TEAM
Brit is a market-leading global specialty insurer and reinsurer, focused on underwriting complex risks. With a major presence in Lloyd’s of London, the world’s specialist insurance market provider, we also have significant US and international reach. We believe that the uncertainty of the future should never stand in the way of progress. That’s why we exist: to help people and businesses face the future and thrive.
Brit Global Specialty USA (BGSU) underwrites on behalf of Brit Syndicates 2987 and 2988, providing retail, wholesale and reinsurance brokers with Lloyd’s financial strength and capabilities. BGSU offers a range of E&S, admitted and reinsurance products with a focus on Specialty Package, Property, General Liability, Excess Casualty, Professional Lines, Commercial Marine, Cyber, Programs, and Property & Casualty Reinsurance. Headquartered in Chicago, we have underwriting presence in Atlanta, Hartford, Houston, Los Angeles Metro Area, Miami, New York, Philadelphia, Richmond and San Francisco Bay Area.
Team Platform
Train • Educate • And • Manage
Train, educate and manage (team) employees across your organization regardless of their location utilizing our highly customized risk management learning management system (lms). Our team platform provides unlimited access to your agency’s individualized collected training data in a user-friendly format. Specifically designed to manage multiple locations, communicate a clear and consistent message and assist in training cost containment, our team platform will enhance your current risk management/loss control program.
Customized to Fit Our Clients Needs by Providing:
- 24/7 access to your training records and resources
- Unique username a password for log-in security
- Entity-specific logo, policy, procedure and form upload tool
- 24-hour network support
- Bank level TLS1-Transport Layer Security
- Direct connect to the internet backbone, meaning no ISP involvement
Save Time, Budget and Resources:
- Add convenience to your training programs
- Reduce your overall cost of training
- Provide a clear and concise message
- Offer flexible training programs, times and locations
- Guarantee consistent content and a reliable method of teaching
Unlimited Access to Training:
We believe that a risk management program is only as good as its training and follow-up. Thus, we provide unlimited access and use of our suite of training modules to support that belief. Modules are developed by recognized safety and risk management professionals as well as nationally recognized subject matter experts bringing a quality educational environment on today’s critical topics.
Many of the modules are available in English and Spanish with additional topics being added frequently. The following is a brief listing of what our clients have to choose from:
- Preventing Child Sexual Abuse including Mandated Reporter
- Determining the Root Cause of Accidents
- Electrical Safety
- Fire Prevention Practices
- School Bullying
- Violence Against Women Act (VAWA)
- Playground Safety Inspections
- School Bus Driver Safety – 3 Part Series
- Preventing Child Sexual Abuse in Camps
- Globally Harmonized System (GHS)
- Employee and Family Disaster Preparedness
Each of the above modules is maintained in our proprietary Learning Management System (LMS) which allows the administrator and designated groups to track completion and testing competency for each individual.
Management Tools at Your Fingertips:
The “Management” aspect of TEAM is arguably the most powerful tool for a risk manager, human resources director or training coordinator using TEAM. Our RMS (Report Management System) allows our users to independently upload scanned, PDF, Work, html or original documents into the system creating a histogram of risk control services, building maintenance or off site training records. Imagine having all of these records in one centrally located web based system.
Niche-Specific Content:
Customized modules, articles and featured subject matter content will be tailored to the niche of business you operate in. To provide this, we have again connected with recognized industry experts in police liability, background checks, emergency preparedness, cyber risk, crisis management, jail and detention center operations, school risk management, college and university risk management, general safety and EPLI. On a monthly basis we distribute our TEAM Tips newsletter to all administrators to highlight newly released and upcoming content within TEAM. The TEAM Tips bulletin is designed to take the guess work out of the resources available to your organization. Above all, any and all of the featured content can be printed, copied and distributed throughout your organization.
Highly Specialized Modules:
Given the breath of our portfolio it was vital to offer the highest caliber content, in one place, specific to our higher risk classifications. As such please find a sample, not all inclusive, list of what we offer in these high risk areas:
Employment Practices Liability
- Link to background check provider Trak-1 (our TEAM platform does not maintain reports)
- Title VII and IX suite of training modules
- Weekly best management practices bulletins
- Human Resource Self-Assessment Tools – 23 topics
- Live Training Scheduling, Tracking and Reporting
Police Liability Training
- Active Shooter
- Body Worn Cameras
- Emotional Intelligence
- Cultural Diversity
Fire and EMS
- First Responder
- Fire Service Leadership Collaboration
- Emergency Vehicle Operators
- Dealing with the Aggressive Patient
Jail and Detention Facilities
- Fire Safety and Response in Correctional Centers
- PREA
- Report Writing
- Suicide Prevention
Training Modules
Documents
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Employment Practices
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Fleet Safety
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General
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Health
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Human Resources
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Law Enforcement
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Risk Management for the Workplace
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Safe Environments
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Safety Shorts
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Smarter Adults Safer Children
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Spanish Language Training Courses
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Student Related Risks
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Workplace Safety
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Course Title | Course Description |
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Your Custom Document | Upload any document for your organization to review. They can electronically acknowledge that they have read it and it will be saved for their future reference. |
Course Title | Course Description |
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AB-1825 Sexual Harassment: Abusive Conduct, Employee/Supervisor Part 3 (AB-2053) (GCN) | Abusive conduct (or workplace bullying) is defined as: ?conduct of an employer or employee in the workplace, with malice, that a reasonable person would find hostile, offensive, and unrelated to an employer?s legitimate business interests.? Abusive conduct may include: Repeated infliction of verbal abuse, such as the use of derogatory remarks, insults and epithets; Verbal or physical conduct that a reasonable person would find threatening, intimidating or humiliating; or The gratuitous sabotage or undermining of a person?s work performance. A single act does not constitute abusive conduct, unless especially severe and egregious. Employees cannot can sue for abusive conduct in the workplace, unless of course it becomes discrimination or harassment against a protected class. From a legal perspective, abusive conduct, while not good for business, is legal. In this tutorial, you will learn: The ramifications of abusive conduct, What abusive conduct is, Abusive conduct and health, What to do if you experience abusive conduct, and What supervisors can do about abusive conduct. |
Civil Rights — NJ (GCN) | Civil rights are personal rights guaranteed and protected by the U.S. Constitution and federal laws enacted by Congress, such as the Civil Rights Act of 1964 and the Americans with Disabilities Act of 1990. Some Civil Rights include: freedom of speech, the right to vote, due process of law, equal protection of the laws, and protection from unlawful discrimination. The Office for Civil Rights (OCR) is a civil rights office within U.S. Departments, such as State, Justice, Labor, Health and Human Services, Homeland Security, and Education, to name a few. Its function is to enforce civil rights laws that prohibit discrimination on the basis of race, color, national origin, disability, age, sex, and religion. Written by Michael Livovich, the purpose of this tutorial is to discuss the function of the Office for Civil Rights under the U.S. Department of Education. The participant of this tutorial will understand: The Office for Civil Rights (OCR); Regulations enforced and areas of discrimination under the attention of OCR; Addressing concerns of discrimination; and School Response to Complaints |
Civil Service Training Admin — IL (GCN) | Discrimination is defined as different treatment which makes a distinction of one person or a group of persons from others intentionally, by neglect, or by actions or lack of actions based on race, color, national origin, sex, age, or disability. The United States Department of Agriculture (USDA) program statutes and regulations prohibit discrimination in Child Nutrition Programs based on these characteristics. |
Civil Service Training Frontline — IL (GCN) | Discrimination is defined as different treatment which makes a distinction of one person or a group of persons from others intentionally, by neglect, or by actions or lack of actions based on race, color, national origin, sex, age, or disability. The United States Department of Agriculture (USDA) program statutes and regulations prohibit discrimination in Child Nutrition Programs based on these characteristics. |
General Harassment (GCN) | Employees now have a reasonable expectation that they will be treated respectfully and professionally by their co-workers, vendors, and especially their boss. Essentially, employees know that they will not be harassed on the basis of their gender, age, race, religion, national origin, or other protected classification. In this tutorial, you will learn about the concept of harassment, employers? responsibilities, employees? responsibilities, potential consequences for violations, and taking personal responsibility. |
Sexual Harassment (GCN) | Every employee in the United States is entitled to a working environment free from sexual harassment. A workplace is supposed to be a respectful and cohesive environment where employees can be free to perform their job without harassment. Both employers and employees should work to prevent sexual harassment in the workplace before it begins through education about appropriate workplace behaviors and about the employer’s policies for handling inappropriate situations in the event they do occur. |
HB3869 — IL (GCN) | HB 3869 will require school staff to receive in-service training on implicit racial bias. This Act takes effect July 1, 2017 and amends Section 5 of the School Code and adds Sections 10-20.60 and 34-18.53. This tutorial will define the terms and their meanings,how to better understand what implicit bias is and what you as the educator can do to minimize implicit racial bias. |
AB-1825 Sexual Harassment Supervisor part 2 (CA) (GCN) | In this tutorial, you will learn specific requirements for a supervisor to deal with reports of sexual harassment and you will learn how to create an environment free from harassment. |
AB-1825 Sexual Harassment Supervisor part 2 (GCN) | In this tutorial, you will learn specific requirements for a supervisor to deal with reports of sexual harassment and you will learn how to create an environment free from harassment. |
AB-1825 Sexual Harassment Employee/Supervisor part 1 (GCN) | In this tutorial, you will learn what is and is not sexual harassment and in creating and maintaining a workplace free from sexual harassment is a place that is welcoming and respectful to all and is critical to the success of your organization. |
Discrimination (GCN) | Issues related to discrimination in employment are varied. Anyone in a position of authority over another employee (whether direct or indirect) needs to be aware of the many ways discrimination may occur, whether it is intentional or, and more likely, unintentional. This tutorial will review the definition of discrimination; protected classifications and how they became protected; policies of non-discrimination and the rights of employees to make a claim; handling a claim of discrimination; and supervisory responsibilities. |
Sexual Harassment NY — State Approved (GCN) | New York State is a national leader in the fight against sexual harassment and is partnering with employers across the state to further their commitment to ending sexual harassment in the workplace. The 2019 New York State Budget includes the nation?s strongest and most comprehensive sexual harassment package, including new resources and requirements for employers. There are two key components under this law: Policy and Training. All employees working in New York State must receive sexual harassment training by or before October 9, 2019. |
Sexual Harassment and Discrimination – California Employees Spanish (SB1343) | Run Time: Approximately 1 hour and 1 minute (not including final quiz)
Completion Requirement: 100% slide view and 100% on final quiz Tablet/Mobile Friendly: Yes Closed Captioning: Yes This training will assist California employees in learning about multiple topic areas related to sexual harassment. Topics of this module include what discrimination is, what harassment is, protected classes, and employee rights and responsibilities. This module fulfills Senate Bill 1343’s requirement that all California employers who employ five or more employees provide all nonsupervisory employees with sexual harassment training. This module is the Spanish version of this training. |
TRAC (Teamwork • Respect • Awareness • Communication) | Run time: Approximately 10 minutes TRAC is a multi-purpose workplace module for all employees. TRAC reinforces efforts to prevent workplace wrongdoing and makes employees aware of issues important to your organization, such as tolerance and diversity, creating a harassment free-workplace, and conflict management. With TRAC, employees can receive workplace best practices in just a few minutes.
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Sexual Harassment and Discrimination – Supervisors (Maine) | Run Time: Approximately 120 minutes (including quiz) · Supervisor (Maine) – This training will assist supervisors in understanding their federal and state legal obligations to prevent and remedy harassment in the workplace. Supervisors will learn federal and state definitions and classifications of harassment in the workplace under the Civil Rights Act of 1964, Title VII, and Maine Human Rights Act. Including protected classes, rights of employees and prospective employees, and supervisor responsibilities. Topics are inclusive of: Harassment, sexual harassment, unwelcome conduct, hostile environment, policies, complaints, investigations, Maine law, and Five Core Principles of Smart Risk Management®. |
Sexual Harassment and Discrimination – Supervisors (Connecticut) | Run Time: Approximately 120 minutes (including quiz) · Supervisor (Connecticut) – This training will assist supervisors in understanding their federal and state legal obligations to prevent and remedy harassment in the workplace. Supervisors will learn federal and state definitions and classifications of harassment in the workplace under the Civil Rights Act of 1964, Title VII, and Maine Human Rights Act. Including protected classes, rights of employees and prospective employees, and supervisor responsibilities. Topics are inclusive of: Harassment, sexual harassment, unwelcome conduct, hostile environment, policies, complaints, investigations, Connecticut law, and Five Core Principles of Smart Risk Management®.
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Sexual Harassment and Discrimination – California Supervisor (AB1825/1661) | Run Time: Approximately 130 minutes This training is designed to explain what may constitute harassment and how to recognize, report, and respond to allegations of unwelcome sexual behavior. Responsive to the requirements of AB1661 (officials), AB1825 (sexual harassment), AB1443 (unpaid interns), and AB2053 (abusive conduct and workplace bullying).
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Sensitivity Basics: Creating Positive Working Relationships | Run time: Approximately 22 minutes Assisting organizations’ employees in acting sensitively and respectfully in all workplace settings. This module discusses what sensitivity is and what it is not, sensitive values versus sensitive behaviors, respecting others’ boundaries, seeing things from another’s perspective, avoiding insensitive situations, and how to develop basic sensitivity skills. Specific areas include sexual insensitivity, stereotyping, faith in the workplace, as well as other issues to consider.
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Sexual Harassment and Discrimination – Employees | Run Time: Approximately 32 minutes (not including quiz) This training will assist employees in understanding the federal definitions and classifications of discrimination and harassment in the workplace under the Civil Rights Act of 1964, Title VII. Including protected classes and employee or prospective employee rights under federal law. Topics are inclusive of: Discrimination, harassment, sexual harassment, unwelcome conduct, hostile environment, LGBTQ, genetic information (GINA), pregnancy (PDA), age (ADEA), religion, race/color, national origin, disability (ADA), associational discrimination, and human trafficking.
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Sexual Harassment and Discrimination K-12 – Employees | Run Time: Approximately 32 minutes (not including quiz) This training will assist faculty, staff, and administration employed by educational institutions in understanding the federal definitions and classifications of discrimination and harassment in the workplace. Including protected classes’ rights under federal law. Topics are inclusive of: Discrimination, harassment, sexual harassment, unwelcome conduct, hostile environment, LGBTQ, genetic information (GINA), pregnancy (PDA), age (ADEA), religion, race/color, national origin, disability (ADA), associational discrimination, and human trafficking. |
Sexual Harassment and Discrimination Higher Ed – Employees | Run Time: Approximately 32 minutes (not including quiz) This training will assist faculty, staff, and employees in understanding the federal definitions and classifications of discrimination and harassment in the Higher Ed workplace under the Civil Rights Act of 1964, Title VII. Including protected classes and employee or prospective employee rights under federal law. |
Sexual Harassment and Discrimination – Employees (New York) | Run Time: Approximately 40 minutes (not including quiz) Employee (New York). This training will assist employees in understanding the federal and state definitions and classifications of discrimination and harassment in the workplace under the Civil Rights Act of 1964, Title VII and New York Human Rights Act. Including protected classes and employee or prospective employee rights under federal law. Topics are inclusive of: Discrimination, harassment, sexual harassment, unwelcome conduct, hostile environment, LGBTQ, genetic information (GINA), pregnancy (PDA), age (ADEA), religion, race/color, national origin, disability (ADA), associational discrimination, and human trafficking.
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Sexual Harassment and Discrimination Higher Ed – Supervisors | Run Time: Approximately 43 minutes (not including quiz) This training will assist supervisors in understanding their federal legal obligations to prevent and remedy discrimination and harassment in the Higher Ed workplace. Supervisors will learn federal definitions and classifications of discrimination and harassment in the workplace under the Civil Rights Act of 1964, Title VII. Including protected classes, rights of employees and prospective employees, and supervisor responsibilities. |
Sexual Harassment and Discrimination K-12 – Supervisors | Run Time: Approximately 43 minutes (not including quiz) This training will assist supervisors in understanding their federal legal obligations to prevent and remedy discrimination and harassment in the workplace. Supervisors will learn federal definitions and classifications of discrimination and harassment in the workplace under the Civil Rights Act of 1964, Title VII. Including protected classes, rights of employees and prospective employees, and supervisor responsibilities. Topics are inclusive of: Discrimination, harassment, sexual harassment, unwelcome conduct, hostile environment, LGBTQ, genetic information (GINA), pregnancy (PDA), age (ADEA), religion, race/color, national origin, disability (ADA), associational discrimination, human trafficking, policies, complaints, investigations, and Five Core Principles of Smart Risk Management®. |
Sexual Harassment and Discrimination – Supervisors (New Jersey) | Run Time: Approximately 43 minutes (not including quiz)
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Sexual Harassment and Discrimination – Supervisors (Florida) | Run Time: Approximately 43 minutes (not including quiz) · Supervisor (Florida) – “This training will assist supervisors in understanding their federal and state legal obligations to prevent and remedy discrimination and harassment in the workplace. Supervisors will learn federal and state definitions and classifications of discrimination and harassment in the workplace under the Civil Rights Act of 1964, Title VII, and Florida Civil Rights Act (FCRA). Including protected classes, rights of employees and prospective employees, and supervisor responsibilities. Topics are inclusive of: Discrimination, harassment, sexual harassment, unwelcome conduct, hostile environment, LGBTQ, genetic information (GINA), pregnancy (PDA), age (ADEA), religion, race/color, national origin, disability (ADA), associational discrimination, human trafficking, policies, complaints, investigations, Florida law, and Five Core Principles of Smart Risk Management®.
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Sexual Harassment and Discrimination – Supervisors (Illinois) | Run Time: Approximately 43 minutes (not including quiz) |
Sexual Harassment and Discrimination – Supervisors | Run Time: Approximately 43 minutes (not including quiz) This training will assist supervisors in understanding their federal legal obligations to prevent and remedy discrimination and harassment in the workplace. Supervisors will learn federal definitions and classifications of discrimination and harassment in the workplace under the Civil Rights Act of 1964, Title VII. Including protected classes, rights of employees and prospective employees, and supervisor responsibilities.
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Sexual Harassment and Discrimination – Supervisors (New York) | Run Time: Approximately 60 minutes (not including quiz) · Supervisor (New York) – This training will assist supervisors in understanding their federal and state legal obligations to prevent and remedy harassment in the workplace. Supervisors will learn federal and state definitions and classifications of harassment in the workplace under the Civil Rights Act of 1964, Title VII, and New York Human Rights Act. Including protected classes, rights of employees and prospective employees, and supervisor responsibilities. Topics are inclusive of: Harassment, sexual harassment, unwelcome conduct, hostile environment, policies, complaints, investigations, New York state law, and Five Core Principles of Smart Risk Management®.
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Sexual Harassment and Discrimination – California Employees (SB1343) | Run Time: Approximately 61 minutes This training will assist California employees in learning about multiple topic areas related to sexual harassment. Topics of this module include what discrimination is, what harassment is, protected classes, and employee rights and responsibilities. This module fulfills Senate Bill 1343’s requirement that all California employers who employ five or more employees provide all nonsupervisory employees with sexual harassment training.
