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CARE Team Reporting

CARE for Faculty & Staff

Conversation and Email Starters

We encourage you to address your concerns with the student in question prior to submitting a CARE report. We are, however, aware this is not always possible or your preference. By speaking directly with the student about your concerns, it lets the student know that you care about the student’s success and resources that are available. Talking with the student about submitting a CARE report also:

  • Engages the student in their own process. The student is more likely to engage with an outreach (if appropriate).
  • Connects the student with college professionals who can help provide options and/or resources moving forward.

The following text may assist you in this effort.

Email Correspondence

(SVC uses skagit.edu accounts as official college communication)

You are welcome to use this wording when responding to a student and edit it in a way that sounds authentic to you as an individual.

Thank you for sharing this sensitive information with me. It sounds like you are going through a difficult experience. I want to do what I can to make sure SVC supports you, so I have asked someone from the CARE Team to reach out to you. You can expect someone to contact you soon. Please let me know if you have any questions or concerns.

Note: If using the above language, please remember to submit a report if you have not done so yet.

Questions to Consider Before Submitting a CARE Report

(These questions meant to serve as guidelines for referring a student to CARE)

Please note that CARE operates during normal business hours and does not provide immediate crisis response. If you have a concern about a student that you believe requires immediate attention, please call 911 if it is an emergency and also contact Campus Security (Mount Vernon Campus) at 360.416.7777 or (Whidbey Island Campus) at 360.770.5393.

Listed below are some of the possible signs of distress that would warrant a CARE Report:

  • Change in behavior and/or appearance: Have you noticed a change in the student’s behavior? (e.g. the student was attending class regularly and has stopped showing up, the student is looking more and more disheveled and “out of it”, the student’s academic performance is declining).
  • Well-being concern: Is the student presenting to you in a way that has you concerned for their well-being? (e.g. the student is making poor choices, you have received a concerning email from the student, the student does not seem to have many social connections, the student presents as angry or confrontational). Is the student experiencing multiple levels of distress? (e.g. poor academic performance and looking disheveled, student stops attending class and responding to your attempts to reach out, you have reason to believe that student may be experiencing hardships outside of what you are physically seeing or hearing).
  • Resource connection: Does the student need support from multiple campus resources? Determine whether your office is able to handle this student’s concern or if the concern should be addressed by connecting the student with more than one other office on campus.
  • Missing multiple classes and assignments: Is the student choosing not to go to class even though there is a penalty for missing? Are they falling behind in multiple classes or in multiple assignments? Are they missing class because of other, less important, activities (e.g., sleeping, playing video games, watching TV, etc.)?

If you are still uncertain about whether to submit a CARE report, you may contact the CARE Team Coordinator, Sandy Jordan at [email protected] to ask for support. You are encouraged to submit a CARE report if you are uncertain about whether or not it is appropriate to do so, as your information can provide the “missing piece” to ensuring that a student is connected to support.

The Life of a CARE Report
  1. Information received by CARE Team Coordinator
  2. Acknowledgement to reporter (within 1 business day)
  3. Wait for reporter response (if needed before taking action)
  4. The following happen in a loop (within 1 week from original report)
    • CARE coordinator outreach
    • FYI report
    • CARE team consultation
    • Assignment to appropriate CARE team member
  5. Follow-up with reporter and refer for support (as needed)
  6. CARE team coordinator to review cases weekly and close any complete reports
Syllabus Wording

At SVC, we have a team of professionals who are dedicated to your overall well-being and your academic success. As your faculty, I may submit a CARE report to make sure that you have wrap around support to be successful here at SVC. You can also submit a CARE report for yourself or others.

Mandatory Reporting Requirement

As an instructor, one of my responsibilities is to help create a safe learning environment, thus I also have a mandatory reporting responsibility. It is my goal that you feel able to share information related to your life experiences in classroom discussions, in your assignments, and in any individual meetings with me. It is always my goal to keep information you share private, but in cases of certain disclosures I am required by law to share that information with the appropriate reporting entities. I must report all allegations of dating violence or domestic violence, child abuse or neglect, abuse of vulnerable populations, and/or credible threats of harm to yourself or others. Based on your disclosure to me, I may need to report this information. Someone will contact you to offer support and connection to resources on and off campus.

Tips for Online Teaching and Classroom Management

It is common to see a change in how a student might engage in a class (i.e. communication, participation, etc.) This could appear in a multitude of ways for the student.

  • Tip: Provide clear expectations regarding how a student should communicate either via discussion posts, direct messages in CANVAS or SVC email.
  • Tip: As the instructor, identify the timeframe that you are likely to respond (24-48 hours or only during office hours, etc.)
  • Tip: Is to host office hours.

What does working in a group mean?

  • Tip: Provide examples of how you want students working together versus what they should not be working on together.
  • Tip: This is a great area to address academic integrity and how that looks or you handle it.

Discussion posts often try to simulate what an in-class discussion would have provided for a student.

  • Tip: We have heard from students that the clearer the purpose and expectation around the post, the easier it is for them to understand and complete as required.
  • Tip: Knowing when and how to interrupt and follow-up with someone in a discussion post.
  • Tip: Be clear about what language is appropriate in a discussion post (i.e. do you want them to be using profanity? Do you want them to be citing sources?)

Share your guidelines for how you want students to ask questions.

  • Zoom features (raised hand, chat, etc.)

Expectations

  • Clothing for Zoom classes
  • Intoxication or using drugs concern
    • Paraphernalia
    • While “doing” class
  • Around students keeping mute on
    • Phone versus using their computer or both
    • Some speakers will create a feedback sound
    • Tip: As the instructor, you have the ability to mute all participants if needed.
  • Their environment
    • Who and what is around you (consider having video off if there are background distractions)
      • Children or roommates
      • Animals
      • Phones
      • Other noises

If expectations are not being met, consider requesting a private meeting with the student to have a conversation about this.

  • If needed, talk with your department chair or dean for guidelines.
  • If you “kick someone” off a Zoom class meeting, this would be equivalent to asking them to leave for a class period. This would need to be followed up by some form of communication with the student before the next class period/assignment.

Engagement:

  • Things to think about: What does this look like? Do you use a rubric? Do you have a checklist for students?
  • In synchronous or not settings
  • Absent or not in attendance
  • Students need to post X number of discussions or be in the class shell?
  • You have tools to see when and how much time student spends online
  •  

Zoombombing: Urban Dictionary Definition

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