Self-Service
- These courses include an initial quiz asking you to agree to a confidentiality policy. If the modules within a course are grayed out, you may need to first complete this quiz.
- If you are enrolling in courses on the SBCTC pages, and the “Verify my email” button isn’t responsive or is slow, check back in a few minutes. If a lot of folks are trying to use at the same time, it can get jammed.
- If your Canvas account cannot be verified and you get a red error message, contact your college eLearning department to verify the that your email address is entered into Canvas correctly and is set as your primary email in Canvas.
If you have any questions about accessing Canvas (logins, passwords, etc.), contact the eLearning office at your college.
Follow the link to the LEAD Program Registration Form to see the details about the various opportunities available for faculty and staff to learn how to develop eLearning course materials:
- LEAD – Introductory Path: Introduction to Canvas for Faculty
This registration form may be used by faculty and staff districtwide. If you have any questions, eLearning.
All Seattle Colleges employees on the EPAC and NIMS committees should be completing their required FEMA training. The courses that need to be completed are IS-100, IS-200c, IS-700b, and IS-800c. After completion, please print or save a copy of your certificate. When completed, send copies of your certificates to Jeff Young, director of Security at North Seattle College. Contact Michelle Valint, Occupational Safety and Health manager, with questions.
Note: You will be required to use a FEMA Student Identification (SID) number. Refer to their Frequently Asked Questions page.
Seattle Colleges Hazard Communication (HazCom) Training
Wednesday, April 8, 2020, 9 a.m. to Noon
Presented by Christel Olsen, Environmental Health & Safety Manager, Seattle Colleges
Note: Information about this training session on Zoom will be sent via Seattle Colleges email
This training is for any Seattle Colleges employee who works with or around hazardous chemicals. This training introduces hazardous waste operations, storage, and good chemical hygiene to maintain the protection of human health and the environment, and it covers:
- Discussion of the hazards of chemicals
- How to communicate and identify the hazards
- How to protect yourself and reduce the risk of the chemical hazards
- How to recognize and respond to a nonemergency chemical spill incident
- How to recognize an emergency-type chemical spill, including emergency response procedures for Seattle Colleges
Additional training opportunities related to hazardous chemicals and biosafety:
Training on biosafety for laboratory personnel from the CDC: https://www.cdc.gov/training/QuickLearns/biosafety/index.html
For employees of departments that generate hazardous waste:
- Washington State Department of Ecology—Dangerous Waste Basics
- Washington State Department of Ecology—Technical Information Memorandum (TIM) on Satellite Accumulation Regulations (PDF)
- Washington State Department of Ecology—Buying Green—Sustainable Purchasing for State Agencies
Bloodborne Pathogens (BBP) 30 minutes
Required for all employees: No, but strongly recommended
This course teaches employees how to identify common bloodborne pathogens in the workplace, how they are transmitted, engineering and work practice controls used to prevent contact with, and infection from, body fluids, and what to do if exposure occurs.
Custodial staff, facilities, safety and security, and other personnel who manage or clean up spills of human blood and/or other potentially infectious materials
A list of links to various tutorials for using common technology, such as:
- Remote Desktop (MyDesk)
- Online File Storage
- Microsoft Teams
- Video Conferencing (including Skype and Zoom)
- Office 365
Note: These are not Canvas-based tutorials.
Online Learning Resources from the Washington State Department of Enterprise Services
This selection of learning pathways and learning opportunities for remote learning was developed by WSD to help employees and supervisors know the best and most appropriate training options that align with learning and performance goals. These remote learning resources will be updated regularly.
- Accessibility Micro Courses via SBCTC (continuous, self-paced)
- Accessibility Resources: Digital Accessibility Resources and Tools
- Online Learning Resources from Seattle Public Library, including Lynda.com for technology training, Mangy Languages, ASL, and Microsoft. Lynda.com is also available through KCLS.
- O365 trainings—Good links here to technology training.
- Race: The Power of an Illusion—Film available for streaming through the libraries. Many other educational films available.
- The Knowledge Project—Select highly relevant topics to work settings, such as difficult conversations, small interventions, and embracing confusion (my personal favorite, seriously)
- GATE Equity Webinars (YouTube channel)—K-12 focused, but many relevant topics.