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Wrongful Termination | Run Time: N/A (self-paced)
Completion Requirement: 100% on final quiz and 100% slide view Tablet/Mobile Friendly: Yes Closed Captioning: Yes This module reviews the best practices to prevent wrongful termination. The following topic areas are addressed in this training: employment at-will, altering the at-will assumption, illegal terminations, whistleblowers, and applying the Five Core Principles of Smart Risk Management™. |
Smart Hiring Part 1: Pre-Interview | Run Time: N/A (self-paced)
Completion Requirement: 100% on final quiz and 100% slide view Tablet/Mobile Friendly: Yes Closed Captioning: Yes This training module is part one of a two-part series dedicated to hiring strategies. This module covers steps leading up an interview. Those steps include defining the job, creating a recruitment plan, special considerations, and screening applicants. |
Smart Hiring Part 2: Interviewing and Post-Interviewing | Run Time: N/A (self-paced)
Completion Requirement: 100% on final quiz and 100% slide view Tablet/Mobile Friendly: Yes Closed Captioning: Yes This training module is part two of a two-part series dedicated to hiring strategies. This module covers steps that should be taken during and after the interview. Those steps include interviewing strategies, final selection, post-hiring procedures, and applying the Five Core Principles of Smart Risk Management®. |
Cultural Competency and Racial Bias — NY (GCN) | State legislators have proposed an ambitious plan to improve the availability of culturally responsive professional development. Currently in committee, Senate Bill S5589 would require the New York Department of Education to establish a minimum of four professional development programs a year in culturally responsive instruction and to make those sessions available on its website. Training would prepare teachers to develop culturally responsive lesson plans and remedy implicit biases. |
House Bill 66 — OH (GCN) | This tutorial discusses House Bill 66-State of Ohio Fraud Reporting System. This is a reporting system for Ohio citizens and public employees to file complaints of fraud, waste, and misuse of public funds by public offices or officials. |
AB-1825 Gender Expression Part 4 (GCN) | With increased protections for transgender employees under California law, training to increase tolerance and understanding surrounding those issues will be particularly important with the new amendment and while training hasn?t fixed the harassment issues, it has certainly made employers more aware of them. In this tutorial you will learn the following: Defining Gender, Understanding Gender Identity, Defining Gender Identity, What the Employer can do to help prevent the Discrimination, Restroom and Locker use by transgender employees, and a better understanding of the law. |
Course Title | Course Description |
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General Auto Risk Management Program for Drivers-Brit Insurance | 22:37 Min. Fleet Safety: Motor vehicle accidents contribute to a large number of injuries, property loss and death. Understanding and following safe driving practices is the key to avoiding the risk of accidents. This training program provides participants with the knowledge of how to operate their vehicle safely. Topics include: Basic Defensive Driving Principles, Vehicle Maintenance and Inspection, City Driving, Highway Driving/Rural Areas, Interstate Driving, Adverse Weather Conditions, Reckless/Aggressive Drivers, and Accident Procedures. |
Accident Scene Management | Every day, drivers are involved in motor vehicle emergencies and accidents. The goal of this training program is to instruct participants on the procedures to follow should they become involved in a motor vehicle accident. The topics discussed include: Accident Facts; Preparedness; and Managing the Accident Scene. Quiz. |
Basics of Defensive Driving Part I-Brit Insurance | 12:03 Motor vehicle accidents are the number one cause of death in the workplace. This training module helps participants understand the basic components of defensive driving including: understanding the definition of defensive driving; how to recognize unsafe driving practices; being aware of general methods for preventing accidents; and identifying safe practices for driving in various inclement weather conditions. |
Van Safety Training Higher Ed-Brit Insurance | 31:42 min. This program is designed to train responsible personnel at colleges, universities and other institutions of higher education on the safe practices to take when transporting students in activity vans, Sport Utility Vehicles, and activity buses. The topics covered in this program include: Definition of Transportation, Acceptable Vehicles, Considerations for the Van Driver, Vehicle Inspections, Safety Equipment, Safe Driving Skills, Loading the Vehicle and Transporting Passengers, Preventing Collisions, Pedestrians, Driving Environments, Special Considerations and Post-Trip Procedures. |
Defensive Driving-Backing Safely-R is for Reverse-Brit Insurance | 7:07 Min., #10603 Instructs participants on how to safely back a vehicle. Topics covered include: Stats on backing accidents; reasons for collisions; conducting a walk-around of the vehicle and using a spotter; blind spot areas and correct mirror adjustment; backing the vehicle safely; review of basic defensive driving techniques. |
Defensive Driving-Reducing Springtime Weather Accidents (GB) | 8:45 Min., #9078 Explores the hazards of driving in springtime weather conditions and reiterates the principles of defensive driving for these conditions. Topics include basic defensive driving reminders, necessary vehicle maintenance for spring driving conditions, techniques for driving on wet roads, in flooding, when tornadic activity threatens, fog and potholes. |
Defensive Driving (GCN) | As a responsible driver, you have to be ready for anything. In this tutorial written by Mark Niewoonder of the Van Buren ISD, you will learn several tips to safely and defensively drive a motor vehicle. |
Defensive Driving-Reducing Deer Related Accidents | Designed to provide participants with information on how to safely navigate the roads during peak deer movement season, which is during the months of October though December. |
Defensive Driving-Reducing Winter Weather Accidents | Explores the hazards of driving in winter weather conditions and reiterates the principles of defensive driving for these conditions. Topics include basic defensive driving reminders, necessary vehicle maintenance for winter driving conditions, definitions of weather service alerts, techniques for driving on snow covered/icy roads, driving near snow plows, and measures to take if the vehicle skids or becomes stuck in the snow. |
General Auto Risk Program for Drivers | Fleet Safety: Motor vehicle accidents contribute to a large number of injuries, property loss and death. Understanding and following safe driving practices is the key to avoiding the risk of accidents. This training program provides participants with the knowledge of how to operate their vehicle safely. Topics include: Basic Defensive Driving Principles, Vehicle Maintenance and Inspection, City Driving, Highway Driving/Rural Areas, Interstate Driving, Adverse Weather Conditions, Reckless/Aggressive Drivers, and Accident Procedures. |
Defensive Driving-Intersections | Provides participants with information on the problems intersections present to drivers, reviews the signs and signals present in intersections and discusses what drivers can do to avoid becoming involved in an intersection accident. |
Defensive Driving-Safe Following Distance | Provides participants with information on why rear-end collisions occur and how to avoid them. Topics discussed include: driver reaction time; braking distance; following distance; Four Second Rule; unsafe following distance scenarios; tailgating, freeway driving; and a review of defensive driving techniques. |
Defensive Driving-Driving Safely in School Zones | Provides participants with tips for driving safely in school zones. Topics include basic defensive driving reminders, conducting a pre-trip inspection, remaining alert in school zones for children and drivers of other vehicles, following signage posted in school zones, times to avoid driving in school zones, crosswalks and obeying crossing guards. |
Van Safety Training Schools-Brit Insurance | Van Safety Training Program-Schools 31:28 min. Fleet Safety: This program is designed to train responsible personnel at schools on the safe practices to take when transporting students in activity vans, Sport Utility Vehicles, and activity buses. The topics covered in this program include: Definition of Transportation, Acceptable Vehicles, Considerations for the Van Driver, Vehicle Inspections, Safety Equipment, Safe Driving Skills, Loading the Vehicle and Transporting Passengers, Preventing Collisions, Pedestrians, Driving Environments, Special Considerations and Post-Trip Procedures. |
Course Title | Course Description |
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Intervention and Referral Services — NJ (GCN) | ?I&RS programs in schools are intended to be used as a primary mechanism in a school building for assisting general education staff and expanding their skills and abilities to successfully accommodate the needs of significant numbers of students in the general education program who are at risk for school failure.? (New Jersey Department of Education, ?Scope of Services for Building Based I&RS Teams?). In this tutorial, you will learn the following objectives: Why Must Districts Have I&RS in Place?; Who Should Be a Part of the I&RS Team?; How I&RS Teams Function; How the I&RS Process Works; How Can Teachers Identify Students in Need of I&RS?; How to Collect Data and Describe a Problem; and I&RS Meeting and Action Plan. |
Classroom Management — Middle (GCN) | Classroom management is often the most challenging aspect of being a middle school teacher. In addition to teaching new classroom procedures, you will continuously re-enforce ones taught in previous years. Your students will be transitioning from childhood to early adolescence at different rates and will experience a multitude of changes. While many students will still strive to please, others will challenge the rules in order to assert independence. Management plans often depend on the individual students and should be implemented accordingly. This tutorial will address the importance of effective classroom management and provide tips for success. |
Classroom Management — Elementary (GCN) | Classroom management is often the most challenging aspect of being an elementary school teacher. Your students will need to learn appropriate classroom behavior and form positive habits that will last them throughout their school years. Creating and promoting a stable classroom environment takes practice, patience, and determination. This tutorial will address the importance of effective classroom management and provide tips for success. |
Intro to English as a New Language — NY (GCN) | In 2014, the Deputy Commissioner of the New York State Office of Higher Education wrote the ELL population had increased by 20% since 2004, comprised 10% of the public school population, and spoke over 160 languages. New York State Commissioner’s Regulation Part 154 details the laws regarding the education of English Language Learners. CR Part 154 was amended in September, 2014. As a result, 15% of all teachers’ professional development must be dedicated to language acquisition, including a focus on best practices for co-teaching strategies and integrating language and content instruction for English Language Learners. For Bilingual Education and English as a Second Language/English as a New Language teachers, the ELL-specific training is now 50% of their professional development. Written by Katy Silliman, ESL Teacher for Homer CSD, this tutorial will provide basic information on ELLs. |
ISTE Standards for Digital Teaching and Learning (GCN) | In a world where rapid advances in technology have a profound impact on the ways we work, communicate and live, education has struggled to keep pace. The International Society for Technology in Education (ISTE) Standards work together to support educators, students, and leaders with clear guidelines for the skills and knowledge necessary to move away from the factory model. ISTE provides a framework for rethinking education, adapting to a constantly changing technological landscape, and preparing students to enter an increasingly global economy. As educators, we are preparing students for the future, empowering them to become lifelong learners, and providing them with the skills to face future challenges resourcefully and creatively. It?s not about using digital tools to support outdated education strategies and models; it?s about tapping into technology?s potential to amplify a student?s capacity for collaboration, creativity, and communication. It?s about leveling the playing field and providing all students worldwide with equitable access to digital learning opportunities. Transforming education requires us to rethink how we teach and learn. The ISTE Standards act as a roadmap for bold, innovative educators and education leaders to re-engineer their schools and classrooms for digital age learning no matter where they fall on the journey to meaningful and effective education through technology. In this tutorial, we will review: What are the ISTE standards for Educators; What are the ISTE standards for Students; What are the ISTE standards for Administrators; What are the ISTE standards for Coaches; What are the ISTE standards for Computer Science Educators. |
Student Discipline (GCN) | In this tutorial you will learn: Options for Administering and Applying Student Discipline; In-School and Out-of-School Discipline; Prevention and Behavioral Interventions; Adverse Consequences for Student Behavior; Justice System Involvement; Effective Classroom Management Strategies for Apparent Discipline Needs; and Culturally Responsive Discipline and Appropriate Disciplinary Methods That Promote Positive and Healthy School Climates |
Managing Conflict with Angry Parents (GCN) | In this tutorial, you will learn the following objectives: -What is conflict and why does conflict occur? -Positive and negative implications of conflict -Scenarios that may cause conflict between a parent and school personnel -Strategies for reducing conflict and managing conflict with an angry parent -The primary emotion resulting from conflict and how to diffuse anger -Strategies for resolving conflict and finding common ground for resolution |
Promoting School Attendance and Classroom Engagement (GCN) | Many school districts make reasonable efforts to provide ongoing professional development to teachers, administrators, school board members, school resource officers, and staff on the adverse consequences of school absence. Justice-system involvement, classroom management strategies for student discipline, culturally responsive discipline, and application of developmentally appropriate disciplinary methods promote positive and healthy school climates. Written by Diane Schweitzer, in this tutorial, you will learn: Defining Student Engagement and Communication of High Student Expectations; School, Familial, and Student Factors That May Influence Student Attendance; Identification of Need for Intervention, Providing Intervention and Positive Support for Student Engagement; Monitoring Attendance and Engagement; Effective Classroom Management Strategies; And Culturally Responsive Discipline and Appropriate Disciplinary Methods That Promote Positive and Healthy School Climates. |
403(b) (GCN) | On July 26, 2007, the Internal Revenue Service released the final 403(b) regulations for public school employee retirement plans. This regulation requires school districts that sponsor a 403(b) plan to offer all employees the opportunity to set aside money on a tax-deferred basis for retirement using a payroll deduction process. Developed by Carleen Pierce of Canandaigua City School District in partnership with OMNI, this tutorial will help school employees understand the basic regulations which the school district imposes for participants in these programs. More specifically, you will learn about the Universal Availability Requirement, what a 403(b) plan is, the benefits of participating, who is eligible to participate, and what the contribution limits are. |
Brit – Third Party Administrators TPA | Run Time: Approximately 30 minutes Brit has developed this training module as a value-add to our clients and their selected claims administrators. The intent of this training is to provide a comprehensive review of the adjusters responsibilities with respect to:
The information covered in this module is consistent with the Policy Conditions issued by Brit Global Specialty USA to your client and the guidelines you should have received. |
Professionalism (Conduct and Appearance) (GCN) | Success in the workplace goes far beyond simply possessing the right training or skills for the job. Regardless of the field of work you are in, a professional attitude, appearance, and work ethic are essential to career advancement. This tutorial will discuss what it means to be a professional and how to achieve a professional reputation. In this tutorial, you will learn the following: Defining Professionalism; Appearance; Punctuality; Time Management; Work Quality; Interpersonal Skills; Personal Information; Professional Attitude; Self-Regulation and E-mail Etiquette. |
Coaches Tutorial (GCN) | The bond between a coach and a student-athlete can be a very profound one. Many of today?s student-athletes have less family support than in previous eras. Coaches today are now role models for their student-athletes. Their influence over his or her athletes may exceed the intensity that exists within the classroom. Because of this, coaches must be professional in the way that they teach and behave. Like any profession, coaching has its highs and lows, but if you are prepared, it can be mostly highs. You can be a successful coach without capturing a championship. Successful coaching is about much more than winning games. Successful coaches help athletes master new skills, enjoy competing with others, and feel good about themselves. Successful coaches not only teach sporting skills, they also teach and model the skills needed for successful living in our society. In this tutorial you will learn the following objectives: Expectations, Responsibilities, Duties, Obligation to Supervise, Health and Safety Issues, Liabilities, Code of Ethics, and Coaching Rules to Live by. |
Family and Community Engagement (GCN) | The purpose of family and community engagement is to focus on enhancing and expanding educational engagement through family-school-community partnerships. Cynthia Dorfman said, It is important that parents feel someone is listening and cares enough to explain changes and opportunities available to them as a result of ED policies. |
English as a Second Language (GCN) | The purpose of this tutorial is to inform those persons responsible for educating English Learners their legal responsibilities to ELs and to provide the framework for directing college and/or career readiness. |
Telephone Etiquette (GCN) | The use of proper telephone etiquette leaves a favorable impression of you and your organization. Whether you are receiving calls or making calls, the tips provided in this tutorial will help you present a professional image and positively represent your organization. In this tutorial, you will learn how to properly answer a phone call; proper phone etiquette; how to handle frustrated callers; how to make a phone call; placing calls on hold; transferring calls; taking messages; ending conversation; and voice mail etiquette. |
Videoconferencing pt1 (GCN) | These tutorials (6 parts) provides Interactive Television (ITV) instructors, ITV students and any other staff conducting or participating in a videoconference with the knowledge and skills required to achieve success in that medium. Content areas include why videoconferencing, types of connectivity, the equipment, visual impact, tips for success, and legal and ethical considerations. |
A Guide for Substitute Teachers (GCN) | This tutorial provides Substitute Teachers with tips, advice, and best practices as they embark upon their substitute assignments. More specifically, substitutes will learn about preparation techniques, the responsibilities of substitute teaching, instructional delivery methods, classroom management, ?tools? for a substitute, professionalism and confidentiality, dress codes, attitudes and general tips from other teachers and substitutes. |
Videoconferencing pt5 (GCN) | This tutorial provides you with important tips for creating a successful video conference in the hopes of removing any embarrassing moments and to help reduce your planning time. |
Videoconferencing pt3 (GCN) | This tutorial will describe the equipment typically available to videoconferencing participants as well as tips to make the best use of the equipment on hand to help communicate with others. |
Videoconferencing pt2 (GCN) | This tutorial will describe the types of connectivity used to enable two or more sites to see and hear each other simultaneously. |
Videoconferencing pt6 (GCN) | This tutorial will discuss the legal and ethical considerations that you should consider when you execute and plan your course or videoconference. Following these few steps will help protect your rights and those of your students. |
Videoconferencing pt4 (GCN) | This tutorial will provide tips for achieving a professional video conference. You will learn how to create the right visual impact, clear and uncluttered high quality video images and a clear audio message. |
Para-professional — IL (GCN) | Thousands of paraprofessionals work with students’ in the United States public school systems. In this tutorial, you will learn the following objectives: Certification requirements, types of paraprofessionals, reasons for paraprofessionals, the role of the paraprofessionals, advocating and mandated reporting and about confidentiality. |
Classroom Management — High School (GCN) | Whether you are a new or veteran high school teacher, effective classroom management is the single most valuable tool to a successful and productive school year. Creating and promoting a stable classroom environment takes practice, patience, and determination. This tutorial will address the importance of effective classroom management and provide tips for success. |
Course Title | Course Description |
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AED — MI (GCN) | 3/3/14: Updated tutorial with the following info: implementation of a cardiac emergency response plan; and require a school to substitute a cardiac emergency response drill for one required fire drill, if the school had an automatic external defibrillator available. |
Concussions in Schools: Prevention – Control – Treatment (GCN) | A mild brain injury, often called a concussion, is the most common brain injury, especially in athletics. The Centers for Disease Control and Prevention estimate that there are over 300,000 concussions in the United States each year. Although the majority of concussions have no lingering effects, some concussions result in persistent long-term and even devastating disabilities. Parents, teachers, school nurses and coaches see children and youth with concussions every day. Every concussion is a brain injury and, as such, needs evaluation, adaptations in routine and time to heal. Written by Michael Livovich, in this tutorial, you will understand the definition of a concussion, including signs and symptoms; responses to suspected head injuries; suggested/mandated responsibilities of schools regarding developing procedures and training of staff regarding brain injuries; and appropriate support strategies for schools for the education of students with brain injuries. |
Eating Disorders (GCN) | According to a nationwide study, 4 out of every 10 people stated they have experienced an eating disorder themselves or have known someone who has experienced an eating disorder. Often misconceived as a chosen behavior, they are serious and sometimes life threatening mental illnesses. Written by Marie Angelone, BSN, RN, in this tutorial, you will learn the following objectives: The definition of eating disorders; Who is affected by eating disorders; The three most prevalent eating disorders and warning signs for each; And How to help someone you suspect has an eating disorder. |
Mental Illness Awareness for Educators (GCN) | According to the U.S. Surgeon General, about 20% of American children suffer from a diagnosable mental illness during a given year. Furthermore, nearly 5 million American children and adolescents suffer from a serious mental illness (one that significantly interferes with their day-to-day life). Being informed about symptoms and early warning signs can lead to an intervention that can help reduce the severity of an illness or delay or prevent a major mental illness altogether. In this tutorial, you will learn the following: Consequences of Untreated Mental Disorders; Types of Mental Illness; Signs and Symptoms of Mental Illness; Intervention; and Treatment. |
Dyslexia and Other Reading Disabilities — NJ (2 hours) (GCN) | AN OVERVIEW OF SCREENING, ASSESSMENT, INTERVENTION AND ASSISTIVE TECHNOLOGY The New Jersey Branch of the International Dyslexia Association Prepared in cooperation with the New Jersey Department of Education, Office of Special Education Programs with IDEA Part-B Funds |
Celiac Disease (GCN) | Approximately 1 in 133 people is diagnosed with celiac disease. Children with celiac disease that is undetected or untreated may experience learning challenges, gastrointestinal complications, and delayed gross motor development. The only treatment for celiac disease is adopting a gluten free diet for life. Schools play a critical role in a student?s ability to easily transition from a gluten free home to school and lead a normal life. (https://www.gluten.org/community/kids/understanding-your-student/). Written by Marie Angelone, RN, in this tutorial, you will learn: The definition of celiac disease; Common food and non-food items; containing gluten; Signs and symptoms of celiac disease; And support strategies for students with celiac disease. |
Cutting/Self-Harm (GCN) | Approximately two million people in the US cut themselves or engage in other self-injurious behavior. While this behavior usually begins in the teenage years, it can start as young as 11 and continue on into adulthood. People that cut are from all races and backgrounds and include both boys and girls. In this tutorial, you will learn the following Objectives: What is cutting/self-injurious behaviors; Why people cut themselves; What can happen to those that cut; Signs of cutting; Myths and facts of cutting; Coping mechanisms for cutting; and Treatments. |
Concussion Training (90 minutes) (GCN) | As professionals at the interscholastic level, coaches put the student first and the athlete second, so the athletic experience becomes a vehicle to promote learning and a safe playing environment. As a youth sports official, your actions (including strict officiating) help set the tone for safe play and can help lower an athlete’s chances of getting a concussion or other serious injury. The overall purpose of this tutorial is to give you the ability to recognize the signs and symptoms of a possible concussion and respond in the appropriate manner. It will also discuss steps you can take to help your injured player recover more quickly by encouraging both mental and physical rest. |
Concussion Training — IHSA Approved (2 hours) (GCN) | As professionals at the interscholastic level, coaches put the student first and the athlete second, so the athletic experience becomes a vehicle to promote learning and a safe playing environment. As a youth sports official, your actions (including strict officiating) help set the tone for safe play and can help lower an athlete’s chances of getting a concussion or other serious injury. The overall purpose of this tutorial is to give you the ability to recognize the signs and symptoms of a possible concussion and respond in the appropriate manner. It will also discuss steps you can take to help your injured player recover more quickly by encouraging both mental and physical rest. IHSA Approved for the state of Illinois. |
Asthma (GCN) | Asthma is a major public health problem. Nearly five million children have asthma. It affects at least two students in every classroom of 30. It is the most common chronic illness cause of school absenteeism. This tutorial’s goal is to support student management of asthma in the classroom through teacher education. |
Asthma — IL (GCN) | Asthma is a major public health problem. Nearly five million children have asthma. It affects at least two students in every classroom of 30. It is the most common chronic illness cause of school absenteeism. This tutorial’s goal is to support student management of asthma in the classroom through teacher education. |
Chronic Health Conditions (GCN) | Chronic health conditions pose serious implications for schools as the associated special needs of school-age children and their employees are identified. However, schools have responsibilities under federal laws to provide access to its facilities, programs, and its activities for those eligible individuals with chronic health conditions (including children and adults). Written by Michael Livovich, this tutorial will discuss the following topics relative to chronic health conditions: Prevalence of chronic health conditions; Chronic health conditions broadly defined; Examples of chronic health conditions; Children with chronic health conditions; Chronic health conditions and eligibility under IDEIA, Section 504, and the ADA; Health management for children and schools; Obtaining services for K-12 students with chronic health conditions; Responsibilities of parents of children with chronic health conditions; Post high school students with chronic health conditions; Instructional strategies for individuals with chronic health conditions; Adults with chronic health conditions. |
Diabetes Awareness (GCN) | Diabetes is the most prevalent chronic disease among children and adolescents. Studies have estimated that diabetes affects approximately 1 in 400 school-age children and with increasing trends of childhood obesity, this number is continually rising. As a teacher, you will likely have the responsibility of caring for the safety and education of a child afflicted with diabetes. Written by Brittany Gage, GCN’s Research & Writer, you will learn the following objectives in this tutorial: What is Diabetes, Types of Diabetes, Symptoms, Health Risks, How is Diabetes Managed, Low Blood Glucose, High Blood Glucose, Elements of Diabetes Management, Who is Responsible, Diabetes Medical Management Plan (DMMP), Education Plan, Diabetes and the Law, And emphasizing nutrition and exercise. |
Anaphylaxis and Anaphylactic Shock (GCN) | Each year, asthma accounts for more than 10 million outpatient visits and 500,000 hospitalizations. There are more than 4,000 deaths due to asthma each year, many of which are avoidable with proper treatment and care. In addition, asthma is indicated as a contributing factor for nearly 7,000 other deaths each year. Written in part by Michael Livovich, by the completion of this tutorial, participants will understand these objectives: Anaphylaxis and Anaphylactic Shock; The Causes of Anaphylaxis and Anaphylactic Shock; The Symptoms of Anaphylaxis and Anaphylactic Shock; Treatment for Anaphylaxis and Anaphylactic Shock; and Management of Anaphylaxis in Schools. |
Anaphylaxis and Anaphylactic Shock — MI (GCN) | Each year, asthma accounts for more than 10 million outpatient visits and 500,000 hospitalizations. There are more than 4,000 deaths due to asthma each year, many of which are avoidable with proper treatment and care. In addition, asthma is indicated as a contributing factor for nearly 7,000 other deaths each year. Written in part by Michael Livovich, by the completion of this tutorial, participants will understand these objectives: Anaphylaxis and Anaphylactic Shock; The Causes of Anaphylaxis and Anaphylactic Shock; The Symptoms of Anaphylaxis and Anaphylactic Shock; Treatment for Anaphylaxis and Anaphylactic Shock; and Management of Anaphylax is in Schools. |
Food Safety/Food Handler (GCN) | Foodborne illness affects millions of persons each year and costs billions of dollars due to loss of consumers, negative publicity, loss of reputation, legal fees, and lost days from work due to illness. The number one way to avoid allegations of food borne illness is to have a comprehensive food safety program with management commitment and well-trained employees. Developed by Diane Schweitzer of the School City of Hammond, this tutorial will show you how you can accomplish such a successful food safety program. |
Food Code Update (GCN) | Foodborne illness is estimated to cause approximately 76 million illnesses, 325,000 hospitalizations and 5,000 deaths a year in the United States. The United States Food and Drug Administration (FDA) is responsible for development of systems for rapid identification and control of outbreaks of foodborne outbreaks. The FDA is under the umbrella of the United States Health and Human Services Department and works collaboratively with the Centers for Disease Control and Prevention (CDC). The FDA Food Code is a guidance model for safeguarding public health and ensuring food is unadulterated and honestly presented when offered to the consumer. It represents FDA’s best advice for a uniform system of provisions that address the safety and protection of food offered at retail and in food service. You will learn in this tutorial: ? Recent Updates to Food Code ? Causes of Foodborne Illnesses ? Symptoms of Personal Illness ? Relationship between Food Employee Job, Personal Hygiene, and Foodborne Illness ? Importance of Reporting Symptoms of Personal Illness or Exposure to Illness ? Process for Reporting Personal Illness and/or Exposure to Illness |
Hand Washing (GCN) | Hand washing is a simple habit most people do without thinking. Yet hand washing, when done properly, is one of the best ways to avoid getting sick and can significantly reduce the spread of infectious diseases. This tutorial will discuss the dangers of not washing your hands; diseases commonly spread through hand contact; food related illnesses; when you should wash your hands; what to wash hands with; proper hand washing with soap and water; and proper use of an alcohol-based hand sanitizer. |
Head Lice (GCN) | Head lice infestations are very common, with an estimated 6 to 12 million people in the United States being infested annually. Anyone having close contact with an infested person, or the contaminated clothing or personal belongings of someone infested, is at risk of contracting head lice. There are more cases of head lice infestation among school-age children than there are of all other communicable diseases combined, except for the common cold. Children, ages 3-10, and their families are infested most often, probably due to their increased physical contact with each other and the sharing of hair-related objects (i.e., combs, brushes, hair pins, etc.). Adult females have a higher incidence of head lice compared to males most likely because they have more physical contact with young children. Written by Michael Livovich, you will learn the following objectives: Description of Head Lice; The Developmental Stages of Head Lice; The Spread of Head Lice; Symptoms of Head Lice Infestation; Treatment, Prevention and Control of Head Lice in the Home and School; and Implications for School Leaders. |
Heat-Related Illness (GCN) | Heat-related illnesses and deaths are preventable yet many people fall prey to extreme heat. Excessive heat exposure has caused over 8,000 deaths in the United States since 1979. During this period, more people in this country died from extreme heat than from hurricanes, lightning, tornadoes, floods, and earthquakes combined. People suffer heat-related illness when their bodies are unable to compensate and properly cool themselves by sweating. Under some conditions, however, sweating just isn’t enough, and a person’s body temperature can rise too rapidly. Very high body temperatures may damage the brain or other vital organs. The participant of this tutorial (written my Michael Livovich) will gain an understanding of: Definition of extreme heat; Heat-related illnesses; Prevention of heat-related Illness; and Resources available for further study. |
Narcan Administration (Overdose) (GCN) | In the United states, 2014 was a record year for deaths due to drug overdose. Most drug overdoses (six of ten) are due to prescription opioid pain relievers and heroin. Every day in the United States 78 people die from an opioid overdose. The drug naloxone (Narcan) is a safe antidote which reverses opioid overdose. Expanding access and use is key in preventing overdose deaths. In this tutorial written by Marie Angelone, BSN, RN, you will learn: Names of commonly abused prescription and illegal opioid drugs; Signs of opioid overdose; Steps to take when overdose is confirmed or suspected; And how to administer naloxone in both intra-muscular and intra-nasal forms. |
Swine Flu (H1N1) General Overview (GCN) | Novel H1N1 (referred to as ?swine flu? early on) is a new influenza virus causing illness in people. This new virus was first detected in people in the United States in April 2009. This virus is spreading from person-to-person worldwide, probably in much the same way that regular seasonal influenza viruses spread. On June 11, 2009, the World Health Organization (WHO) signaled that a pandemic of novel H1N1 flu was underway. This tutorial provides a general overview of the swine flu. The content comes from the Centers for Disease Control and Prevention. |
HIPAA (GCN) | On April 14, 2003, the Privacy Rule? of the federal Health Insurance Portability and Accountability Act of 1996 or HIPAA came into effect. This regulatory scheme for the first time provides nationally applicable privacy standards regarding personal health information. This tutorial provides an overview of the Privacy Rule as it applies to employers outside of the healthcare industry. |
Psycho-Tropic and Psycho-Stimulant Medications (GCN) | Since the passage of disability legislation during the 1970?s, schools serve a broader population of students with conditions, such as emotional impairments, including depression and attention deficit disorder/attention deficit hyperactivity disorder. Treatment often includes the use of medications that alter one?s state of mind from a depressed to non-depressed state or medications that cause one to focus. Psycho-tropic and psycho-stimulant medications are the general categories of drugs prescribed to children and adults to treat emotional and attentional conditions. Psycho-tropic medications have been more commonly prescribed to adults, but children and young adult use is almost as popular today. Psycho-stimulant medications have been increasingly popular since the identification and protection of students with attention deficit and hyperactivity disorders (ADD/ADHD). Both types of medications have an effect on the behavior and function of many students in the schools and can either be helpful or, if abused, harmful. Written by Michael Livovich, participants of this tutorial will gain an understanding of Psycho-tropic medications (their definition, use, and common types), Psycho-tropic medications and emotional illnesses, Psycho-stimulant medications (their definition, use, and common types), Psycho-stimulant medications and the treatment of attention deficit (and hyperactivity) disorder (ADD/ADHD), and Federal Requirements and Implications for school-based management and care. |
Medication Administration (GCN) | Sometimes children must receive medication during school hours in order to remain in school. To safely administer prescription as well as over-the-counter medication in the school setting, several guidelines must be followed. This is for Your Protection as well as the student’s. This tutorial provides basic guidelines for medication administration. |
Medication Administration — IL (GCN) | Sometimes children must receive medication during school hours in order to remain in school. To safely administer prescription as well as over-the-counter medication in the school setting, several guidelines must be followed. This is for Your Protection as well as the student’s. This tutorial provides basic guidelines for medication administration. |
Steroid Use Awareness (GCN) | Steroid use by high school students, especially by athletes, has become an issue of national concern, especially with the media attention on illicit steroid use by professional athletes. Students look to professional athletes as role models, admiring them for athletic abilities and record-setting feats. Students wishing to attain the same level of success may look to performance enhancing, non-prescription steroids as a shortcut to achieve the same results as star athletes. Written by Diane Schweitzer of the School City of Hammond, this tutorial describes what steroids are, how they are used by licensed physicians, how they may be used illegally for performance enhancing purposes, symptoms and side effects of steroid use, and what school administrator can do about steroid use. |
Allergies — NY (GCN) | Students come to school with different medical conditions; some serious and life threatening which impacts their learning and their health. Exposure to an allergen can create an emergency situation where the student faces life-threatening anaphylaxis within moments. It is vital for the school district and building team to form a partnership with parent(s)/guardian(s) to: Assist in the development of a comprehensive plan of care at school and Develop strategies for keeping students with undiagnosed allergies safe. |
Diabetes Awareness Level II (GCN) | Students with Diabetes face special challenges in school, so it is important that staff be informed as to procedures, symptoms of concerns, and care of a child with diabetes. A previous GCN tutorial discussed the three main types of diabetes, their symptoms, and the basic information school staff needs to know about the care of a student with diabetes. Although federal law does not specifically mention Diabetes, some states have identified additional requirements beyond responsibilities of identification and delivery of appropriate services (Level I Training). These states require extra measures of personnel development, documentation, and care. Written by Michael Livovich, this tutorial details those requirements. |
AED (GCN) | The American Red Cross reports approximately 250,000 Americans died last year of sudden cardiac arrest (heart attack), with nearly one death every two minutes. Individuals in cardiac arrest have historically depended on the assistance of a trained emergency medical technician or a triage unit for care, but may have lost their battle for life due to the critical minutes lost in waiting for help. Many of these deaths could have been prevented had an automatic external defibrillator been available at the time of the emergency. Developed by Michael Livovich, in this tutorial, you will learn about AED’s, the signs of cardiac arrest and when to use an AED, and how to use an AED. |
AED / Janet’s Law — NJ (GCN) | The American Red Cross reports approximately 250,000 Americans died last year of sudden cardiac arrest (heart attack), with nearly one death every two minutes. Individuals in cardiac arrest have historically depended on the assistance of a trained emergency medical technician or a triage unit for care, but may have lost their battle for life due to the critical minutes lost in waiting for help. Many of these deaths could have been prevented had an automatic external defibrillator been available at the time of the emergency. Once only available in emergency vehicles or hospital emergency rooms, Automatic External Defibrillators (AEDs) are now more compact and an important part of mainstream life with units found in schools, homes, businesses, stadiums, and theaters. They are popular and easy to use, and their price is affordable, especially for schools. It is critical, however, that staff understand where the AED is located and how to use it when a person experiences cardiac arrest. In this tutorial, you will be introduced to automatic external defibrillators (AED); learn the signs of cardiac arrest and when to use an AED, learn how to use an AED, and learn the requirements of Janet’s Law. |
Concussions in Schools Videos (GCN) | The following slide contains links to videos provided by the Centers for Disease Control (CDC) and the National Federation of State High School Associations (NFHS) regarding Concussions in Schools. |
Allergy Management/Food Allergies (GCN) | The incidence of allergies in children has increased significantly in the last two decades. School districts can reduce the risk of exposure to allergens by working with students, parents, and physicians to minimize risks and provide a safe educational environment for students with allergies. Written by Deanna Culberson, a school nurse at Utica Community Schools, updated by Diane Schweitzer, Ph. D/RN/Certified School Risk Manager, this tutorial will review what an allergy is; causes of allergies; common allergens; allergic reactions; symptoms of allergies; Medications for allergies; Section 504 of the Rehabilitation Act of 1973 eligibility; allergy management plans; treatment and administration of medications; Epi Pens; training requirements; and preventing exposure to allergens |
Reading Disabilities/Dyslexia — NJ (2 hour training) (GCN) | The State Board of Education shall, as part of the professional development requirement established by the State board for public school teaching staff members, require certain teaching staff members to annually complete at least two hours of professional development instruction on the screening, intervention, accommodation and use of technology for students with reading disabilities, including dyslexia. Written by Vera Ridoux, MA., LDTC and Kerri Walsifer, MA., LDTC, in this tutorial, you will learn the following: The importance of the National Common Core Reading Standards; What is Dyslexia?; The Reading Process; Early Identification of Reading Disabilities and Dyslexia; The Importance of Early Screening; Program Recommendations; and Collaborating with Parents. |
Epinephrine Auto-Injector Training for New York (GCN) | This tutorial redirects the user to a NY State on-line training, as is only meant to indicate whether or not the link/site was viewed (not that it was completed). Managing Allergies and Anaphylaxis at School: Training for School Personnel 22 minutes, updated 3/31/17 This program provides unlicensed school staff with basic knowledge and skills to administer Epinephrine Auto-Injectors (EAI ) to students or staff experiencing severe allergic reactions (anaphylaxis) on-site at the school. A short survey precedes the training program. You must attain 100% accuracy on the post-test to become a trained volunteer responder. You may review the training and take the post-test more than once to achieve success. A skills check will be completed by the person designated in your district to assure you know how to administer the EAI correctly. This training may be used when training unlicensed school personnel to administer EAI to a specific student with a patient-specific order; under this circumstance, the trainer must be an RN, NP, PA, or physician. This training is not required for RN’s or LPN’s. RNs however, may be asked to train the unlicensed staff in your district utilizing this program and being familiar with the content will assist you in that job role. |
Lyme Disease — NJ (GCN) | Transmitted to humans by ticks, Lyme disease is a bacterial infection affecting multiple body systems in the short and long term. The Centers for Disease Control and Prevention (CDC) estimate 300,000 people per year are infected and New Jersey is designated as a high incidence state. Although anyone can become infected, children spend a large amount of time outdoors and are one of the most common populations to contract the disease. In response, New Jersey passed legislation requiring curriculum guidelines for prevention education and training for educators teaching Lyme disease infected students to meet their special needs. Written by Marie Angelone, BSN, RN, in this tutorial, you will learn the following objectives: How Lyme disease is transmitted, symptoms, treatment, acute and chronic effects, special considerations for students, and prevention strategies; Ways to incorporate Lyme disease prevention education into curriculum in compliance with 18A:35-5.1; Support strategies for students with Lyme disease in compliance with 18A:35-5.3. |
Lyme Disease (GCN) | Transmitted to humans by ticks, Lyme disease is a bacterial infection affecting multiple body systems in the short and long term. The Centers for Disease Control and Prevention (CDC) estimate 300,000 people per year are infected. Although anyone can become infected, children spend a large amount of time outdoors and are one of the most common populations to contract the disease. Schools have the potential to decrease these numbers and support the special needs of students by developing a school curriculum focused on prevention education and training for educators teaching Lyme disease infected students. Written by Maria Angelone, BSN, RN, in this tutorial, you will learn the following objectives: How Lyme disease is transmitted, symptoms, treatment, acute and chronic effects, special considerations for students, and prevention strategies; Support strategies for students with Lyme disease; About resources available to help develop a Lyme disease education curriculum. |
Seizure Disorders (GCN) | What is epilepsy? The word Epilepsy is derived from the Greek word ?epilambanein? which means ?to seize or attack.? Epilepsy is a disorder characterized by the tendency for recurrent seizures. Seizures are abnormal movements or behavior due to unusual activity in the brain. ?Seizure Disorder? is the term used to avoid using the term epilepsy. In this tutorial, you will learn the following objectives: What is the Prevalence of Epilepsy? What does a Seizure look like? Treatment. First Aid for Seizures. Preventing Injury. When to call an Ambulance. Special Concerns in the School. |
Autism (GCN) | With the dramatic increase of diagnosis of school-aged students with Autism Spectrum Disorder or ASD, all school personnel are struggling to learn as much as possible about how to educate them to become productive adults. In 2014, the Centers for Disease Control listed the incidence of individuals with autism or a related diagnosis at 1 in every 68 live births. This new estimate is roughly 30% higher than the estimate for 2008 (1 in 88), roughly 60% higher than the estimate for 2006 (1 in 110), and roughly 120% higher than the estimates for 2002 and 2000 (1 in 150). The Individuals with Disabilities Education Act has mandated that school aged children from ages 3 to 21 receive a ?free and appropriate education in the least restrictive environment. The main objective for this tutorial is to support school personnel in maintaining a safe and secure learning environment in schools where students with autism spectrum disorders are among the learners. You will also learn the following objective: Learn the basic characteristics and symptoms of autism, Asperger syndrome, non-verbal learning disabilities, pervasive developmental disorders and all diagnoses couched within the term autism spectrum disorders; Learn pre-session measures to put in place before the beginning of the school year; Learn effective preventative measures to avoid disruptions in school; And learn strategies to handle students with an autism spectrum challenge during a crisis. |
ADHD (GCN) | Written by Melinda McGuffin, Director of Special Education at Leyden High School District 212, this tutorial provides the latest information for Attention Deficit Hyperactivity Disorder or ADHD. More specifically, the objectives for the tutorial include: ADHD statistics and facts; what ADHD is; diagnosing ADHD; identification of the three subtypes of ADHD; treatment of ADHD including behavioral, pharmacological, and multimodal methods; managing teenagers as opposed to children; and what successful school programs include. |
Reading Disabilities/Dyslexia — National (GCN) | Written by Vera Ridoux, MA., LDTC and Kerri Walsifer, MA., LDTC, in this tutorial, you will learn the following: The importance of the National Common Core Reading Standards; What is Dyslexia?; The Reading Process; Early Identification of Reading Disabilities and Dyslexia; The Importance of Early Screening; Program Recommendations; and Collaborating with Parents. |
AIDS/HIV Awareness (GCN) | Young people in the United States are at persistent risk for HIV infection. Continual HIV prevention outreach and education efforts, including programs on abstinence and on delaying the initiation of sex, are required as new generations replace the generations that benefited from earlier prevention strategies. In this tutorial, you will learn about the Nature of HIV/AIDS, Acquiring HIV, Non-infectious Fluids, Misconceptions Regarding How HIV is Spread, Symptoms of HIV, Symptoms of AIDS, Detecting HIV and AIDS, Prevention of Transmission, Getting Tested for HIV Infection, Why HIV Testing Is Important for Adolescents, and Counseling and Referral. All information in this tutorial comes from the Centers for Disease Control and Prevention or CDC |
Needs of Expecting and Parenting Youth (GCN) | Young women who are expectant or parenting mothers present special problems to schools, and their needs require a special level of attention. This tutorial will address these problems and potential solutions. Written my Michael Livovich, in this tutorial you will gain an understanding of the following: The National Concern of Teenage Pregnancy; General Problems Faced by Expectant and Parenting Youth; Teen Pregnancy Prevention; The Expectant Teen at Home and in Foster Care; Parent/Guardian/Foster Care Support of an Expectant Teen; School Support of the Expectant Teen; and Supporting the Parenting Teen. |
Course Title | Course Description |
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Drug-free Workplace (Supervisors) |
Run Time: Approximately N/A (self-paced)
Completion Requirement: 100% slide view and 100% on final quiz Tablet/Mobile Friendly: Yes Closed Captioning: Yes This module discusses ways in which managers and supervisors can create drug-free workplaces. Topics addressed in this training include supervisor responsibilities, behaviors that are permitted and banned, what to do if an employee admits they have a problem, drug testing, recognizing when reasonable suspicion testing is appropriate, and what to do if an employee tests positive for drugs.