- Work/Life Resources—“Keep Calm and Carry On—Maintaining Your Composure in the Face of COVID-19”
The session will cover:
- Strategies to tackle feelings of anxiety and stress
- Practical techniques for working from home
- Ways to address signs of panic in the workplace
- When to reach out for further help and support
View other on demand resources and webinars via the Work/Life Resources website, just log in using our Org Code: SC
TED Talks and Other Videos
- TED Talk: How to gain control of your free time | Laura Vanderkam
- TED Talk: The power of vulnerability | Brené Brown
- TED Talk: How to get along with anyone | Yasir Ali Khan
- TED Talk: How to overcome our biases? Walk boldly toward them | Verna Myers
- TED Talk: Why I, as a black man, attend KKK rallies | Daryl Davis
- TED Talk: I’ve lived as a man & a woman—here’s what I learned | Paula Stone
- TED Talk: The danger of a single story | Chimamanda Ngozi Adichie
- TED Talk: Sex needs a new metaphor. Here’s one … | Al Vernacchio
- Video: ‘Ask Me’: What LGBTQ students want their professors to know
- Video: Kirkland talks about racism: driving while black | James Whitfield
- Video: Race & ethnicity: crash course sociology #34
- Video: What is justice? crash course philosophy #40
- Video: Discrimination: crash course philosophy #41
- Video: Verbal judo: diffusing conflict through conversation | George Doc Thompson
- A Look at the Myth of Reverse Racism | Tim Wise
- Privilege 101: A Quick and Dirty Guide
- A Look at the Myth of Reverse Racism
- Five Ways to Center People of Color
- Are You Centering or Off-Centering
- 2 Dope Queens
- 1619 by The New York Times
- All My Relations
- Dolly Parton's America by NPR
- Latino USA
- They Call Us Bruce
- Ear Hustle
- So You Want To Talk About Race
Employees need to find on their own library or purchase on their own.
- Such a Fun Age by Kiley Reid
- Critical Race Theory by Kimberle Crenshaw
- Post Traumatic Slave Syndrome by Dr. Joy Degruy
- White Like Me by Tim Wise
- White Fragility by Robin DiAngelo
- Blind Spot: Hidden Biases of Good People
- Waking Up White: And Finding Myself in the Story of Race by Debbie Irving
- So You Want To Talk About Race by Ijeoma Oluo
Note that with the closure of libraries, you can still check out eBooks. Check with your local library for more information. You can also visit the King County Library System information page on how to obtain your library card and check out eBooks.
Seattle Colleges Human Resources is in the process of transitioning vendors and platforms for its hosted trainings (e.g. sexual harassment, managing bias, etc.). Additional information will be forthcoming.
The next rows are trainings that are offered and/or required. More information coming soon.
Get Inclusive is the main platform for most of the below trainings. If you have questions about this platform please email email@example.com. If you have any compliance question, please email firstname.lastname@example.org.
If you are a faculty and have questions on payment for any of these trainings, please contact your campus HRD.
Title IX employee course Required Get Inclusive Annual Training for all employees.
Information around Title IX and the Seattle Colleges Requirement can also be found here.
Get Inclusive Seattle Colleges Title IX Course is a foundational, required online prevention and response course about sex- and gender-based violence and harassment for staff, faculty, other academic personnel, and student employees.
If an employee is requesting an additional Title IX Training, please complete this form.
At Seattle Colleges, we remain committed to fostering environments where you feel valued and supported and have the opportunity to learn and grow. As a SDC employee, you also have an important role to play in ensuring a respectful environment for your coworkers and for students.
Throughout the course, the strategies offered are meant to create and support positive SDC climates and endeavor to stop sex- and gender-based violence and harassment before they happen. The course is relevant to all SDC workplace and campus locations and includes tailored content based on your employee role.
After completing the course, employees will have an enhanced ability to:
Contribute to respectful work and learning environments
Recognize sex- and gender-based violence and harassment
Intervene in situations where harm may be occurring
Respond empathetically when a person discloses they have experienced harassment and violence
Understand resources, reporting processes, and SDC policies on sex- and gender-based violence and harassment
Access the employee course here:
Employee course completion expectations:
Employees include all staff, faculty, other academic personnel, and student employees.
New employees—individuals who have not worked at SDC within the preceding 12 months—must complete the course within 30 days of their hire date
Existing employees will be assigned the course according to their unit assignment schedule but can complete the course sooner if they choose to do so
Former student employees, who completed the student employee track and are subsequently hired into a staff or faculty role, will be re-assigned and required to complete the track of the employee course relevant to their new role
How do I access the course?
Click the Get Inclusive Title IX Training Course here to be directed to the course. You will need to use your SDC NetId to sign in to the course platform.
If you are a new employee, you will be able to access the course beginning on your first week of employment.
If you are experiencing any challenges accessing the course please email email@example.com. This email is monitored Monday through Friday 8 am-5 pm. We will attempt to reply within 48 hours.
How much time does it take to complete the course? Can I complete the course in sections?
It takes about 90 minutes to complete all the modules - at most 2 hours. The course is self-paced so completion time varies. You can complete one module at a time, and the program will save your progress. You can then return to complete additional modules at a future time.
Is the course accessible for individuals with disabilities?
All videos are captioned, and images have descriptions on them. There is an alternative version if individuals have low internet speed or need a different version for screen-readers.
What if the course is emotionally triggering?
The course was built to be trauma-informed, but it may bring up strong emotions for individuals who have experienced violence or harassment or recently supported someone impacted by violence or harassment.
If you would like to learn about alternative course completion options, contact firstname.lastname@example.org. It is not necessary to share personal details when you send an email regarding the alternative course option.
If you would like to seek support related to sex- and gender-based violence or harassment before completing the course, learn about options at the SDC Title IX Website.