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Student Records — IL (GCN) | Both the Illinois School Student Records Act and the federal Family Educational Rights and Privacy Act govern student records in Illinois. It is important to understand what a student record is, how they must be maintained, and the circumstances under which they may be released pursuant to Illinois law. Written by Jeremy Duffy, by the end of this presentation, you will learn: What is a student record; What are the rights of parents/guardians with respect to student records; And how and when may student records be released. |
Interviewing Skills (GCN) | Developed in partnership with Hiring Solutions, Inc., this tutorial describes the three basic steps to the interview process (pre-interview preparation, the interview itself, and the post-interview follow-up), reviews lawful and unlawful questions that can be asked during an interview, and provides sample job related questions. |
Confidentiality (GCN) | Educational leaders today are required by IDEA and Section 504 to provide access to a free appropriate public education for students, as well as programs, activities, and services for adults. At the same time, however, they are also responsible for providing due diligence to protect the privacy of their students and employees within the guidelines of these federal laws. To provide appropriate educational services, a school environment involves certified and classified staff, volunteers, and administrators. From the moment they enter the school grounds, they may visually observe students and their behaviors, view student records and reports, be privy to home or health conditions of students, or participate in or overhear discussions regarding student performance or behaviors. What is important, however, is what is done with this information. Written by Michael Livovich, in this tutorial, you will learn the right to privacy of students and school employees is protected by federal law; |
SSN-Collecting, Storing, and Destroying — IL (GCN) | Employers maintain many records, including social security numbers (SSN?s) as a way of identifying their employees. The role of Human Resources (HR) in safeguarding the collection, maintenance, handling, sharing and destruction of personal information contained in personnel files is critical to the employees. If this is not done properly identity theft can occur without the consent of the victim creating further confidentiality issues. This tutorial discusses how to collect, store and destroy social security records. |
Ethical Conduct for Government Employees (GCN) | In 1990, then President George H.W. Bush signed Executive Order 12731 entitled ?Principles of Ethical Conduct for Government Officers and Employees.? This Executive Order outlined expected ethical conduct for government employees as it pertains to ethical practice in government addressing issues of fraud, waste, abuse, and corruption. As employees of State and local government, and caretakers of local taxpayer assets, it is incumbent upon each government funded employee to be aware of, and put into practice, ethical conduct during the course of employment responsibilities. Written by Diane Schweitzer, in this tutorial, you will learn: the content of Executive Order 12731, definitions of fraud, waste, abuse, and corruption as it applies to ethical conduct, your responsibility for recognizing conduct that does not meet ethical standards, your responsibility for reporting unethical conduct, procedures for reporting such conduct, your protection for reporting such conduct, the procedures for investigating a report of suspected unethical conduct, and right of appeal. Additionally, you will learn about whistleblowing and the process for disclosing violations of law, mismanagement, waste of funds, abuse of authority or danger to public safety or health. |
Effective Leadership (GCN) | Merriam-Webster dictionary defines leadership as ?the act of leading, providing direction and guidance.? This definition while brief, is quite complex. The act of leadership, especially in a work environment, requires that ?the leader? take accountability for not only providing direction, but for setting a tone of respect, collaboration and open communication. Equally as important, subordinates must believe that the leader has something to offer and have trust in his or her ability to guide them forward. This is no easy feat for a leader. He or she must learn how to interact with each individual to their specific personality type, be inspirational and set an overall positive tone in the workplace. In this tutorial written by Jared Koesten of the KOHR Group, you will learn the following objectives: Understanding how to lead different people by different styles; Maintaining positive employee relations; and Communicating Effectively. |
ADAAA (GCN) | On September 25th, 2008, the Americans with Disabilities Act Amendment Act, otherwise known as the ADA Amendment Act was signed into law and became effective on January 1st, 2009. The statute both expands the definition of disability and broadens employee protections. Written by Jared Koesten of the KOHR Group Human Capital Consulting, this tutorial will instruct you about the new Americans with Disabilities Act Amendment Act and your obligations as an employer. |
EEOC – Arrest Conviction Record (DRM) (GCN) | Recently, the EEOC (Equal Employment Opportunity Commission) issued updated enforcement guidance on the use by employers of applicant and employee arrest or conviction data in making employment decisions under Title VII of the Civil Rights Act of 1964. On the one hand, it is clear that Title VII does not prohibit employers from requiring individuals to provide arrest or conviction data, or employers from using such data. Many States require school districts to conduct criminal background checks at some point during the employment process. Some States or Districts have also established mandatory prohibitions on the employment of certain individuals based upon the results of such information. In certain cases, however, the EEOC and the courts have found that use of this data has violated Title VII of the Civil Rights Act (prohibiting discrimination on the basis of race, color, national origin, religion or sex). |
Section 504 Part II (GCN) | Response to Intervention (RTI) is a multi-tiered approach to early identification and support of students with learning and behavioral needs. The primary goal of RTI is to improve academic and behavioral outcomes for all students. A secondary goal of RTI is to provide data for identification of learning disabilities (LDs). RTI provides the framework for providing comprehensive student support, linking instruction and assessment with a plan for positive academic and behavioral outcomes. Children may struggle with academics of reading, writing, and mathematics as a result of being reared in disadvantaged settings, difficulties with English proficiency, emotional challenges, and other issues that may interfere with learning. These barriers to education present themselves in the academic setting making learning outcomes challenging for classroom teachers. In this tutorial written by Diane Schweitzer, you will learn in this tutorial: Response to Intervention as a framework for academic and behavioral support to student academic success; Multi-Tiered approach to Response to Intervention; Components of Response to Intervention; Determining academic baseline using Universal Screening; Evaluation and assessment of students as a tool for providing support; Methods of tiered instruction for positive academic outcomes; Role of Special Education; Identification of learning disability. |
Personnel Files 02: How Technology Impairs the Personnel Files | Run Time: Approximately 10 minutes Email communications |
Interviewing Strategies | Run Time: Approximately 12 minutes and 23 seconds, not including final quiz. This module discusses various strategies managers and supervisors should use when conducting interviews with applicants. General topic areas discussed in this module include who should be an interviewer, preparation for the interview, procedures to take during the interview, and applying the Five Core Principles of Smart Risk Management™.
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Personnel Files 03: What Should and Should Not be Included in the Personnel Files | Run Time: Approximately 15 minutes |
Workplace Investigations | Run Time: Approximately 17 minutes and 43 seconds (not including final quiz) This module discusses best practices when conducting an investigation within the workplace. The training is divided into the following topic areas: goals of an investigation, who should investigate, five basic steps of an investigation, special concerns, and applying the Five Core Principles of Smart Risk Management™.
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Workers Compensation Essentials | Run Time: Approximately 25 minutes (not including quiz) Managers need an understanding of their responsibilities in the dynamics of workers compensation. This includes a manager’s role in preventing and managing claims. Topics in this introductory module include: Legal Overview, What is Covered?, Employees’ Benefits, and Managers’ Responsibilities |
Fair and Accurate Credit Transaction Act (FACTA) | Run Time: Approximately 27 minutes This module discusses regulations issued by the Federal Trade Commission and Federal banking agencies, intended to reduce the risk of identity theft. These regulations are known as the Red Flags Rule (or Red Flags Rules). Mandatory compliance, by Nov. 1, 2008, applies to organizations that come within the definition of “creditor” or “financial institution,” under the Fair and Accurate Credit Transactions Act (FACT Act or FACTA). This module explains the circumstances under which an organization is covered by those definitions and the duties thereby imposed on various types of employees of such organizations, including development of a program that not only meets Red Flag Rule requirements, but includes training of employees in detecting, mitigating, and preventing identity theft. FACTA is a federal law—there may also be state laws not covered by this module that apply to your institution with additional requirements regarding detecting and reporting identity theft. |
Personnel Files 01-03: Do’s and Don’ts | Run Time: Approximately 30 minutes The personnel file is a journal of the employers’ saved documentation of the history and status of the entire employment relationship with an individual employee. This module with three lessons will cover common questions about personnel files, what to consider when using technology for documentation, and what should and should not be included in an employee’s personnel file. |
Family Medical Leave Act (FMLA) | Run Time: Approximately 37 minutes (Not including quiz) Family Medical Leave Act (FMLA) – FMLA may be the most misunderstood aspect of leave-related laws for many employers. This misunderstanding makes employers and their institution ripe to forever increasing liability. This module clarifies these regulations, explains what “family” leave is, and discusses what’s considered a “serious health condition.” Topics include: Covered employees and employers, qualifying health conditions, service and military caregiver leave, definition of “spouse” and “partners,” policies, certifications, notice requirements, limitations and notices, eligibility, and the Five Core Principles™ applied to the FMLA. |
Personnel Files 01: Top 6 Questions About Personnel Files Answered | Run Time: Approximately 7 minutes You may know what a personnel file is but may have questions about the full purpose of a personnel file. This course module will answer the top 6 questions about personnel files, including: What is a personnel file?