Why is this course required?
SDC takes sex- and gender-based violence and harassment very seriously and expects all employees to do the same.
It is very likely you either know a survivor of sexual or relationship violence or will have a co-worker or student share with you their experience during your time at SDC. We want to ensure you have the vital information you need to support that individual or seek support for yourself.
If I’ve taken other courses on this topic, do I still need to complete this course?
Yes, this course is specific to Seattle Colleges and contains information that every employee needs. This course may build on the information you have learned in other courses.
Will I need to take this course every year?
Yes, this course will be offered annually. You are welcome to go back and access information in the course at any time.
What is the deadline for completing the course?
New employees must complete the course within 30 days of their hire date.
Existing employees must complete the course within 30 days of their assignment date.
What happens if I don’t complete the course?
Supervisors may implement corrective action in accordance with the employee’s classification or job title. Non-compliance may be noted in performance or promotional reviews. An employee may become ineligible for opportunities that involve leadership, supervision of others, or other academic or work-related activities. Supervisors are responsible for tracking employee completion of this course. Supervisors will be notified by Get Inclusive if their employee has not completed the course.
How do Full-Time Faculty get paid for this training?
Faculty should complete this training as part of their regular duties under non-instructional time.
How do Part-Time Faculty get paid for this training?
They can complete this training during the development day of that quarter.
What if I am a student employee?
Student employees will need to request access to the course from their manager, or email email@example.com. Student Employees are required to complete this training.
This training is optional for all Seattle Colleges Employees, but all Seattle Colleges Employees are Mandatory Reporters.
Mandatory Reporting: Child abuse and neglect
All SDC employees and volunteers are required to report suspected child abuse or neglect to the Department of Children, Youth and Families (DCYF) or law enforcement Per RCW 74.34.020. After reporting suspected child abuse or neglect of a minor (under the age of 18), if it is believed that the abuse occurred in a SDC-supported program or facility or by a SDC employee or volunteer, you must call SDC Safety and Security.
Campus Security Numbers
Call 911 for serious emergencies.
If the abuse did not occur in an SDC-supported program or facility or by a SDC employee or volunteer, but you have safety concerns about the situation, you can call Safety and Security. Safety concerns may include a parent who is angry at a SDC staff member for making a report, concerns for family or child safety after making a report or concerns for the well-being of a SDC employee who witnessed abuse during their job, and then made a report.
You can review the employee annually required Get Inclusive Training on Mandatory Reporting. More information coming soon.
Mandatory Reporter Training (GET INCLUSIVE LINK)
Reporting the Abuse, Abandonment, Neglect, Self-Neglect, and Financial Exploitation of Vulnerable Adults
YOU can play a vital part in helping vulnerable adults by reporting your concerns about possible abuse. This training will help you:
Become more aware about the abuse, abandonment, neglect, self-neglect, and financial exploitation of vulnerable adults.
Know who a ‘vulnerable adult’ is.
Recognize the possible signs and symptoms of abuse, abandonment, neglect, self-neglect, and financial exploitation.
Learn whether you are a mandatory reporter and understand your duty under the law.
Know where you need to report the abuse, abandonment, neglect, self-neglect, and exploitation of vulnerable adults.
Mandatory Reporting Frequently Asked Questions
Reporting requirements for SDC employees and volunteers
Who at SDC is required to report suspected child abuse or neglect?
All employees and volunteers at SDC are required to report suspected child abuse or neglect. ‘Employees’ includes full and part-time staff, faculty and other academic personnel, temporary employees, and student employees. ‘Volunteers’ includes anyone who is performing an unpaid service on behalf of SDC.
What or who is a ‘mandated reporter’ of child abuse or neglect?
A mandated reporter is anyone who is required by law or policy to report suspected child abuse or neglect. All SDC employees and volunteers are mandated reporters.
When is a SDC employee ‘on duty’ as a mandated reporter?
SDC employees are required by Washington State laws to report suspected child abuse or neglect regardless of whether they are in the capacity of their duties at SDC or not. Specifically, employees are expected to report abuse or neglect in the capacity of their professional identity, which can often transcend work hours. An example of this would be when a faculty member is involved in a community event outside of work hours or outside of their official duties.
When is a SDC volunteer ‘on duty’ as a mandated reporter?
SDC volunteers are expected to report suspected child abuse or neglect they become aware of while they are functioning in their official volunteer capacity. Because volunteer tenures are varied and sometimes short-term or sporadic, it is not expected that volunteers serve as mandated reporters when they are not serving in their SDC volunteer duties. That said, any person is allowed and encouraged to report any abuse or neglect that they witness.
Are minor (under age 18) volunteers and employees also mandated reporters?
Yes, if a minor is serving as an employee or volunteer, they are required to report any suspected abuse or neglect. A supervisor may choose to provide support and guidance to them, assisting them with reporting or with other aspects of the responsibility.
Am I required to report abuse disclosed by someone currently over 18 years of age that occurred when that person was a minor, i.e., historical abuse?