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Diversity (Employees) | Run Time: N/A (self-paced) |
Diversity (Managers/Supervisors) | Run Time: N/A (self-paced)
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Ethics in Action: Supervisors | Run Time: N/A (self-paced)
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FERPA (Family Educational Rights and Privacy Act) | Run Time: N/A (self-paced)
Completion Requirement: 100% slide view and 100% on final quiz Tablet/Mobile Friendly: Yes Closed Captioning: Yes This training provides users with a basic understanding of the rules governing the release of student information in order to comply with the law and regulations. Specifically, the following topic areas related to FERPA are addressed: what FERPA is, disclosure of information, and complying with FERPA under special circumstances. |
Ethics in Action: Employees | Run Time: N/A (self-paced)
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Section 504 Part I (GCN) | Schools and school districts are committed to providing education to all students in their communities that meets individual needs free from discrimination. The Federal government under several legislative Act guarantee the rights of students to receive access to education that will allow them to become successful citizens. In this tutorial written by Diane Schweitzer, you will learn in this tutorial: Federal legislative Acts that ensure access to education; ADA, Section 504, OCR, and IDEA; Governing bodies that oversee guaranteed rights of individuals; Definitions of disability, accommodations; Compliance requirements for meeting objectives of the Acts; School District Responsibilities and Due Process and Legal Remedy. |
ADA/Service Animals — Educational Institutions (GCN) | The ADA is a federal anti-discrimination law which prohibits private employers, state and local governments, employment agencies and labor unions, and even schools, from discriminating against qualified individuals with disabilities in job application procedures, hiring, firing, advancement, compensation, job training and other terms, conditions and privileges of employment, among other things. The ADA provides definitions of what is and what is not considered a disability, and also provides employers with instruction as to what obligations they have should a disability exist. |
ADA/Service Animals — IL (GCN) | The ADA is a federal anti-discrimination law which prohibits private employers, state and local governments, employment agencies and labor unions, and even schools, from discriminating against qualified individuals with disabilities in job application procedures, hiring, firing, advancement, compensation, job training and other terms, conditions and privileges of employment, among other things. The ADA provides definitions of what is and what is not considered a disability, and also provides employers with instruction as to what obligations they have should a disability exist. |
Code of Ethics — GA (GCN) | The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Georgia Professional Standards Commission has adopted standards that represent conduct generally accepted by the education profession. This code defines unethical conduct, justifying disciplinary sanction, and provides guidance for protecting the health, safety, and general welfare of students and educators, and assuring the citizens of Georgia a degree of accountability within the education profession. |
Diversity for Supervisors (GCN) | The demographics of America’s population have significantly changed. Minority populations continue to grow. And there are more employees with physical and mental disabilities in the work place. This diverse population is the pool of future employees, supervisors, students, teachers, etc. The labor pool is also expected to diminish with the upcoming retirement of baby boomers. It is expected that their will not be enough individuals to fill the open jobs. In this tutorial developed by Toni Talbot of Human Resource Management Services, you will learn what diversity is and why it is important; learn how to make diversity part of your organization’s culture via policy, practice and training; learn that diversity is more about respect and appreciation of others rather than differences; and you will learn that it takes time, determination and planning to instill diversity but that the gain is worth the effort. |
FLSA (GCN) | The Fair Labor Standards Act of 1938, as amended, also known as FLSA is the federal law establishing minimum wage, overtime pay, recordkeeping, and youth employment standards. These standards impact more than 100 million workers in both the public and private sectors. The FLSA is intended to set basic wage and hour standards to protect the best interest of the American workforce. Written by Jared Koesten of the KOHR Group Human Capital Consulting, this tutorial will instruct you about the four areas FLSA oversees; exemptions; the Fair Minimum Wage Act of 2007; overtime pay; recordkeeping; Youth Employment; employment practices; FLSA administration and Enforcement; what employers must do for Compliance; and Penalties. |
Effective Communication (GCN) | There are many ways to effectively communicate and even more situations that require varied communication styles. Communicating is something that everyone must do, it happens all the time, and can either result in great success or severe consequence. Written by Jared Koesten of the KOHR Group, you will learn the following objectives: communicating with differing motivators, styles and methods; communicating for positive interactions; communicating Effectively; and understanding conflict styles. |
State and Federal Laws K12 (GCN) | This module provides a summary of the following selected state and federal laws affecting school employees: drug free workplace and substance abuse, bloodborne pathogens, family and medical leave act, equal employment opportunity/non-discrimination, sexual harassment, reporting suspected child abuse and neglect, hazard communication, corporal punishment, continuation of benefits, asbestos, smoking tobacco products, and family education right to privacy act. |
Diversity for Employees (GCN) | This training program involves the actions of the employee as opposed to the supervisor. Everyday, each person makes the decision on how he or she communicates with co-workers, administrator, students, business people, etc. This tutorial will address diversity from a global perspective and discuss the impact culture has on the work place. |
FERPA — Higher Ed (GCN) | This tutorial educates all educational staff about confidentiality regarding student records as mandated by FERPA (Family Education Rights and Privacy Act) and state education rules and regulations. Staff will gain a knowledge of the law and policies; an understanding of their responsibilities, and an understanding of how to protect a family?s right to privacy. |
FERPA (GCN) | This tutorial educates all educational staff about confidentiality regarding student records as mandated by FERPA (Family Education Rights and Privacy Act) and State Special Education rules and regulations. Upon completion of this tutorial, staff will gain a knowledge of the law and policies; an understanding of their responsibilities; and an understanding of how to protect a family’s right to privacy. |
Illinois Freedom of Information Act (GCN) | This tutorial focuses on the Freedom of Information Act for Illinois and covers the intentions, restraints, fiscal obligations, exclusive state statutes, and presumptions. You will learn what each mean and how it pertains to the act itself. |
State and Fed Laws K12 MI (GCN) | This tutorial provides a summary of a selected group of Michigan State and Federal laws and how they affect school employees. They are as follows: Drug-free workplace and substance abuse, bloodborne pathogens, Family and Medical Leave Acts, equal employment opportunity/non-discrimination, sexual harassment, reporting suspected child abuse and neglect, hazard communications plus several others. |
St and Fed Laws High Ed (GCN) | This tutorial provides a summary of a selected group of State and Federal laws and how they affect college and university employees. They are as follows: Drug-free workplace and substance abuse, bloodborne pathogens, Family and Medical Leave Acts, equal employment opportunity/non-discrimination, sexual harassment, reporting suspected child abuse and neglect, hazard communications plus several others. |
Freedom of Information Act — MI (GCN) | This tutorial provides an updated summary of the basic provisions of the Michigan Freedom of Information Act (FOIA) as amended by 1996 PA 553. The Freedom of Information Act regulates and sets requirements for the disclosure of public records by all ?public bodies? in the state of Michigan. |
Title IX — Higher Ed (GCN) | This tutorial will discuss the following objectives: What is Title IX? Ten key areas addressed by the law; Who enforces the law? How to file a complaint; Grievance Procedures, and Filing with the OCR. |
Computer Use Policies (GCN) | Vast educational value may be acquired through proper usage of the internet and other computerized information resources. Along with the enormous value that the internet provides, the risk of abuse is always present. In this tutorial, uers will learn about appropriate vs. inappropriate usage of computerized information resources in the workplace specifically as they relate to educational institutions. |
FMLA (GCN) | Written by Daniel R. Murphy of McLocklin, Murphy & Dishman LLP, this tutorial reviews the three conditions required for employee eligibility for benefits under the Act. Condition 1: The employee must have worked for the district for at least 12 calendar months. Condition 2: The employee must have actually worked at least 1,250 hours during the most recent 12 months. Condition 3: The employee must work at a worksite with at least 50 employees within 75 miles of the worksite. Several examples are also provided. |
Conflict Management in the Workplace (GCN) | Written by Diane Schweitzer, in this tutorial, you will learn the following objectives: What is conflict? Why does conflict occur? Positive and negative implications of conflict. Identification of different personality types in the workplace. Strategies for resolving conflict in the workplace. The primary emotion resulting from conflict. How to diffuse anger. The supervisor?s role in reducing conflict in the workplace. |
Course Title | Course Description |
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Active Shooter (TRN) | |
Aggressive Patient (TRN) | |
Applied Ethics/Becoming an Exemplary Peace Officer (TRN) | |
Avoiding Ethnic and Sexual Harassment (TRN) | |
Bloodbourne Pathogens (TRN) | |
Body Cameras / On-Officer Camera Systems (TRN) | |
Community Policing/Customer Service V2 (TRN) | |
E.V.O.D. – Emergency Vehicle Operations Driving (U.S.) (TRN) | |
Emotional Intelligence (TRN) | |
Fire Service Leadership Collaboration (TRN) | |
First Aid/CPR Classroom/Pre-Practical Exam (TRN) | |
Human Trafficking (TRN) | |
Investigating the Domestic Violence Case (TRN) | |
Leadership Management/Strategies for Law Enforcement (TRN) | |
Maintaining Mental Health in Law Enforcement (TRN) | |
Officer Street Survival (TRN) | |
RADAR – Operations and Use (Texas) (TRN) | |
SAR – Suspicious Activity Report Training (TRN) | |
Sovereign Citizen and the Moorish Nation (TRN) | |
U.S. Supreme Court Legal Updates (TRN) | |
Use of Force (TRN) | |
Workplace Violence: General Employees (TRN) | |
Workplace Violence: Leadership/Supervisory Personnel (TRN) | |
PAT 01: Introduction to the Fourth Amendment (BRIT) | Run Time: Approximately 15 minutes In Module One, the course begins with an introduction to the Fourth Amendment, the provision of the United States Constitution that regulates government-sanctioned searches and seizures. We will learn that the Fourth Amendment does not prohibit all searches and seizures; only those that are unreasonable are prohibited. We identify several potential negative consequences that an officer who conducts unreasonable searches and seizures would face and remind that the best reason to follow the constitution is professional ethics, including the oath of office. We define the terms “search” and “seizure” as they are used in Fourth Amendment law. After defining the terms, we offer a few simple illustrations of police conduct that would or would not be deemed a search or seizure. We conclude the module by looking at how the Fourth Amendment, a provision of the federal constitution, interacts with state law. |
PAT 11: Consent To Search (BRIT) | Run Time: Approximately 15 minutes Module Eleven is about consent to search. We learn what makes consent valid and from whom consent must be obtained in order to search a particular area, including areas where multiple people have an interest in that area, as in the case of co-occupants of a residence. The relationship between the co-occupants is a factor to be considered as, for examples: spouses, parents and their children, and adult roommates. We also learn from whom officers must obtain consent when the area to be searched is a rented or leased property such as apartments and vehicles. We also examine the significance of the precise language used by an officer requesting consent. We’ll learn whether the fact that the person granting consent is in police custody influences the validity of the consent. We learn whether or not officers are always required to initially advise a person of his right to refuse to grant consent and how a consent is required to be documented. A person granting consent may place conditions upon his consent and we examine how those conditions influence the conduct of the police while conducting the search. |
PAT 09: Open Fields and Woods and Abandonment (BRIT) | Run Time: Approximately 15 minutes Module Nine covers some “non-search” police evidence gathering ventures in areas that don’t receive Fourth Amendment protection. Specifically, we break down the concepts of open fields and woods and abandonment of property. We begin by defining the term “curtilage” and then we discuss related Fourth Amendment implications. We learn how to identify a curtilage and how and when it may be entered non-consensually. We learn that some police activities that occur on the curtilage do not violate that Fourth Amendment while others, if they occur non-consensually or without a warrant or exigency, do violate the Fourth Amendment. We will then discuss the concept of abandonment of property and some of the factors that can be examined to determine whether or not a particular piece of property has been abandoned – and may therefore be inspected without a warrant or other justification, as in the case of some trash receptacles. |
PAT 05: Miranda Warnings and Waivers (BRIT) | Run Time: Approximately 20 minutes Module Five examines forced entry into private premises, focusing primarily on forced entries into residential premises. We define the term “forced entry” within the context of the Fourth Amendment. We learn that most non-consensual entries into homes by law enforcement officers require a warrant. There are exceptions to this rule, one of which is exigent circumstance exists. We define that term and discuss several categories of exigent circumstances that justify warrantless entry into residential premises as well as whether an exigency that is created by the police will nonetheless permit warrantless entry. We learn under what circumstances may warrantless entry be made in order to arrest someone inside residential premises. We then discuss what type of warrant must be obtained in order to make non-consensual entry – when an arrest warrant is sufficient and when a search warrant is required, even to enter to arrest. We conclude with a discussion of protective sweeps. |
PAT 10: The Plain View Doctrine, Sensory Perceptions And Enhancement Tool (BRIT) | Run Time: Approximately 20 minutes Module Ten continues our discussion of “non-searches.” We learn about the plain view doctrine, sensory perceptions and sensory enhancement tools. We start by discussing the plain view doctrine, more appropriately called “the “plain view doctrine of warrantless seizure”- and what the doctrine holds regarding an officer’s authority to seize an item that is in plain view. Several conditions must first exist, and they are identified. We look at a few scenarios and determine the applicability of the plain view doctrine of warrantless seizure. We also learn how sight and other sensory perceptions may sometimes be used toward reasonable suspicion and probable cause, and when use of sensory perceptions goes too far. We then turn to use of sensory enhancement tools such as binoculars and telescopes, listening devices, scent detection canines, and GPS tracking devices, and when their use implicates and/or violates the Fourth Amendment. Some sensory enhancement tools are problematic, even when used in public areas. We also examine how airplanes, helicopters and drones may and may not be used to conduct overflight or inflight surveillance. |
PAT 13: Non-Testimonial Identification Procedures (BRIT) | Run Time: Approximately 20 minutes Module Thirteen explains and discusses non-testimonial identification procedures. We begin with some examples, including things as different as saliva swabs and photographic lineups. We learn whether there is a right to counsel when attempts at obtaining non-testimonial identifying evidence are made upon a person under arrest but not yet formally charged. We also learn how to proceed legally when a person who is under arrest refuses to submit to such an identification procedure such as fingerprinting or photographing, including whether and to what extent force might be used. We discuss the concept of “suggestiveness” during eyewitness identification procedures and how to minimize it, including how to conduct on-scene identifications as well as how to conduct photo arrays of criminal suspects. There are benefits to conducting a photo lineup as opposed to a physical lineup and we discuss those benefits. Impermissibly suggestive lineups, photo or physical, violate the constitution and, in some cases, can block a courtroom identification of the defendant by a victim or other witness. Of course, there is discussion of the horrific risks of misidentification. |
PAT 08: Searches of Persons (BRIT) | Run Time: Approximately 25 minutes
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PAT 04: Forced (Non-Consensual) Entry into Private Premises (BRIT) | Run Time: Approximately 25 minutes Module Four discusses vehicle stops and searches. We learn what factual justification, at a minimum, is needed in order to stop a vehicle. We talk briefly about vehicle checkpoints, specifically the types of checkpoints that are lawful under the Fourth Amendment. We will learn what a pretext stop is and what role that pretext may play during the course of a lawful vehicle stop. We then discuss the different categories of vehicle searches. We learn when vehicle searches require a search warrant and when, and with what frequency, warrantless searches may be conducted. We learn about from who consent must be obtained in order to search a vehicle when there are multiple occupants and to which areas of the vehicle the scope of a consent search extends. We see that, just as people may be, vehicles may be frisked so long as two conditions are present. We discuss when a vehicle may be searched incident to the arrest of a recent occupant of that vehicle and conclude with a discussion of searches of containers located within a vehicle. Methods of controlling vehicle occupants are mixed into the module. |
PAT 06: Miranda Warnings and Waivers (BRIT) | Run Time: Approximately 25 minutes Module Six discusses Miranda warnings and waivers. It begins with a discussion of the purpose of the Miranda warning. We learn that two conditions must exist in order for the Miranda warning to be constitutionally required in a pre-arraignment setting. We learn that Miranda custody is an objective condition and precisely what that means. Some officer-citizen contacts require thatMiranda warnings be given and we find out which contacts those are. Since Miranda warnings are only required for police interrogation, we define “interrogation” for this purpose. Of course, we examine the Miranda warning itself and learn what components must be present in order to make the warning constitutionally sufficient. Sometimes, a person who has already been given Mirandawarnings will need to be given the warning again prior to interrogation and we’ll find out when re-warning is required. We learn that, in some cases, self-incriminating statements made in the absence of a Miranda warning are admissible in a criminal trial of the person making those statements. And finally, we learn that a Miranda warning by itself is legally insignificant. It is the waiver of the Miranda rights that makes subsequent testimonial evidence admissible. We therefore discuss how a waiver is obtained and documented. |
PAT 14: Use Of Force (BRIT) | Run Time: Approximately 25 minutes Module Fourteen discusses the Fourth Amendment implications of the use of force by law enforcement officers and identifies the federal constitutional standards for use of deadly and non-deadly force. We specifically discuss two Supreme Court cases: Graham v. Connor and Tennessee v. Garner. Graham is the case that created the modern constitutional standard for the use of force by law enforcement officers in seizing people. Garner is the landmark case regarding the use of deadly force on fleeing suspects. We learn the basic holdings from both of these cases. We look at some examples of when the use of force or deadly force would be authorized or not authorized. Garner speaks of a “reasonable necessity” when it comes to using deadly force and define that term. Garner also requires that some warning be given, if feasible, prior to using deadly force against a fleeing subject. We give an example of a legally adequate warning. Officers often have multiple options when it comes to which type of force to use. We will discuss whether officers are required always to choose the least intrusive alternative. We remind how the actions of the officer prior to the need to use force influences the reasonableness of that use of force and conclude with a discussion of how state law interacts with these federal principles regarding the use of force. |
PAT 07: Right to Silence and Right to Counsel (BRIT) | Run Time: Approximately 25 minutes Module Seven continues our discussion of interrogation law by discussing the right to counsel and the right to silence. We see that the right to silence is derived from the Fifth Amendment and that there are, in fact, two different rights to counsel: Fifth Amendment and Sixth Amendment. We learn when each of these rights attaches and the significance of each. We discuss what constitutes a valid (effective) invocation of each right and what obligations are consequently placed upon law enforcement. If subsequent interrogation efforts are legally permissible, we identify what the police must do in order to lawfully conduct an interrogation of a suspect who has previously invoked one of these rights. The rules for re-interrogation are slightly different when the person who has previously invoked his right to counsel is serving a prison sentence and we discuss those rules. Last, we examine factors a court will consider to determine whether an incriminating statement was voluntary (and admissible) or illegally coerced (and inadmissible). |
PAT 02: Seizures and Non-Seizures of Persons (BRIT) | Run Time: Approximately 25 minutes Module Two discusses seizures and non-seizures of people and introduces the three categories of officer-citizen contacts. Every interaction between a police officer and a citizen will generally fall into one of these three categories. One of these categories, the voluntary contact, has several practical advantages that serve the needs of law enforcement very well. We discuss why this is so and what some of these advantages are. The determination as to whether a voluntary contact truly is voluntary in the legal sense is determined through the eyes of a reasonable person. So, we define this term: reasonable person. Then we discuss how the other two categories of officer-citizen contacts, investigative detentions and arrests, arise and how each is distinguishable from the other. We will see that the amount of force or the type of restraints that an officer uses during these contacts will very often determine the legal nature of the contact. Finally, we discuss what is required under the Fourth Amendment when a person is arrested but it is soon thereafter determined that the justification for the arrest no longer exists – the “unarrest.” |
PAT 12: Search Warrants (BRIT) | Run Time: Approximately 30 minutes
In Module Twelve, we discuss search warrants and the procedures associated with obtaining and executing them. We learn about the many benefits of obtaining a search warrant as opposed to conducting the same search without a warrant. We will examine the application, or affidavit, used to request a search warrant from a judicial officer. There are several things that are constitutionally required to be present in a search warrant application before the warrant can be issued. There are also certain things that the Fourth Amendment requires be present in the language of the search warrant itself. Prior to executing a search warrant, it is incumbent upon the executing officer to examine the search warrant to make sure that it is valid. There are situations where an officer may be held civilly liable when he or she executes a facially defective search warrant.