Historical abuse disclosed by an adult (18 years or over) does not require making a report. However, if there is a concern that a minor may currently be experiencing abuse by the same person, a report must be made.
Can I require my volunteers or employees to notify me prior to making a report to DCYF/Child Protective Services (CPS) or the police?
Programs or supervisors may request an employee or volunteer notify them prior to making a report to CPS or the police, if it does not delay the 48-hour timeframe for reporting suspected abuse or neglect. In addition, the employee or volunteer may not be prohibited by anyone in the institution from reporting anything they feel constitutes ‘reasonable cause’ to believe abuse has occurred.
What are the consequences of failing to make a report?
A mandated reporter is legally responsible for reporting. Failure to make a report constitutes a gross misdemeanor. The Colleges may also be institutionally liable for impeding the reporting process. For example, Penn State University was found negligent and incurred significant penalties for not communicating information about abuse committed by Assistant Football Coach Jerry Sandusky to state and local authorities. Several top leaders, including the president, were also found to be liable for civil and criminal offenses.
A disclosure or concern about abuse occurred while we were travelling outside of Washington State. What do we do?
Your mandated reporting duties require you to abide by Washington State laws and SDC policy, regardless of your location. Contact CPS at 1-866-END-HARM (363-4276) which is available 24/7. If the abuse occurs during the trip, it is important to immediately take measures to ensure the safety of the minor and other minors in the group. A report to SDC Safety and Security is also necessary if the abuse occurred while participating in a SDC sponsored program.
Information constituting reasonable cause to report suspected child abuse or neglect
Am I required to make a report if I receive a written disclosure of abuse, for example in an essay or application from a current or prospective student?
Yes. Disclosures may come in any form, including written, oral, or through observation. The same criteria apply for reporting: if there is ‘reasonable cause’ to believe that abuse or neglect occurred, or if you believe someone is in imminent danger of experiencing abuse.
Should I investigate and/or question a minor regarding a vague disclosure about abuse to have enough information to report to CPS or law enforcement?
Mandated reporters are not expected to be investigators; that role should be left to the appropriate authorities. Mandated reporters are simply encouraged to report what they have learned. If a minor discloses information to you, you may gently ask them to share as much as they feel comfortable, using non-leading questions (good examples are “and then what happened?” or “is there anything else you think I should know?”). If you suspect child abuse or neglect has occurred, contact CPS or the police. CPS or the police will determine whether to pursue an investigation.
What if I don’t know if someone is a minor and they disclose abuse to me?
In a college setting, we generally operate on an assumption that the vast majority of individuals we are interacting with are adults. If you have reason to believe, but are unsure, that an individual is a minor, you should attempt to confirm your suspicion. If you are unable to confirm age but suspect the person may be under age 18, you should report what you learned.
I am concerned about breaking the trust of the minor I work with. How do I preserve my relationship with them and still abide by my mandated reporter duties?
When it comes to minors, there are limits to confidentiality. As a mandated reporter, you are required to report information you learn about abuse or neglect, even if a minor asks you not to tell anyone. To avoid a perception of breaking trust, it is important to be upfront at the beginning with minors about your mandated reporting requirements. You may choose to use an explanation, such as, “There are laws in our community that give special protection to people under the age of 18. It’s important for you to know that if I hear about or suspect abuse that may be happening to someone under the age of 18, I am required by law to report it. There are agencies that can help keep you safe in ways that I cannot, and it’s important that you get the support you deserve.”
After making a report, there are additional ways to look out for the best interests of the minor in a potential situation of abuse, such as:
Referring them to an advocate or counselor who can provide support with safety planning, coping and managing stress.
Be available to the minor while they are participating in your program to help them deal with moments of stress or anxiety.
Where to make a report
There are three options for reporting: CPS, the police, and Safety and Security. Which do I call in what circumstances?
In all cases where you suspect child abuse or neglect you must call either CPS or the police. You are fulfilling your obligation as a mandated reporter of child abuse by calling either authority. You can call the CPS central intake number 1-866-END-HARM (363-4276) from anywhere within the state of Washington. If you choose to call the police, it is typically most prudent to contact the police of jurisdiction where the abuse occurred.
In situations involving a SDC program, employee, volunteer, or facility you must additionally call Safety and Security.
Campus Security Numbers
Call 911 for serious emergencies.
For any situation requiring immediate intervention, call 911.
Why am I given a choice to call either the police or CPS?
Both agencies are available to field reports of abuse or neglect 24/7, and calling either the police or CPS will fulfill your responsibility as a mandated reporter. Information is shared between agencies as necessary and often both will be involved in a child abuse investigation. The primary role of CPS is to investigate household-related abuse and neglect cases (e.g., abuse within a family unit) or in child care settings. The police primarily investigate criminal activity, e.g., sexual abuse, abandonment, and certain other forms of abuse that may constitute a crime.
What if I receive a disclosure from someone who lives outside of Washington state, either nationally or internationally? Who should I report to?
Call local law enforcement or Washington DCYF (1-866-END-HARM), as you would to make an in-state report. Either law enforcement or DCYF can guide you through the appropriate next steps based on the information you have available. This may involve reporting to another state or jurisdiction yourself, or sharing information so law enforcement or DCYF can do so. The most important thing is to report the disclosure, regardless of location of the abuse/neglect or the youth.
Concerns or reports of employee or other volunteer misconduct
What if I suspect someone who works at SDC has committed child abuse?
If you suspect that child abuse is occurring, or has already occurred, you must make a report to CPS or the police. If the abuse may have occurred in a SDC program or on SDC property, a second report must also be made to Safety and Security. You will provide virtually the same information in both reports, but there may be additional questions from Safety and Security regarding the college affiliation of the person who committed suspected abuse.
I witnessed something inappropriate between a SDC staff member and a minor but am not sure whether it constitutes abuse. What should I do?
Immediately take action. Contact Safety and Security, CPS, or the police and talk through the situation. Safety and Security will help you determine whether a CPS or police report is required, and whether the information fits a concerning behavior. If you contact CPS or the police, they will let you know whether your information is enough to prompt further investigation. Refer to CPS handbook, Protecting the Abused or Neglected Child [pdf], for definitions of abuse. Remember, if suspected abuse occurs in a SDC program or on SDC property, in addition to reporting to CPS or the police you must also contact Safety and Security to make an internal report.
Concerns or reports of SDC student misconduct with minors
What if I suspect a SDC student has committed child abuse?
If you become aware of an allegation of child abuse committed by a SDC student, follow the same reporting instructions, and know that students are required to follow the Student Conduct Code. You may contact your campus Student Conduct office or make a report online.
Responding to suspected abuse of older youth (ages 16-17)
A 16-year-old reported to me that she was sexually assaulted by her boyfriend, who is also 16 years old. She can legally consent to sexual activity, so does this mean I shouldn’t report the abuse? She asked me not to say anything about it.
Although 16 is the age of consent in Washington State, this does not preclude a report if abuse occurred, even by a peer. The 16-year-old is still a minor, sexual assault is a crime and fits the definition of abuse, and thus we are legally required to report crimes/abuse of any minor. Consider providing context to the minor that explains why you must make a report, and where they can go for further support. For example, you might say, “There are laws in our community that give special protection to people under the age of 18. It’s important for you to know that if I hear about or suspect abuse of someone under the age of 18, I am required by law to report it. There are agencies that can help keep you safe in ways that I cannot, and it’s important that you get the support you deserve.”
A 17-year-old mentions that they are having a sexual relationship with their TA. The youth feels that their relationship is consensual, and they are also above the age of consent (16 years old). Is there a problem with this?
Yes. Regardless of the age of consent, certain age differences between two parties, and a relationship where one person has a position of power over the other dictate whether a relationship can be illegal. The age of consent is 16 years old. However, people who are in supervisory positions of youth may be committing a crime of sexual assault if they are having sexual relations with them, even if youth have reached the age of consent. This Teen Info on Sexual Assault PDF published by the Harborview Abuse and Trauma Center offers more details on how age or positional differences can constitute a crime of sexual assault. It is important to make a report in a case where there is the potential that a teen may be in this situation. Reports of this nature must be made to both CPS or the police and SDC Safety and Security.
Should I tell an older teen that I am going to make a report?
This is a case-by-case decision. You are not legally required to tell a child or their parent/guardian that you will make a report. Based on what you know about the youth, you may feel that involving them in the reporting process may help their healing process. Some teens benefit from being a part of the process of making a report. Others may feel betrayed, whether you let them know ahead of time or not. Regardless of whether you inform them yourself or invite them into the reporting process, consider the ways you can provide additional emotional support to the teen during this difficult and potentially traumatizing process. Referrals to counseling services are examples of supportive resources for teens experiencing abuse.
Do signs of teen dating/relationship violence require a report of abuse?
Dating violence may include behaviors – such as control, manipulation, and isolation, to name a few – that may not fit the legal definition of abuse, and these behaviors in and of themselves don’t constitute abuse. However, physical, sexual or extreme emotional abuse do fit the criteria for making a report. Refer to definitions of abuse in the CPS handbook [pdf].
An older youth mentioned to me that, growing up, they were abused by a close family member. They say that CPS was called and dealt with the situation at the time. There are younger siblings in the home today, and I am not sure if they are safe or not. Does this require a report?
If there is any chance that a minor may currently be experiencing abuse, a report must be made. Also, you should not rely solely on another person’s account of prior CPS involvement. If you suspect abuse against any child, it is important to contact CPS yourself. Remember, you do not need to have proof. Simply report what you know and are concerned about and allow the experts to determine what next steps to take.
FERPA More information on Training for Employees:
What is FERPA?
The Family Educational Rights and Privacy Act of 1974, also known as the Buckley Amendment, is a Federal Law that helps protect the privacy of student education records, while also defining the obligations and practices that institutions must adopt and implement in order to be in compliance.
Why do we need FERPA?