We also discuss the constitutional requirements of the process of executing the search warrant. There is a “knock, announce and wait” requirement which is discussed, as are the exceptions to his requirement. Last, we discuss when and to what extent it is lawful to search people found on the premises during the execution of a search warrant. |
PAT 03: Reasonable Suspicion and Probable Cause (BRIT) | Run Time: Approximately 35 minutes In Module Three we talk about reasonable suspicion and probable cause, the factual justifications required to conduct investigative detentions and arrests, searches and entries into private premises. Establishing reasonable suspicion and probable cause require that facts, circumstances and inferences be articulable: able to be put into words. We illustrate the concept of a factual justification continuum and where on that continuum reasonable suspicion and probable cause fall. Then, we discuss how an officer goes about developing reasonable suspicion and probable cause and what sources of information can be relied upon. When using information gathered from other people, an officer is generally going to be required to evaluate two particular aspects of the informer and the information he is providing. We look at different categories of information sources and their respective reliability. We identify what value, if any, an anonymous tip has in developing reasonable suspicion and probable cause. Last, we examine at some of the frequently recurring factors that can be used to establish reasonable suspicion and probable cause. |
Course Title | Course Description |
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Determining the Root Cause of Accidents-Brit Insurance | 11:25 Min., #9013 Enhances employee skills in the techniques of accident investigation. Topics include: The Chain of Accident Causation; Accident Investigation Responsibilities; Steps Necessary to Investigating an Accident; Determining Accident Causes; and practice scenarios. |
Accident Investigation Techniques-Brit Insurance | 13:07 Min., #9024 Designed to enhance the skills of employees in the techniques of Accident Investigation. Topics include: definition of an accident; the accident chain; the cost of employee accidents; classifying accident causes; unsafe acts and conditions; the employee’s role in an accident investigation; and completing the accident investigation report. |
Cyber, Privacy and Social Media Risk for Religious and Nonprofit Entities-BRIT | 19:42 Min, Risk Management for the Workplace. Based on the White Paper, “Mission Critical-A Report on Cyber, Privacy and Social Media Risk for Religious and Nonprofit Entities” by Steven R. Robinson, this training program discusses the importance of cyber, privacy and network security liability insurance; the cyber vulnerabilities of Religious and Nonprofit entities; exposures and solutions for transferring risk; and concludes with a summary and quiz. |
Ethics & Boundaries for School Employees (GCN) | A majority of adults working in America?s public schools are devoted to the safety, well-being, and education of the children who attend those schools. Yet, reports of teachers, coaches, and other school staff members abusing students in kindergarten through high school abound. Oftentimes, this inappropriate conduct is sexual in nature. While certain individuals are predators who seek employment in schools to surround themselves with potential victims, other school staff unexpectedly find themselves in a ?love? or ?lust? situation with a student. This is often the result of poor choices and/or a lack of training regarding the dangers of certain behaviors by the school employee. Written by Maureen Lemon, attorney with Ottosen Britz Kelly Cooper & Gilbert, Ltd., this tutorial trains school employees about appropriate professional boundaries with students and about actions to take or not take to successfully maintain those boundaries. |
Alcohol, Tobacco and Drug Awareness — NJ (GCN) | Alcohol, tobacco, and drug use is a major public health issue, increasing the risk of injury, violence, HIV infection and other diseases among our nation?s students. To address these health and safety concerns, New Jersey Law requires each district board of education to establish a comprehensive program of alcohol prevention, intervention, referral for evaluation, referral for treatment and continuity of care. (N.J.A.C. 6A:16-3.1). You will learn the following objectives: About NJ State Board of Education Statue; Reporting Suspected Drug Use; Interview and Referral for Treatment; What is Substance Abuse? Behavioral and Physical Signs of Substance Abuse; Common Drug Profiles; Monitoring Drug Trends and Emerging Drugs. |
Alcohol, Tobacco, and Drug Awareness (GCN) | Alcohol, tobacco, and drug use is a major public health issue, increasing the risk of injury, violence, HIV infection and other diseases among our nation’s students. In this tutorial, you will learn: About School Staff Responsibility; Reporting Suspected Drug Use; Interview and Referral for Treatment; What is Substance Abuse?; Behavioral and Physical Signs of Substance Abuse; Common Drug Profiles; Monitoring Drug Trends; and Emerging Drugs. |
Civil Rights (GCN) | Civil rights are personal rights guaranteed and protected by the U.S. Constitution and federal laws enacted by Congress, such as the Civil Rights Act of 1964 and the Americans with Disabilities Act of 1990. Some Civil Rights include: freedom of speech, the right to vote, due process of law, equal protection of the laws, and protection from unlawful discrimination. The Office for Civil Rights (OCR) is a civil rights office within U.S. Departments, such as State, Justice, Labor, Health and Human Services, Homeland Security, and Education, to name a few. Its function is to enforce civil rights laws that prohibit discrimination on the basis of race, color, national origin, disability, age, sex, and religion. Written by Michael Livovich, the purpose of this tutorial is to discuss the function of the Office for Civil Rights under the U.S. Department of Education. The participant of this tutorial will understand: The Office for Civil Rights (OCR); Regulations enforced and areas of discrimination under the attention of OCR; Addressing concerns of discrimination; and School Response to Complaints |
Alcohol and Drug Awareness for Employees (GCN) | Drug and alcohol use negatively affects every member in the work place increasing the risk of illness, injury or fatality and decreasing productivity, morale, and attendance. With over 70% of substance users employed at least part-time, your chances of dealing with drug and alcohol related issues are high. This tutorial for Employees will define substance abuse, provide statistics, help identify signs of use, and discuss prevention measures. |
Workplace Violence (GCN) | Employers and their staff must be diligent and have a degree of knowledge on how to deal with acts of violence in the workplace. In this tutorial written by Toni Talbot from Human Resource Management Services, LLC, you will learn about the types of violence both direct and implied; sources of violence; methods of prevention; policies and procedures for workplace violence; dealing with the aftermath; recognizing that you can not do everything to prevent violence; and the potential liability of workplace violence. |
Fraud Prevention (GCN) | Fraud and theft costs school districts, colleges and universities millions of dollars every year, dollars that can be used for the direct benefit of educating students. Written by Diane Schweitzer of the School City of Hammond, in this tutorial, you will learn: The definition of fraud; Who commits fraud; Legal and social implications of fraud; Why people commit fraud; What motivates employees to commit fraud; What conditions present the opportunity to commit fraud; How administrators may unwittingly allow fraud to occur; About risky environments for fraud; Items typically targeted for fraud; What raises auditor red flags for fraud; How educational administrators can be more vigilant about fraud; And about internal control measures to prevent fraud. |
Identity Theft (GCN) | Identity theft is an increasingly common crime in which a criminal obtains a victim?s Personal Identifying Information (PII) with the intent of committing fraud or other crimes. With the advent of each new technology, the possibilities for identity theft is constantly evolving so that more and more people are being affected and need protection, whether it is from the federal or state governments or through protective services. The Federal government and many state governments have enacted identity protection legislation. Being aware of how to protect personal and professional information and being alert to a breach in that protection are the most important ways for individuals to eliminate potential risks of losing their identity to another individual. It is proactive for municipalities, including schools, to plan ahead so all information (professional and personal) is safe. Written by Michael Livovich, in this tutorial, you will learn about Identity Theft in General, Federal Statutes Protecting Identity, How a Person?s Identity is Stolen, and What Can Be Done to Prevent Theft or What Can Be Done in the Case of Suspected or Known Theft |
Identity Theft — IL (GCN) | Identity theft is an increasingly common crime in which a criminal obtains a victim?s Personal Identifying Information (PII) with the intent of committing fraud or other crimes. With the advent of each new technology, the possibilities for identity theft is constantly evolving so that more and more people are being affected and need protection, whether it is from the federal or state governments or through protective services. The Federal government and many state governments have enacted identity protection legislation. Being aware of how to protect personal and professional information and being alert to a breach in that protection are the most important ways for individuals to eliminate potential risks of losing their identity to another individual. It is proactive for municipalities, including schools, to plan ahead so all information (professional and personal) is safe. Written by Michael Livovich, in this tutorial, you will learn about Identity Theft in General, Federal Statutes Protecting Identity, How a Person?s Identity is Stolen, What Can Be Done to Prevent Theft or What Can Be Done in the Case of Suspected or Known Theft; and about the Identity Protection Act. |
Internal Controls (GCN) | In this learning module, you will learn about internal controls; a process by which processes and procedures are employed by governmental or corporate entities to provide reasonable assurance that mandates prescribed by higher authority are performed with highest accountability as well as transparency. |
Affirmative Action — NJ (GCN) | In this tutorial, the following objectives will be addressed: Affirmative Action Defined; Federal and State of New Jersey AA requirements and commitments; Affirmative Action Plans in the State of New Jersey; Requirements for Federal and State of New Jersey contractors; And State of New Jersey Dept. of Education Commitments. |
Copyright pt4 Fair Use (GCN) | In this tutorial, you will learn the description of limitations to exclusive copyright known as ?fair Use?. You will also understand the general premise of fair use limitations, the factors involved that impact the applications of fair use provisions, and the limitations of fair use and the guidelines established for fair use by the Conference of Fair Use. |
Internal Controls — IN (GCN) | In this tutorial, you will learn the following; Purpose of Internal Control, Components of an Internal Control Process, Categories of Objectives for Internal Control, Principles of Internal Control, Risk of Fraud, and examples of Fraud and Detection Activities. You will also see how the Indiana Code 5-11-1-27 provides and holds the standards for Internal Controls. |
SSN Confidentiality — IL (GCN) | In this tutorial, you will learn the proper way to collect, store, use, and disclose social security numbers by the school districts in compliance with all state and federal laws. This will also discuss the responsibilities that fall on any superintendent and what the law prohibits you from doing. |
Copyright pt3 Infringement (GCN) | In this tutorial, you will learn what copyright infringement is. You will also understand what constitutes copyright infringement, types of infringement, and the fallacy of several myths surrounding copyright requirements and possible infringement penalties and remedies. |
Web Site Accessibility (GCN) | Individuals with disabilities face barriers and frustrations while navigating web sites with accessibility shortfalls. It is noted that approximately 20 percent of the population has a disability. It would violate the law to exclude this part of the population from reading or listening to web pages. Web site content can be accessible to people with disabilities and users in general. The internet is a place of equality. It offers power and choice at the same level, if accessible. A web site should offer equal access to everyone regardless of disability. It is important to follow standards of the Federal Section 504 Rehabilitation Act and the Americans with Disabilities Act. Written by Gerri Hutner, in this tutorial, you will learn: What web site accessibility is; What affects web site accessibility; Overcoming barriers to accessibility; Design principles; and Word, PowerPoint and PDF accessibility. |
Civil Rights: Rights and Responsibilities In the School Nutrition Programs — NY (GCN) | Local agencies are responsible for training their sub recipients, including frontline staff, who interact with applicants or participants on an annual basis. This includes new employees and volunteers, before participating in Program activities. All staff should receive training on all aspects of civil rights compliance. Staff should be able to identify a civil rights complaint if received, know what to do if they receive a complaint and understand that it is the basic right of the individual to file a complaint. |
Smart Risk Management – Five Core Principles | Run Time: Approximately 15 minutes Managers and supervisors often serve as the frontline defense for mitigating risks and loss as a result of workplace wrongdoing. Therefore, each manager and supervisor must be a Smart Risk Manager, and that can best be accomplished by understanding the best practices for managing people. The first step to becoming a Smart Risk Manager is to apply the five core principles: No Tolerance, Observation, Communication, Empathy, and Fairness. |
Theft and Unsafe Acts | Run Time: Approximately 18 minutes and 30 seconds (not including final quiz) This training discusses various types of theft and unsafe acts that can occur within the workplace. Topic areas covered in this module include the following: 1) Unsafe work practices; 2) Discipline, retaliation, and unsafe acts; and 3) Employee theft.
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California Ethics (AB1234) | Run Time: Approximately 2 hours Responsive to AB1234, this module discusses the nature and meaning of ethics, ethics in organizations, and ethical decision-making. Topics addressed in this module include personal finance gain laws, use of public resources and gifts, transparency laws, fair process laws, and when to seek advice with regard to ethical issues. |
Athletic Liability (GCN) | School athletics are an integral part of the American school system. Just as there is potential liability for schools from educating students, so too is there potential liability for schools when students and staff participate in athletics. There are certain inherent risks and risks that can be assumed by individuals because they choose to participate in a particular sport. In some cases, certain risks can be waived by signing a liability waiver. Generally, this waiver must be signed by an adult if the student athlete has not reached adulthood. For example, some school policies require parents to sign a waiver indicating that the student is healthy enough to participate in school athletics. This form may also provide vital information about the student’s health and any medical conditions or medications they need to ensure their health and safety. Written by attorney Jeremy Duffy, in this tutorial you will learn about: Professional preparation and instructional competence – Avoiding abuse claims – Facility and equipment safety – Athletic events – Camps and clinics; and – Team transportation issues. |
Civil Rights Training for Child Nutrition Professionals (GCN) | School Nutrition personnel are required to attend Civil Rights training to promote access to all child nutrition programs, and avert discriminatory practices intentionally or from lack of knowledge. Civil Rights is freedom of equal rights and protection for all persons, guaranteed by the United States Constitution. In accordance with Federal law, persons and institutions are prohibited from discriminating against persons on the basis of race, color, national origin, sex, age, or disability. Written by Diane Schweitzer, in this tutorial you will learn: -What is Meant by Civil Rights and Discrimination -Identification of Protected Classes -Federal Administration of Child Nutrition Programs -Civil Rights Laws That Guarantee Fair and Equal Treatment and Access -Areas of Civil Rights Compliance for Child Nutrition Programs. |
Civil Rights Training for Child Nutrition Professionals — VT (GCN) | School Nutrition personnel are required to attend Civil Rights training to promote access to all child nutrition programs and avert discriminatory practices intentionally or from lack of knowledge. Civil Rights is freedom of equal rights and protection for all persons, guaranteed by the United States Constitution. In accordance with Federal law, persons and institutions are prohibited from discriminating against persons on the basis of race, color, national origin, sex, age, or disability. This also includes discriminating against persons on the basis of religion, sexual orientation, gender identity and marital/civil union status. In this tutorial, you will learn: What is Meant by Civil Rights and Discrimination; Identification of Protected Classes; Federal and Vermont Administration of Child Nutrition Programs; Civil Rights Laws That Guarantee Fair and Equal Treatment; and Access Areas of Civil Rights Compliance for Child Nutrition Programs. |
Act 115 — PA (GCN) | Senate Bill 1311 was signed by Governor Wolf on October 28, 2016 and is now known as Act 115. Act 115 was put into effect immediately and amends Titles 23 (Domestic Relations) and 42 (Judiciary and Judicial Procedure) of the Pennsylvania Consolidated Statutes by, providing additional grounds for involuntary termination of parental rights, providing additional grounds for aggravated circumstances, and allowing for the release of information in confidential reports to law enforcement when investigating cases of severe forms of trafficking in persons of sex trafficking. |
Affirmative Action (GCN) | Since 1961, affirmative action has been both praised and criticized as an answer to racial inequality. The term affirmative action was first introduced by President Kennedy in 1961 as a method of redressing discrimination that had persisted in spite of constitutional guarantees. In 1964, President Johnson addressed and enforced the issue. He stated: This is the next and more profound stage of the battle for civil rights. We seek? not just equality as a right and a theory, but equality as a fact and as a result. Focusing in particular on education and jobs, affirmative action policies required that active measures be taken to ensure that blacks and other minorities enjoyed the same opportunities for promotions, salary increases, career advancement, school admissions, scholarships, and financial aid that had been the nearly exclusive province of whites. Affirmative action is intended to promote equal opportunity. From the outset, affirmative action was envisioned as a temporary remedy that would end once there was a level playing field for all Americans. It continues in 2012. In this tutorial, the following objectives will be addressed: Affirmative Action Defined; Federal Affirmative Action Requirements; Affirmative Action Plans; Requirements for Federal Contractors; And recommendations for Schools. |
Alcohol and Drug Awareness for Supervisors (GCN) | The chances of employees abusing alcohol or using illicit drugs are great. Employee substance abuse has a tremendous impact on an organization?s productivity and profitability. This tutorial will identify statistics involving drugs and alcohol, provide a strategy for combating substance abuse, identify signs of abuse, and provide a plan for addressing the problem through employee discipline. |
Digital Security & Protection (GCN) | The malicious actions of criminals and cybercriminals are impossible to prevent in all cases, but there are steps which can reduce the risk of and exposure to these threats. This tutorial will cover the following: Password Security, Email Security and Vulnerabilities, Mobile Device Security, Prevention Strategies and Habits |
Copyright pt1 Provisions (GCN) | These tutorials enable instructors and students to understand and adhere to copyright laws and regulations. Reviewed for accuracy and completeness by Ken Salomon from Dow, Lohnes and Albertson, the tutorial will be continually updated to reflect any amendments to the Copyright Act. Content includes basic copyright purposes and provisions, fair use guidelines, the educational use exemption, licensing, infringement penalties, and voluntary guidelines. |
How to Use the Brit Insurance TEAM Platform | This training module is designed to help users understand, navigate and use the Brit Insurance TEAM platform. Step-by-step instructions are included for navigating and using the following features: Training Tab, Toolbox Tab, Library Tab and Administration Tab. |
Accident and Injury Procedures | This training program provides information on the procedures to take should an employee become involved in an accident. |
Copyright pt2 Licensing (GCN) | This tutorial describes licensing as it relates to copyright law for educators. You will learn the various options that are available for the licensing of copyrighted materials, unique aspects of digital and/or analog licensing, and how to decide whether to apply ?fair use? provisions or licensing options. |
Reasonable Suspicion – Drug and/or Alcohol (GCN) | This tutorial is designed to help all supervisory personnel of CDL drivers understand reasonable suspicion testing responsibilities. Specifically, it helps fulfill the Reasonable Suspicion/Alcohol & Drug training requirements as part of the U.S. Department of Transportation 49 CFR Part 382.603. |
Copyright pt6 Guidelines (GCN) | This tutorial is designed to help educators understand the basics of copyright law. You will learn the adopted guidelines and their applications to the provisions of fair use. You will also know the requirements set forth by the voluntary guidelines and their application to copyrighted works in the forms of printed materials, graphics, and radio and television media. |
Copyright pt5 Exemptions (GCN) | This tutorial will review the education use exemption. You will have knowledge of the operational rules that guide application of the educational use exemption, the limitations of its application to distance learning projects and programs, and the opportunities it provides for libraries and archives. |
Title IX (GCN) | Title IX is part of the Education Amendments of 1972, prohibiting discrimination on the basis of sex in education programs and activities receiving Federal assistance. For over three decades, Title IX has worked to promote equality in educational opportunities, yet it continues to face opposition. This tutorial will discuss the impact and importance of Title IX in schools. We will also discuss how to stay in compliance with the law. In this tutorial, you will learn the following objectives. ? What is Title IX? ? 10 Key Areas Addressed by the Law ? Who Enforces Title IX? ? How to File a Complaint ? Grievance Procedures ? Filing with the OCR |
Social Media Procedures (GCN) | Today?s students are deeply engaged in electronic forms of communication for their daily interactions with friends, family and their larger social networks. As educators, we have turned to email, websites, blogs, and social media tools to communicate with similar groups. Whereas these forms of communication are dynamic, mobile, and quickly reach their audience through technologies that have become an integral part of our online lives, they may, in many circumstances, not meet the public and professional standards of communication with students that we set for ourselves. In this tutorial, you will learn: Protecting the students, staff and the school district; Raising awareness of acceptable ways to use electronic communication tools when communicating with students; and Raising awareness of the positive and negative outcomes that may result in using these tools with students. |
Course Title | Course Description |
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Human Trafficking (GCN) | |
School Safety Strategies – Intro and Visitor Management (GB) | |
Tornado Preparedness for Schools Overview | |
Workplace Violence (Managers and Supervisors) |
Run time: N/A (self-paced)
This training will assist managers and supervisors in their understanding of violence that occurs within workplaces. Topics include risks of workplace violence, tips for prevention, what to do when violence occurs, three steps to addressing violence, and applying the Five Core Principles of Smart Risk Management.
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School Safety Strategies Series: Final Exam (GB) | #10817 |
Playground Safety Inspection-Brit Insurance | 17:08 Min., #10594 Provides information on inspecting playgrounds for safety, including types of playground equipment, ground protection, and other hazards routinely encountered on the playground. Quiz. |
Evacuation Planning and Procedures-BRIT | 18:09 Min. This program addresses the importance of evacuation planning and procedures in helping to prepare building occupants to safely and efficiently evacuate a facility whenever a potential emergency situation develops. Topics include: facility evacuations, evacuation planning, evacuation drills and emergency preparedness. Quiz. |
Common Fire and Life Safety Hazards-Brit | 19:19 Min. The following training program is intended to provide you with useful information on common fire and life safety hazards in the workplace. By recognizing potential hazards, administrators and managers as well as individual employees can initiate corrective measures before a hazard results in an injury, lost time and or property claim. Quiz. |
Continuity of Operations Planning-Brit | 24:21 Min. This program addresses the importance of Continuity of Operations Planning (COOP) and the benefits it will provide before, during and after a crisis or disaster. Topics include: principles of COOP; ways to better prepare your own organization for an emergency situation through predicting, preparing and planning; links to additional FEMA resources. Quiz. |
School Safety Strategies – Module 10: Shrub and Tree Control (GB) | 2:25 Min., #10684 |
School Safety Strategies – Module 3: Suspicious Mail and Packages (GB) | 2:35 Min., #10677 |
School Safety Strategies – Module 8: Security Gates (GB) | 2:42 Min., #10682 |
School Safety Strategies – Module 11: Playground Security (GB) | 2:47 Min., #10685 |
School Safety Strategies – Module 9: Security Cameras (GB) | 2:56 Min., #10683 It is recommended that all schools have a basic video surveillance system. This program discusses the benefits of a video surveillance system as well as correct camera placement, recording and storage of video footage. |
School Safety Strategies – Module 12: Emergency Supplies (GB) | 2:56 Min., #10686 |
School Safety Strategies – Module 4: School Intercoms (GB) | 2:58 Min., #10678 |
School Safety Strategies – Module 5: Emergency Phone Use (GB) | 3:14 Min., #10679 |
School Safety Strategies – Module 7: School Lockdown (GB) | 3:24 Min., #10681 |
School Safety Strategies – Module 6: Classroom Doors (GB) | 3:39 Min., #10680 |
School Safety Strategies – Module 2: Bomb Threats (GB) | 4:09 Min., #10676 |
School Safety Strategies – Module 1: Visitor Management (GB) | 4:28 Min., #10675 |
School Hazard Identification-Brit Insurance | 9:51 Min. Designed to familiarize participants with the general hazards that affect school employees and students on a routine basis. Hazard surveys are an important aspect of an effective safety program for schools. Periodic self inspections of buildings and grounds help identify and correct hazards before an accident or injury occurs. Topics include: life safety and fire protection; shops, studios, and laboratories; kitchens and lunchrooms; outdoor areas; and playgrounds. |
Workplace Mold-Brit Insurance | 9:52 Min. This module provides an overview of the different types of mold, the effects of mold, and how to prevent mold from occurring. |
School Bus Driver Interaction with Special Needs Students — NJ (GCN) | A1029 is a supplement to chapter 39 of Title 18A of the New Jersey Statutes that requires training programs for school bus drivers and aides on interacting with students with special needs. Written by Vera Ridoux of the Sea Girt Board of Education, in this tutorial, you will learn about: IDEA, IEPs, The types of disabilities a student might have, What physical, communication and behavioral characteristics some students with special needs students might display, and How to appropriately interact with special needs students. |
Anti-Bullying for Students (GCN) | Across our nation, 1/3 of students ranging from 12 to 18 years of age report being bullied in school. As a result of being bullied, these students end up not feeling safe. Attending school, which should be one of the most enjoyable, carefree times in a child?s life, becomes one of the most feared activities. Written by Vera Ridoux, in this tutorial you will learn the following objectives: The definition of bullying and harassment; The different ways people are bullied and harassed; What you can do if you are being bullied; What you can do if you think you are a bully; And Resources for children and teens to help prevent bullying and harassment. |
Anti-Bullying — CT (GCN) | An alarming number of teen-suicides have drawn national attention to the topic of bullying. Accordingly, lawmakers in Connecticut have embarked on a course of action aimed at improving school climate, compelling public school employees to rethink how schools respond to acts of bullying. Written by Kali Rohr from the Education Connection, this tutorial will outline the key provisions of the law and discuss the specific mandates and timeline of action to which all public school districts in Connecticut must adhere. In addition, this tutorial will address some common questions and concerns regarding the law. |
Behavioral Interventions for Students with Disabilities (GCN) | Behavior intervention plans outline strategies and tactics for dealing with the problem behavior along with the role that educators must play in improving student learning and behavior. Many students respond positively to classroom behavior management strategies, such as classroom rules: many others, however, may require specially designed interventions to address the relationship between learning and behavior. Educators are increasingly placed in a position to develop specialized interventions, yet developing a plan that appropriately and effectively addresses the relationship between student learning and the problem behavior is very difficult and complex. Unfortunately, states are left to develop their own interpretations of what should be in a Behavioral Intervention Plan (BIP), resulting in a variety of ways to address very complex behaviors. As a result, students are often under-served or they continue to be excluded from peers through long-term expulsion or suspensions. Furthermore, the behavior of some students is so challenging that students and staff have been harmed either by the student or by employing techniques that have no oversight. Consequently, some states have specifically defined what a school district must do to comply with the spirit of IDEIA?s intention and have promoted and passed laws that further protect individuals with disabilities by clearly stating what is required to effectively provide a free and appropriate public education for students with challenging behaviors. |
First Aid in Schools (GCN) | Being familiar with first aid procedures can significantly reduce the risk of death or serious injury. First Aid has three major goals: To preserve life, prevent further harm, and promote recovery. This tutorial will illustrate your role in achieving these goals and providing safety in the classroom. |
Child Abuse (GCN) | Child abuse has long-terms effects on children and the rest of society. Each person in the general population has a role to play in preventing child abuse. The first step in helping abused children is learning to recognize the signs of child abuse. In this tutorial, you will learn about the four types of abuse including their definitions and their signs; how to respond to a child?s disclosure; how to report the suspected abuse; and about the confidentiality of the report. |
Child Abuse — OK (GCN) | Child abuse has long-terms effects on children and the rest of society. Each person in the general population has a role to play in preventing child abuse. The first step in helping abused children is learning to recognize the signs of child abuse. In this tutorial, you will learn about the four types of abuse including their definitions and their signs; how to respond to a child?s disclosure; how to report the suspected abuse; and about the confidentiality of the report. |
Child Abuse — OR (GCN) | Child abuse has long-terms effects on children and the rest of society. Each person in the general population has a role to play in preventing child abuse. The first step in helping abused children is learning to recognize the signs of child abuse. In this tutorial, you will learn about the five types of abuse including their definitions and their signs; how to respond to a child?s disclosure; how to report the suspected abuse; and about the confidentiality of the report. |
Child Abuse and Mandated Reporter — IN (GCN) | Child abuse has long-terms effects on children and the rest of society. Each person in the general population has a role to play in preventing child abuse. The first step in helping abused children is learning to recognize the signs of child abuse. In this tutorial, you will learn about the four types of abuse including their definitions and their signs; how to respond to a child’s disclosure; how to report the suspected abuse; and about the confidentiality of the report. |
Child Abuse/Mandated Reporting — MN (GCN) | Child abuse has long-terms effects on children and the rest of society. Each person in the general population has a role to play in preventing child abuse. The first step in helping abused children is learning to recognize the signs of child abuse. This tutorial will go over the signs of the different abuses, how to report, who is to report, and where to report. |
Indoor Air Quality (GCN) | Controlling temperature, humidity, and ventilation improves students? comfort level and the teachers? ability to provide instruction. Controlling indoor air quality sustains building physical condition and avoids school closures due to poor environmental conditions. |
Playground Safety (GCN) | Developed in partnership with the Michigan School Business Officials (MSBO), this tutorial describes playground safety precautions including surfacing, use/fall zone for equipment, layout and design of playgrounds, general hazards, supervision guidelines, inspection, maintenance and record keeping. It was developed as a guideline to help communities, school, day-care centers and other groups build safe playgrounds. |
Firearms in Schools – MI (GCN) | Gun violence in schools has a distressing effect on students, staff and the surrounding communities. Incidents such as the tragedies at Sandy Hook Elementary School, Columbine High School, and Virginia Tech remind us that we must be steadfast in enforcing firearm laws and that the proper discipline is enacted when a threat is posed. This tutorial will discuss Michigan School Firearm policies. (MI 380.1311) In this tutorial, you will learn about: The Gun-Free Schools Act; Expulsion for Possession; GFSA Exceptions; Federal Action for School Safety & Emergency Management; Firearm Prohibition ? Michigan; Firearm Prohibition Exceptions; and Concealed Handguns. |
Human Trafficking — Indiana (GCN) | Human trafficking is a market-driven criminal industry that is based on the principles of supply and demand, like drugs or arms trafficking. Many factors make children and adults vulnerable to human trafficking. However, human trafficking does not exist solely because many people are vulnerable to exploitation. Instead, human trafficking is fueled by a demand for cheap labor, services, and for commercial sex. We will look at what human trafficking is, how you can identify the victims, who are at risk and more. |
Anti-Bullying Bill of Rights — NJ (GCN) | In response to an increasing awareness of the harmful effects of harassment, intimidation, and bullying (HIB), the New Jersey Legislature enacted a comprehensive response mechanism designed to completely eliminate HIB in our public schools and promote a healthy respect for all individuals. Written by Carl Tanksley, Jr. from Parker McCay, this tutorial describes the Act. |
Cyber Bullying — IL (GCN) | In this tutorial, you will learn about the general characteristics of cyber bullying, how to identify the roles of a bully, a victim, and bystanders and how they relate to cyber bullying. You will identify ways in which schools and adults can reduce school violence and cyber bullying. |
(Illinois) DCFS – Mandated Reporter – Illinois (GCN) | In this tutorial, you will learn the following: Who are mandated reporters; The Role of Mandated Reporters; The Role of the DCFS; The Key Criteria to Recognizing Abuse; Definition of an Alleged Perpetrator; Making a Report to the Hotline; Written Confirmation of Your Verbal Report; and Mandated Reporter Rights. |
Mandated Reporter — MA (GCN) | In this tutorial, you will learn the following: Who are mandated reporters; The Role of Mandated Reporters; The Role of the DCFS; The Key Criteria to Recognizing Abuse; Definition of an Alleged Perpetrator; Making a Report to the Hotline; Written Confirmation of Your Verbal Report; and Mandated Reporter Rights. |
Child Abuse — MI (GCN) | In this tutorial, you will learn the four types of abuse including their definitions and signs; how to respond to a child?s disclosure; how to report the suspected abuse; and about the confidentiality of the reporting. |
Child Abuse — NJ (GCN) | In this tutorial, you will learn the four types of abuse including their definitions and signs; how to respond to a child?s disclosure; how to report the suspected abuse; and about the confidentiality of the reporting. |
Child Abuse — VT (GCN) | In this tutorial, you will learn the four types of abuse including their definitions and signs; how to respond to a child?s disclosure; how to report the suspected abuse; and about the confidentiality of the reporting. |
Bullying — IL (GCN) | In this tutorial, you will learn the legal definition of bullying for Illinois, what to do if you are bullied, how bullying behavior begins, impact on the individuals involved, how to create a positive school climate and the superintendent?s responsibilities. |
School Safety — NJ (GCN) | In this tutorial, you will learn the minimum requirements for maintaining school safety standards and how the New Jersey Department of Education has taken a proactive approach to protect the safety and security of all students and staff in the New Jersey school systems. |
Mandated Reporter — CT (GCN) | Mandated Reporters play an important role in protecting our children and stopping abuse at the earliest possible state. Using this tutorial along with Global Compliance Network?s Child Abuse tutorial, you will understand how to identify and report child abuse. In this tutorial, you will learn: who is a mandated reporter, who you need to contact if you suspect child abuse, how to report, what must be reported, what happens after reporting, confidentiality of the report, notifying parents and if you can be sued for making a report. |
Fire Safety Drill Requirements — Higher Ed (GCN) | Postsecondary education Institutions in Michigan have certain requirements in respect to fire drills. In this tutorial, you will learn: Who needs to be trained, Unrestricted emergency egress, Fire drills, Records of fire drills, Statement certifying compliance, Violation and penalty, Report of violations and Definitions. |
School Safety — IL (GCN) | Public and private schools across the nation have been conscious of the need to be ?ready? in the event of a crisis. Some of the very real dangers that school officials, staff, and students could face are severe weather, fire, bomb threats or the discovery of suspicious items; structural failure, the failure of utilities or loss of utility service; bus accidents, the presence of an intruder, use of a weapon, or taking of a hostage; or release of hazardous materials both indoors and outdoors, public health or medical emergencies, earthquakes, and nuclear power plant accidents. Many states, such as Illinois, are ensuring the readiness of public and private schools by requiring fire and police and school officials to collaborate in the event of a crisis by planning for the correct response for various events. School Safety and Crisis Management is not just the responsibility of ?first responders,? but of school staff and students as well. Written by Michael Livovich, the following objectives will be addressed in this tutorial: Federal Emergency Management Standards; Illinois School Safety Drill Act; Definition of First Responder and School Safety Drills; School Safety/Crisis Response Plans; School Safety Drills: Types, Scheduling, Conducting, and Documenting; Annual Review and Report; And Sample Template and Checklist. |
School Safety — NY (GCN) | Public and private schools across the nation have been conscious of the need to be ?ready? in the event of a crisis. Some of the very real dangers that school officials, staff, and students could face are severe weather, fire, bomb threats or the discovery of suspicious items; structural failure, the failure of utilities or loss of utility service; bus accidents, the presence of an intruder, use of a weapon, or taking of a hostage; or release of hazardous materials both indoors and outdoors, public health or medical emergencies, earthquakes, and nuclear power plant accidents. Many states, such as New York, are ensuring the readiness of public and private schools by requiring fire and police and school officials to collaborate in the event of a crisis by planning for the correct response for various events. School safety is not just the responsibility of ?first responders,? but of school staff and students as well. If responsibilities are detailed and understood, it is possible that danger and injuries can be avoided or minimized. The following objectives will be addressed in this tutorial: Federal Emergency Management Standards; SAVE; District-Wide School Safety Plan; Building-Level School Safety Plan; Codes of Conduct; Important Procedures; Security Guards and Firearms on School Property; Gun Control Law Revisions; and Annual Review and Reporting. |
Child Abuse Awareness — PA — Revised 7/1/14 (GCN) | Revised 7/1/2014. Child abuse has long-terms effects on children and the rest of society. Each person in the general population has a role to play in preventing child abuse. The first step in helping abused children is learning to recognize the signs of child abuse. In this tutorial, you will learn about the four types of abuse including their definitions and their signs; how to respond to a child?s disclosure; how to report the suspected abuse; and about the confidentiality of the report. |
Professional Educator Discipline Act — Revised 7/1/14 (GCN) | Revised on 7/1/2014. Act 126 of 2012 was signed into law on July 5, 2012, requiring school entities and independent contractors to provide their employees, who will have direct contact with children, with mandatory child abuse recognition and reporting training. More specifically, it requires training on the Provisions of the act of December 12, 1973 (P.L.397, No.141), known as the Professional Educator Discipline Act, including mandatory reporting requirements. In this tutorial, you will learn: Background & Procedures; Filing of Reports and Contact Info; Professional Standards and Practices Commission; Membership and Qualifications; Organization and Meetings; Complaints and Reporting; Duties of Local School Board Officials; Department Action after Investigation; Hearings, Appeals, Reinstatements; And Release of Information and Liability. |
Sexual Violence and Discrimination – Higher Ed (E-guide – Campus SaVE) | Run Time: Approximately 2 minutes This E-guide will cover how to implement the Sexual Violence and Discrimination – Higher Ed training and toolkit. It will also provide a link to download the toolkit that includes resources for training and implementation. |
Sexual Violence and Discrimination – Higher Ed (Employee) – BRIT Insurance | Run Time: Approximately 45 minutes This program will cover how employees at this educational institution can help prevent sexual violence and discrimination among the student population. Sexual Violence and Discrimination – Higher Ed is in compliance with the Violence Against Womens Act (VAWA). You will receive answers to the following questions: |
Sexual Violence and Discrimination – Higher Ed (Student) – BRIT Insurance | Run Time: Approximately 45 minutes This program will cover what students can do to help prevent and respond to sexual violence and discrimination on campus. Sexual Violence and Discrimination – Higher Ed is in compliance with the Violence Against Womens Act (VAWA). You will also know the resources available and the efforts your educational institution is making to eliminate sexual violence and discrimination. |
Camps Training Program on Child Sexual Abuse and Molestation – Texas YC13-0101 | Run Time: Approximately 60 minutes in2vate is providing this child sexual abuse prevention training module in fulfillment of the Texas statutory requirement. All adults who participate in our youth camps are required to take this one-hour training, as well as the 25 question examination at its conclusion, and pass with 70% minimum grade. A training certificate will be issued to verify course completion. The training material provided meets the criteria in accordance with 25 TAC 265.12(g). Training Course Approval Number YC13-0101.This course is effective until October 29, 2018. |
Camps Training Program on Child Sexual Abuse and Molestation | Run Time: Approximately 60 minutes This nationwide appropriate child sexual abuse prevention training module focuses on adults who participate in our youth camps. This is a one-hour training with a 25-question examination at its conclusion, and pass with 70% minimum grade. A training certificate will be issued to verify course completion. |
Peer Counseling, Anti-Violence, and Conflict Resolution Programs (GCN) | Schools should be a place of safety for all children and the staff that serve them. However, disturbingly over the years, the country has become more aware of increased threats to the safe learning and working environments of our students and school staff. These threats or forms of bullying now exist in many forms, from physical aggression to cyber-bullying on the world-wide Internet. Physical threats, bullying, hazing, and harassment have created new problems for schools wishing to ensure the safety of its students. There is evidence that terrorism in schools can be curbed, if not eliminated, if schools take a more proactive approach. Peer counseling, anti-violence, and conflict resolution programs show promise of thwarting potential violence by creating a caring, compassionate environment with zero tolerance for bullying and other forms of bullying. This tutorial will discuss the research on bullying in schools and the programs that can help. Written by Dr. Michael Livovich, in this tutorial, you will learn the definitions of bullying; traits and behaviors of perpetrators; peer counseling, anti-violence and conflict resolution programs; and implications for schools. |
Playground Safety Supervisor Training | The goal of this training program is to provide participants with information on how to properly supervise students during recess activities. This program also discusses the legal and moral responsibilities of a playground supervisor and provides guidelines for handling playground injuries and emergency situations. |
Children’s Internet Protection Act (CIPA) (GCN) | The Internet can be a positive tool for the education of our youth, but it can also be a very harmful place. All too often, obscene images make their way onto computer screens used by young people. To address this issue, Congress passed the Children?s Internet Protection Act (CIPA) in 2000. Important revisions to this act were enacted by the Federal Communication Commission (FCC) in 2011. This tutorial will further discuss the CIPA requirements for schools and libraries. In this tutorial, you will learn the following objectives: Who must follow CIPA regulations; What is E-rate; CIPA Requirements; Technology Protection Measures; Internet Safety Policies; CIPA Exceptions; Annual Certification; Noncompliance with CIPA |
Restraint — MA (GCN) | The purpose of the Massachusetts mandate for restraint is to ensure that every student participating in a Massachusetts public education program is free from the use of physical restraint. This tutorial will further explain the policies regarding this. |
SaVE Act (GCN) | The Reauthorized Violence against Women Reauthorization Act of 2013 included enhanced reporting, notice and training requirements for higher education programs and activities receiving Federal assistance, and which are known as the SaVE Act (Campus Sexual Violence Elimination Act). The purpose of the SaVE Act is to require covered institutions to collect and publicize information regarding certain criminal events, and to promote the safety of students and staff. Written by Dan Murphy from The Center for School Law & Policy, this tutorial will discuss the impact and importance of the SaVE Act in colleges and universities and how to stay in compliance with the law. |
Bystander Intervention (GCN) | The Reauthorized Violence against Women Reauthorization Act of 2013 included enhanced reporting, notice and training requirements for higher education programs and activities receiving Federal assistance, and which are known as the SaVE Act (Campus Sexual Violence Elimination Act). Bystander Intervention training is one of those requirements. This tutorial will help you recognize situations of potential harm and provide safe and positive options that you may carry out to prevent harm or intervene when there is a risk of dating violence, domestic violence, sexual assault, or stalking. You will learn how to overcome barriers to intervention, identify safe and effective intervention options, and learn how to take action to intervene. Written by Jill Weisensel, Lieutenant for the Department of Public Safety at Marquette University, in this tutorial, you will learn the following objectives: Understanding cultural conditions and institutional structures that facilitate violence; What bystander intervention is; What the key barriers are to intervening; and Bystander intervention options and strategies. |