Why Is FERPA Training Needed? FERPA training is very important for all school personnel who have contact with education records. This includes most administrators, faculty, and staff — as well as student employees in many contexts.
What are student’s rights under FERPA?
Students have specific, protected rights that are governed by FERPA. The Act provides students the right to: Inspect and review their education records maintained by the institution; Request that the institution correct records which they believe are inaccurate or misleading, or are in violation of the student’s rights of privacy; Have some control and consent over the disclosure of information from their educational record; File a complaint with US Department of Education concerning alleged failures by the institution to comply with the requirements of FERPA.
Who must comply with FERPA?
The Act applies to all institutions that are the recipients of federal aid administered by the Secretary of Education. Institutions that fail to comply with FERPA may see federal aid administered by the Secretary of Education withheld.
Who is protected under FERPA?
FERPA protects the education records of students who are currently enrolled or formerly enrolled regardless of their age or status with regard to parental dependency.
What educational records are protected under FERPA?
An education record is any record 1) which contains information that is personally identifiable to a student, and 2) is maintained by the institution. Education records include any records in whatever form (handwritten, print, email, magnetic, tape, film, disk, etc.) that are in possession of the college.
Education records do not include:
Sole possession records or private notes held by maker that not accessible or released to other personnel.
Law enforcement or campus security records that are solely for law enforcement purposes and maintained solely be the law enforcement unit
Records relating to individuals who are employed by the institution, unless contingent upon attendance
Medical records provided and maintained by physicians, psychiatrist, psychologist or other recognized professionals providing treatment
Post attendance records that have no relation to person as a student, i.e., alumni records
What is directory information?
Institutions may disclose information to the public about a student without consent if the information being released is designated as “directory information.” Seattle Colleges considers the following as directory information:
Enrollment status in the college
Date(s) of enrollment
The division or area of study
Degrees and awards received
Participation in officially recognized sports
Weight and height of members of athletic teams
Can students restrict their information?
Yes, students may request that the institution not disclose their directory information. The students will need to complete a “request for withholding directory information” form located in the Registration Office. This request will remain active and associated to the student’s file until they request in writing to have it removed.
Who may have access to student information and records?
Any outside party that has the student’s written consent
School officials (SDC or District employees in an administrative, supervisory, academic, research, or support staff position) who have legitimate educational interests
Federal and State officials requiring access to education records involving an audit or evaluation or compliance with educational programs
Agencies or individuals requesting information in connection with financial aid
Organizations conducting studies for or on behalf of the institution or district
Any person or entity designated by judicial order or lawfully issued subpoena
State or local officials to who disclosure is required by state statute
Any department or individual wishing to better understand FERPA rights and responsibilities please contact their college Registrar.
Training Requirements: Get Inclusive. More Information coming soon.
Are you a new student employee, faculty or staff member? Would you like to brush up on your FERPA knowledge? We encourage you to take the SDC FERPA Training Course for SDC Employees. Click the button below to get started (SDC Email Required).
This training is recommended to be completed annually.
This online module takes approximately 15-20 minutes to complete and provides you with recommendations for common FERPA-related issues that occur at the Colleges. Watch the video and complete the voluntary quiz to receive a notice of certificate as a record of training completion.
Important things to remember:
You are considered a school official and required by law to take every precaution to protect the privacy of students.
Student papers and exams should be handled as confidential and should not be left out where there is any chance others may have access to them.
When preparing an email distribution list, unless you have written permission of the student to publish their email, be certain you use a listserv or blind copy, to prevent inadvertently publishing the email address of a student who has requested that we not disclose their Directory Information.
Encourage students to submit in writing any request for a letter of recommendation and to specify what information you may have access to for this purpose.
Do not give a student’s graded paper or exam to anyone other than the student without written permission from the student.
Be cautious about what information you share and with whom you share it, particularly over the phone.
Any anecdotal information you share with others becomes part of the student’s record.
You are not required to, nor should you, speak to special investigators who are seeking information about students who have applied for government positions. Feel free to refer them to the Registrar of your campus.
Writing a letter of recommendation may require written permission from the student allowing a faculty member to disclose confidential information from a student's educational records to a third party. It is recommended that before writing a letter of recommendation that contains confidential information-i.e. grades, GPA, class rank, etc- faculty receive the student's written permission to specifically release this information to a third party. Personal observations about a student may be disclosed with the students consent.
SDC is required to prevent improper disclosure of information. Although FERPA authorizes the release of information, we are seldom required to release any information.
When in doubt ... don’t give it out!
For more information:
District Records Information:
SDC Employee Hazing prevention Training
Employees who are in a position with direct ongoing contact with students in a supervisory role or position of authority over students are required by House Bill 1751, also known as Sam’s Law, to complete Seattle Colleges Hazing Prevention Training. This includes student employees and employees who have direct ongoing contact with students in a supervisory role or position of authority over students.
The training will help those in student-facing roles recognize the signs and dangers of hazing and understand the SDC prohibition on hazing, reporting protocols and supporting resources. The training is approximately 10 minutes long and must be offered annually. New hires with ongoing contact with students in a supervisory role or position of authority over students should complete the training as part of their onboarding process and then on an annual basis. This training is strongly recommended for all Seattle Colleges Employees to complete who are in direct contact with students in a supervisory role or position of authority.
What is the Jeanne Clery Act?
The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (Clery Act), as part of the Higher Education Opportunity Act, is a federal law that requires colleges and universities to disclose certain timely and annual information about campus crime and security policies. All public and private institutions of postsecondary education participating in federal student-aid programs are subject to this requirement.
The Clery Act requires colleges and universities to:
Publish an annual report disclosing campus security policies and documenting three calendar years of select campus crime statistics.
Provide crime statistics to the U.S. Department of Education.
Issue timely warnings about Clery Act crimes that pose a serious or ongoing threat to students and employees.
Keep a public crime log accessible to the public.
Uphold basic rights for survivors of sexual assault.
Campus crime, arrest and referral statistics include those reported to the Seattle Colleges Police Department, those designated as campus security authorities, and law enforcement agencies who provide services to Seattle Colleges owned and leased properties.
The Clery Act is named in memory of 19-year-old Lehigh University freshman Jeanne Ann Clery, who was raped and murdered on April 5, 1986, while asleep in her residence hall room. Her parents, Connie and Howard Clery, later discovered that students hadn’t been told about 38 violent crimes on the Lehigh campus in the three years before her murder. They joined with other campus crime victims and persuaded Congress to enact this law, which was originally known as the “Crime Awareness and Campus Security Act of 1990.” A 1998 amendment formally named the law in memory of Jeanne Clery.
What is a Campus Security Authority (CSA)?
A Campus Security Authority (CSA) is:
(1) An official of an institution who has significant responsibility for student and campus activities, including, but not limited to, student housing, student discipline and campus judicial proceedings. This broad category includes deans, faculty advisors to student groups, resident advisors, monitors who maintain access to dorms, as well as others;
(2) Members of the SDC Police Department, security personnel (such as SDCMC Public Safety), safety monitors and safety escorts;
(3) Individuals or organizations to whom criminal activity on campus should be reported.
If you are a CSA, you are required to review the training on an annual basis. If you have not done so yet, please review the training now.
Resources for Campus Security Authorities (CSAs)
CSA Training and Reporting (Login Required)
Get Inclusive Clery Act Training More Information coming soon.
Annual Letter to all Campus Security Authorities at the Seattle Colleges
According to federal law, specifically The Student Right to Know and Campus Security Act of 1990 (re-named the Clery Act in 1998), the Seattle Colleges Police Department is required to report “statistics concerning the occurrence of certain criminal offenses reported to the local police agency or any official of the institution who has “significant responsibility for student and campus activities.”
If your employment position has been identified by Federal Law as a “Campus Security Authority.” The definition of “Campus Security Authority” is as follows: “An official of an institution who has significant responsibility for student and campus activities, including, but not limited to, student housing, student discipline, and campus judicial proceedings.” For example, a dean of students who oversees student housing, a student center or student extra-curricular activities, has significant responsibility for student and campus activities. Similarly, a director of athletics, team coach or faculty advisor to a student group also has significant responsibility for student and campus activities. A single teaching faculty member is unlikely to have significant responsibility for student and campus activities, except when serving as an advisor to a student group. A physician in a campus health center or a counselor in a counseling center whose only responsibility is to provide care to students is unlikely to have significant responsibility for student and campus activities. Also, clerical staff are unlikely to have significant responsibility for student and campus activities. If you believe there are other individuals in your department who fit the definition of Campus Security Authority, please pass this information on to them as well.
The criminal offenses that are required to be reported are murder/non-negligent manslaughter, negligent manslaughter, sex offenses (like rape, statutory rape, incest) robbery, aggravated assault, burglary, motor vehicle theft, domestic violence, dating violence, stalking, arson, liquor law violations, drug violations and/or illegal weapons possession. We are also required to report statistics for hate (bias) related crimes for the following classifications: murder/non-negligent manslaughter, negligent manslaughter, sex offenses (like rape, statutory rape and incest), robbery, aggravated assault, burglary, motor vehicle theft, arson, larceny, vandalism, intimidation, and simple assault. We are required to report offenses that occur on campus, in residence facilities, in non-campus property and on public property.
If you are aware of a reportable crime that occurred or was reported in the previous year and it was not already reported to the Seattle Colleges Police Department, please use the reporting forms (see below under Resources) so it can be included in the official crime statistics.
In addition, if a serious crime that may cause an ongoing threat to the Seattle Colleges community is reported to a Campus Security Authority, that individual should not wait until the end of the year to report the incident. The institution has a responsibility to notify the campus community about any crimes that pose an ongoing threat to the community, and as such, Campus Security Authorities are obligated by law to report crimes immediately to the Seattle Colleges Police Department.
Major Clery Reportable Crimes
Aggravated assault: an unlawful attack by one person upon another for the purpose of inflicting severe or aggravated bodily injury. This type of assault usually is accompanied by the use of a weapon or by means likely to produce death or great bodily harm. It is not necessary that injury result from an aggravated assault when a gun, knife or other weapon is used which could or probably would result in a serious potential injury if the crime were successfully completed.
Arson: the willful or malicious burning or attempt to burn, with or without intent to defraud, a dwelling house, public building, motor vehicle or aircraft, or personal property of another.
Burglary: the unlawful entry of a structure to commit a felony or a theft. This includes: unlawful entry with intent to commit a larceny or a felony; breaking and entering with intent to commit a theft; housebreaking; safecracking; and all attempts to commit any of the aforementioned.
Hate crime related offenses: crimes or incidents characterized by bias against race, gender, gender identity, religion, sexual orientation, ethnicity, national origin and/or disability.
Motor vehicle theft: the theft or attempted theft of a motor vehicle. (Classify as motor vehicle theft all cases where automobiles are taken by persons not having lawful access, even though the vehicles are later abandoned – including joy riding.)
Murder/non-negligent manslaughter: the willful (non-negligent) killing of one human being by another. EXCLUDE: Deaths caused by negligence, attempts to kill, assaults, suicides, accidental deaths and justifiable homicides.
Negligent manslaughter: the killing of another person through gross negligence.
Robbery: the taking or attempting to take anything from value of the care, custody or control of a person or persons by force or threat of force or violence and/or by putting the victim in fear.
Rape: the carnal knowledge of a person, without the consent of the victim, including instances where the victim is incapable of giving consent because of his/her age or because of his/her temporary or permanent mental or physical incapacity.
Forcible fondling: the touching of the private body parts of another person for the purpose of sexual gratification, forcibly and/or against that person’s will; or not forcibly against the person’s will where the victim is incapable of giving consent because of his/her youth or because of his/her temporary or permanent mental or physical incapacity.
Incest: Non-forcible sexual penetration between persons who are related to each other within the degrees wherein marriage is prohibited by law.
Statutory rape: Non-forcible sexual penetration with a person who is under the statutory age of consent.
Simple assault/assault 4th degree: assault of a person by another under circumstances not amounting to assault in the first, second, or third degree, or custodial assault. DON’T REPORT UNLESS ALSO A HATE CRIME or DOMESTIC/DATING VIOLENCE.
Theft: (a) to wrongfully obtain or exert unauthorized control over the property or services of another or the value thereof, with intent to deprive him or her of such property or services; or (b) by color or aid of deception to obtain control over the property or services of another or the value thereof, with intent to deprive him or her of such property or services; or (c) to appropriate lost or mis-delivered property or services of another, or the value thereof, with intent to deprive him or her of such property or services. DON’T REPORT UNLESS ALSO A HATE CRIME or DOMESTIC/DATING VIOLENCE.
Violence Against Women Act (VAWA) Offenses, also reportable under the Clery Act
Dating violence: any crime perpetrated by an individual upon another with whom s/he is involved in a romantic relationship that does not meet RCW definitions of domestic violence (e.g., the victim or suspect was under 16 years of age).
Domestic violence: any crime perpetrated by one family/household member upon another family/household member or between those in a dating relationship.
Stalking: without lawful authority and under circumstances not amounting to a felony attempt of another crime, a person intentionally and repeatedly harasses or repeatedly follows another person, and the person being harassed or followed is placed in fear that the stalker intends to injure the person, another person, or property of the person or of another person. The feeling of fear must be one that a reasonable person in the same situation experience under all the circumstances. Also, the stalker either intends to frighten, intimidate, or harass the person, or knows or reasonably should know that the person is afraid, intimidated or harassed even if the stalker did not intend to place the person in fear or intimidate or harass the person.
Liquor and Drug Violations
The Clery Act also requires disclosure of statistics for liquor law violations, drug law violations, and weapons possession. Reports of these violations are made differently, and reflect the total number of individuals arrested or referred for campus disciplinary action, rather than total number of incidents.
Liquor law violations: violation of laws or ordinances prohibiting: the manufacture, sale, transporting, furnish, possessing of intoxicating liquor; maintaining unlawful drinking places; bootlegging; operating a still; furnishing liquor to minor or intemperate person; using a vehicle for illegal transportation of liquor; drinking on a train or public conveyance; all attempts to commit any of the aforementioned. Do not include drunkenness and driving under the influence.
Drug law violations: violations of state and local laws relating to the unlawful possession, sale, use, growing, manufacturing, and making of narcotic drugs. The relevant substances include: opium or cocaine and their derivatives (morphine, heroin, codeine), marijuana; synthetic narcotics (Demerol, methadone); and dangerous non-narcotic drugs (barbiturates, Benzedrine).
Weapon law violations: The violation of laws or ordinances dealing with weapon offenses, regulatory in nature, such as: manufacture, sale or possession of deadly weapons; carrying deadly weapons, concealed or openly; furnishing deadly weapons to minors, aliens possessing deadly weapons; all attempts to commit any of the aforementioned.
Campus Security Numbers
Call 911 for serious emergencies.