Sexual Violence and Discrimination – Higher Ed (E-Commercial Campus SaVE) | This brief commercial will cover what is included and covered in the Sexual Violence and Discrimination – Higher Ed toolkit. “Sexual Violence and Discrimination – Higher Ed,” an online training and toolkit, makes your job of complying with the prevention procedures, policies and training mandated by the Violence Against Women (VAWA) Reauthorization Act under its Campus Sexual Violence Act provision, Section 304 (Campus SaVe) (which amends the Clery Act), more efficient and effective. |
School Safety (GCN) | This tutorial discusses the minimum requirements for maintaining school safety standards. These requirements, along with the collaboration of your district?s policies, will help create a safer school environment. More specifically, this tutorial addresses the planning process, emergency procedures and protocols, prevention and mitigation strategies, and drills and exercises. |
Child Abuse — NY (GCN) | This tutorial discusses the New York Social Services and Education Laws pertaining to Child Abuse. |
Mandated Reporter — FL (GCN) | This tutorial explains the two types of Reporters and their responsibilities. |
Mandated Reporter — GA (GCN) | This tutorial is meant to be in conjunction with GCN Training?s Child Abuse/Erin?s Law Tutorial. In that tutorial, users learned about the types of abuse including their definitions and their signs; how to respond to a child?s disclosure; how to report the suspected abuse; and about the confidentiality of the report. In this tutorial you will learn the following: Who are mandated reporters, the Role of Mandated Reporters, the Role of the DCFS, the Key Criteria to Recognizing Abuse,Definition of an Alleged Perpetrator, making a Report to the Hotline, Written Confirmation of Your Verbal Report, and Mandated Reporter Rights. |
Mandated Reporter — IL (GCN) | This tutorial is meant to be in conjunction with GCN Training?s Child Abuse/Erin?s Law Tutorial. In that tutorial, users learned about the types of abuse including their definitions and their signs; how to respond to a child?s disclosure; how to report the suspected abuse; and about the confidentiality of the report. In this tutorial, you will learn the following: Who are mandated reporters; The Role of Mandated Reporters; The Role of the DCFS; The Key Criteria to Recognizing Abuse; Definition of an Alleged Perpetrator; Making a Report to the Hotline; Written Confirmation of Your Verbal Report; and Mandated Reporter Rights. |
An Introduction to Act 126 — PA (GCN) | This tutorial provides a brief overview of what Act 126 is, the training requirements, general facts about the act, and who must be trained. |
Electrical Safety (GCN) | This tutorial will assist in understanding the hazards that could be faced by a person working in an environment near electrical equipment or electricity. This tutorial can be used by unqualified workers, such as non-electricians or other trades personnel, and their employers. |
Anti-Bullying — MA (GCN) | This tutorial will provide information regarding bullying prevention and intervention in Massachusetts schools. Key components related to bullying behavior are provided in this tutorial as well as additional development opportunities for staff. |
Cyber Bullying Webinar (GCN) | This video, developed by Employee Services, Inc. provides general information regarding cyber-bullying and its consequences. |
Cyber Bullying (GCN) | Thousands of children are assaulted physically, verbally, or emotionally each day of school throughout the United States. The National Education Association estimates that 160,000 students miss school every day because of fear of attack or intimidation by a bully. However, with the advancements of today’s technology and the availability of this technology to our young children, a new and more devastating form of bullying called cyber bullying is emerging as an advanced method of inflicting social cruelty to its victims in a way that surpasses conventional bullying methods. Written by Nathan Kleefisch from the Tri-Creek School Corporation, in this tutorial, you will learn about the general characteristics of cyber bullying; about the definition of cyber bullying; to identify the roles of the bully, victim and the bystanders relative to cyber bullying; and to identify ways in which schools and adults can reduce school violence and cyber bullying. |
Lockdown Procedures | TS #: 11659, 16:39 Min. It may be difficult to imagine being involved in a situation where your safety and the safety of others around you may be in immediate jeopardy due to an adverse event like an active shooter situation, civil unrest, natural disaster or other emergency; however it is important to be prepared for such events. This training module discusses situations that may require a lockdown, development and implementation of policies and procedures for lockdown situations, and actions to take once a lockdown is in effect–including securing the building and ensuring personal safety. The program also includes the Department of Homeland Security Options for Consideration–Active Shooter Training Video. |
Playground Supervision (GCN) | While playgrounds are meant for fun and development of social and physical skills, they can also be very dangerous causing severe injury or even death. The main purpose of playground supervision is to protect students from accidents. Proper training of supervisors can help prevent injuries by making sure kids properly use playground equipment and don’t engage in unsafe behavior around it. In the tutorial, you will learn the following objectives: The Importance of Playground Activities; Ratio of Students to Supervisors; Playground Supervision; How to safely use Playground Equipment; and Handling Medical Emergencies on the Playground. |
School Bus Driver Safety (GCN) | Written by Mark Niewonder of the Van Buren Intermediate School District, an authority in School Bus Driver Safety, this tutorial provides the school bus driver with several tips to safely carry out their daily school bus driving tasks. The content includes: Injury Protection, Passenger Management, Post-Trip Inspection, Dealing with Emergency Situations, and Positive Parent Contacts Methods. |
Bullying (GCN) | Written by Mhora Newsom-Stewart, Ph.D., the Director of Collaborative Evaluation and Strategic Change in Health and Education at the EDUCATION CONNECTION, this tutorial advocates the establishment of good school climate in reducing aggressive behaviors. Objectives for the tutorial include defining bullying, describing the impact bullying has on the aggressor, the target and the by-stander, understanding the increasing frequency of school shootings, identifying the characteristics shared by all school shooters, and how to develop a positive school climate. |
Course Title | Course Description |
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Hand and Power Tools Safety Short (GB) |
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Electrical Safety-Safety Short (GB) |
0:58 Min., #10636 This program provides an overview on working safely with electrical equipment. |
Emergency Procedures Safety Short (GB) | 0:58 Min., #10640 This program emphasizes the importance of knowing what to do in case of an emergency that requires taking shelter or evacuating a building/job site. |
Accident Prevention (Safety Short) |
1:06 Min., #10630 This program provides a short synopsis of how to prevent accidents in the workplace. |
Basic Lockout/Tagout Safety Short (GB) | 1:07 Min. Safety short on basic lockout/tagout principles. |
Ladder Safety-Safety Short (GB) | 1:22 Min., #10582 |
Fire Prevention & Protection Safety Short (GB) | 1:43 Min., #10578 |
Hazard Communication-Safety Short (GB) | 1:45 Min., #10580 |
Bloodborne Pathogens-Safety Short (GB) 1:54 min | 1:55 Min., #10575 Safety short on protecting yourself from bloodborne pathogen exposure. |
Safe Lifting Practices-Safety Short (GB) | 1:55 Min., #10585 |
Slip, Trip, Fall Safety Short (GB) | 2:00 Min., #10586 |
PPE- Personal Protective Equipment Safety Short (GB) | 3:09 Min., #10584 |
Housekeeping: Preventing Slips, Trips and Falls Safety Short | Custodians create fall hazards by making floors wet, moving furniture around and waxing floors. It is important that custodians, the general public and other workers are aware of fall hazards within a facility. Topics discussed in this program include: causes of slips, trips and falls; definition of a slip and trip; communicating slip, trip and fall hazards; and good housekeeping practices. |
Housekeeping: Mopping and Emptying Buckets Safety Short | Lifting and carrying buckets, mopping, wringing out mops and emptying mop buckets are all part of the mopping process that if not done correctly, could lead to strain and exertion injuries. This program provides best practices for filling and carrying buckets, safely mopping a floor surface, marking a wet floor surface, wringing out a mop and emptying mop buckets. |
Housekeeping: Cleaning by Hand Safely Safety Short | Reach for the stars, not for your work when cleaning by hand! It is important to avoid awkward body postures caused by excessive reaching and stretching. This program discusses using the proper tools; techniques for safely cleaning tubs, sinks and toilets; wiping and dusting; and high area dusting. |
Housekeeping Safety Short (GB) | Safety short on basic housekeeping practices. |
Housekeeping: Before You Start Safety Short | Shortage of time and pressure to get the job done can cause unsafe work practices. To avoid injuries and last minute rushing it is important to plan your workday in advance, organize your work, be aware of hazards, use the correct PPE, and know how to safely use carts and barrels |
Housekeeping: Emptying Trash Safety Short | When emptying trash, remember that the more weight you have, the greater the strength or force needed to push it, especially on carpet, dirt, gravel, or other loose surface material. To avoid injuries, be aware of trash can weight distribution and movement, use proper lifting techniques, empty trash cans frequently and follow safe work practices when emptying trash or garbage into the dumpster. |
Course Title | Course Description |
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Student-to-Student Sexual Harassment (Administrators) | Run time: N/A (self-paced) Completion Requirement: 100% slide view and 100% on final quiz
This training will assist faculty and staff school members in understanding and addressing sexual harassment that occurs between students. Topics include how to determine if sexual harassment has occurred, the impact of policies and procedures, and the effects of sexual harassment. This module also applies the Five Core Principles of Smart Risk Management to this topic. |
Smarter Adults-Safer Children: Technology Safety | Run Time: Approximately 17 minutes
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Bullying/Cyberbullying: Faculty/Staff | Run Time: Approximately 17 minutes (not including quiz)
This training will assist school faculty and staff members in increasing their awareness of both bullying and cyberbullying. Topics include signs of bullying, communicating about bullying, and protecting students from bullying. |
Smarter Adults-Safer Children: Substance Abuse Prevention | Run Time: Approximately 25 minutes |
Smarter Adults–Safer Children: Preventing Child Sexual Abuse | Run Time: Approximately 45 minutes Sexual Abuse Prevention creates adult awareness on sexual abuse and teaches adults how to prevent such abuse. With a target audience of employees, volunteers, and other caring adults, Sexual Abuse Prevention overviews (1) what is sexual abuse, (2) the damage caused by sexual abuse, (3) the warning signs of sexual abuse and of abusers, (4) how to respond appropriately, and (5) what caring adults can do about sexual abuse on their campuses and in their communities. |
Course Title | Course Description |
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Personal Protective Equipment Spanish Language-Brit Insurance | 26:21 Mins. Workplace Safety: Discusses the importance of utilizing Personal Protective Equipment (PPE); explains OSHA’s requirements for access to and utilization of PPE; and explores the functions and use of common articles of PPE including: gloves, eye protection, head protection, hearing protection and respiratory protection. |
Forklift Safety Basics for General Industry-Spanish | 24:06 min. Spanish language. Discusses how to minimize the likelihood of a forklift-related accident in the workplace. Teaches participants the dangers associated with unsafe forklift use in the workplace; provides an understanding of basic forklift operation requirements; defines the rules that apply to driving forklifts; and reviews the elements of a daily forklift inspection. |
Employee Safety Orientation – Temporary Staffing Services – Spanish (GB) | 38:57 Min., #10544 |
Hazard Communication Standard Spanish | Presented in Spanish–defines the responsibilities of employers and employees as they relate to Hazard Communication; reviews and discusses typical hazards associated with chemicals; and provides an overview on how to understand the chemicals employees work with by reviewing Material Safety Data Sheets and container labels. |
Identifying Strain and Exertion Exposures Spanish | Presented in Spanish. Explores the contributing factors of strain and exertion injuries; how to identify potential strain and exertion related tasks; and how to implement corrective actions to minimize exertion related injuries. Includes practice scenarios in which participants identify strain and exertion exposures and offer solutions for minimization. |
Machine Guarding Spanish | Presented in Spanish. Provides information on the hazards associated with operating moving machinery and guides participants through scenarios to determine if common industrial machinery is properly/improperly guarded. Machinery discussed includes: Grinders, Saws, Power Presses and Conveyor Systems. |
Preventing Back Injuries Spanish Language-Brit Insurance | Run Time: Approximately 15 Minutes Describes the impact of back injuries, why they occur and the contributing factors that lead to back injuries. Discusses the measures that can be taken to prevent back injuries. |
Sexual Harassment and Discrimination – Employees (Spanish) | Run Time: Approximately 37 minutes (not including quiz) This training will assist employees in understanding the federal definitions and classifications of discrimination and harassment in the workplace under the Civil Rights Act of 1964, Title VII. Including protected classes and employee or prospective employee rights under federal law. Topics are inclusive of: Discrimination, harassment, sexual harassment, unwelcome conduct, hostile environment, LGBTQ, genetic information (GINA), pregnancy (PDA), age (ADEA), religion, race/color, national origin, disability (ADA), associational discrimination, and human trafficking. |
Sexual Harassment and Discrimination – Employees (New York) (Spanish) | Run Time: Approximately 45 minutes (not including quiz) Employee (New York). This training will assist employees in understanding the federal and state definitions and classifications of discrimination and harassment in the workplace under the Civil Rights Act of 1964, Title VII and New York Human Rights Act. Including protected classes and employee or prospective employee rights under federal law. Topics are inclusive of: Discrimination, harassment, sexual harassment, unwelcome conduct, hostile environment, LGBTQ, genetic information (GINA), pregnancy (PDA), age (ADEA), religion, race/color, national origin, disability (ADA), associational discrimination, and human trafficking.
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Sexual Harassment and Discrimination – Supervisor (Spanish) | Run Time: Approximately 50 minutes (not including quiz)
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Sexual Harassment and Discrimination – Supervisors (New York) (Spanish) | Run Time: Approximately 60 minutes (not including quiz) |
Basic Lockout Tagout Safety, Spanish Language | Spanish Language: The purpose of this course is to familiarize participants with the requirements of the lockout/tagout standards set forth by OSHA that relate to the release of stored hazardous energy during servicing and maintenance of machines. Topics discussed include: Basic Lockout/Tagout Safety; Preventing Hazardous Energy Release; Control of Hazardous Energy; Lockout/Tagout Procedures; Lockout/Tagout Devices; When to Perform Lockout/Tagout; Lockout Procedures; Effectiveness of Lockouts; Tagouts; Limitations of Tags; Requirements for Tagout Devices; Employees Involved in Lockout/Tagouts; Authorized Employees; Responsibilities of Other Employees; Quiz |
Course Title | Course Description |
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Sport Supervision and Safety (GCN) | |
Suicide Prevention Video (hours 3-4) (GCN) | |
Lunchroom Safety Supervisor-Brit Insurance | 11:16 Min. Provides lunchroom supervisors with information on how to properly supervise students during lunch time activities and informs them of their legal and moral responsibilities as a supervisor. This program is also designed to instruct you on how to handle student injuries and emergency situations. |
School Bus Driver Safety Emergency Evacuation and Safety Procedures-Brit | 13:20 min. This training module will provide bus drivers with an overview on the types of emergencies to be prepared for, items necessary for inclusion in an emergency plan for regular riders and special needs riders, and guidelines to follow for school bus evacuations. |
School Bus Driver Safety Transporting Students with Special Needs-Brit | 21:51 min. This training module will provide bus drivers with an overview of the Individuals with Disabilities Education Act (IDEA) along with general guidelines for transportation, the types of disabilities and behaviors they may encounter, the importance of communication, how to handle emergency situations, a basic knowledge of the equipment and assistive devices in the school bus and an overview of proper loading and unloading procedures for students and their equipment. |
Suicide Prevention (GCN) | According to Centers for Disease Control and Prevention, suicide is the second leading cause of death for 15 – 24 year olds. There is one death by suicide in the US every 12.3 minutes (CDC). According to National Institute of Mental Health (NIMH), death by suicide occurs 1 in 100,000 for children aged 10 to 14, 7 in 100,000 for youth aged 15 to 19, and 12.7 in 100,000 for young adults aged 20-24. Written by GCN’s Researcher/Writer Brittany Gage, in this tutorial, you will learn the objectives shown on screen. You will learn: -Basic Suicide Facts -Risk Factors -Relationship between Suicide and Bullying -Warning Signs: Early Signs -Warning Signs: Late Signs -Prevention Overview -Reducing the Risk of Suicide in High-Risk Students -Prevention: Protective Factors -Intervention -Resources for help -Handling an Attempt on School Premises -Postvention |
Transgender and Gender Non-conforming Awareness In The Workplace (GCN) | All employees deserve a safe and inclusive environment at work. Statistics reveal that transgender and gender nonconforming employees experience high rates of verbal and physical harassment and discrimination by fellow employees, managers, and supervisors. Creating a gender inclusive environment through education and policy is essential in promoting a safe and supportive climate for these employees. In this tutorial, you will learn the following objectives: Terminology associated with gender identity; Types of discrimination and harassment experienced by transgender employees; Effects of discrimination and harassment experienced by transgender employees; Laws in place to protect transgender employees against discrimination and harassment; Strategies to promote an inclusive environment and understanding. |
Transgender and Gender Non-conforming Awareness (GCN) | All students deserve a safe and inclusive environment at school. Statistics reveal that transgender and gender nonconforming students experience high rates of verbal and physical harassment and discrimination by fellow students, teachers and administration. Creating a gender inclusive environment through education and policy is essential in promoting a safe and supportive climate for these students. Written by Marie Angelone, in this tutorial, you will learn the following objectives: Terminology associated with gender identity; Types of discrimination and harassment experienced by transgender students; Effects of discrimination and harassment experienced by transgender students; Laws in place to protect transgender students against discrimination and harassment; Strategies to promote an inclusive environment and understanding. |
Domestic and Sexual Violence (GCN) | Children and/or young adults suffer violence by adults, partners, and other students in their lives. They bring special issues to school officials and require special care, protection, and compassion. Students experience many of the same traumas adults experience, but the loss of trust for an adult or someone close to them and the pain of the loss of innocence or wounds can be especially difficult to understand and manage. Schools need to be especially sensitive to the signs of violence and abuse and need to be on the first line of protecting the students they serve. Developed by Michael Livovich, in this tutorial you will learn the three types of domestic and sexual violence; characteristics of abusers and the abused; warning signs of abuse; local procedures on the part of the school system and the staff member; and state remedies afforded to individuals who are abused. |
Corporal Punishment (GCN) | Corporal punishment was once an accepted and common form of administering discipline to students who acted out, disobeyed school rules, or did not follow teacher directives. Teachers and administrators in years past acted immediately after the offense, and the child was returned to the classroom to await even stricter punishment when they got home. Physical forms of punishment were more common from the 1950s through 1970s, but the attitudes of parents and some educators changed with the introduction of alternatives to corporal punishment or the use of negative consequences. Behaviorists who determined that aversive consequences were cruel and unusual punishment subsequently researched other means of gaining the desired behaviors without using painful methods. Written by Michael Livovich, in this tutorial, the following objectives will be addressed: Definition of corporal punishment; Use of corporal punishment; The case for and against corporal punishment; General state prohibitions for schools; Protection of employees and students; Recommendations for all school districts; and Positive Behavioral Instructional Supports (PBIS). |
Criminal Gang Awareness — IN (GCN) | Criminal Gang membership continues to grow in the United State with a large number of these members under eighteen years of age. Under the right circumstances, even the most mild-mannered student can become involved in criminal gang activity. This tutorial will discuss how to identify, manage, and prevent gang activity. |
Suicide Prevention — IL (GCN) | During childhood and adolescence, students are presented with many drastic changes and pressures. It is common for them to experience anxiety and depression from events such as bullying (both in-school and online), stressful home situations (divorce, parental unemployment), difficulty in school, and/or struggles with personal identity (personal beliefs, sexual orientation). While most students can cope effectively with these stressors, some students need additional support and may exhibit signs of suicidality. It is important to respond to warning signs of suicide as it is preventable in a majority of cases. In this tutorial, you will learn the following objectives: Basic Suicide Facts, Risk Factors, Early and Late Warning Signs, Prevention Overview, Protective Factors, Intervention, Resources for Help Handling an Attempt on School Premises and Postvention. |
Vaping in Schools (GCN) | E-cigarette use vaping among U.S. youth and young adults is now a major public health concern, the practice growing 900% among high school students between 2011 and 2015. Most e-cigarettes contain nicotine, which can cause addiction, a potential precursor for use of other addictive substances. Nicotine is harmful to the developing adolescent brain potentially causing reduced impulse control, deficits in attention and cognition, and mood disorders, all problematic consequences and barriers to successfully educating America’s youth. In this tutorial, you will learn about: Incidence of Vaping Dangers of Vaping Neurophysiological Effects of Vaping Need for Public Education and Policy Development Regarding Vaping Need for School District Policy on Vaping |
Gang Awareness (GCN) | Gang (or Criminal Gang) membership continues to grow in the United State with a large number of these members under eighteen years of age. Under the right circumstances, even the most mild-mannered student can become involved in gang activity. This tutorial will discuss how to identify, manage, and prevent gang activity. |
Suicide Prevention Video (2 hour) (GCN) | GCN has partnered with the Society for the Prevention of Teen Suicide (SPTS) to provide this 2 hour Act on FACTS (Feelings, Actions, Changes, Threats, Situations) video providing several scenarios, resources, and best practices. |
Seclusion and Restraints — MI (GCN) | In 2006, the Michigan Department of Education, BOE adopted Supporting Student Behavior:Standards for Emergency Use of Seclusion and Restraint. In December of 2016. the State of Michigan adopted new laws restricting the use of Seclusion and Restraint in schools and on March 14, 2017. the Policy for Emergency Use of Seclusion and Restraint was approved by the State BOE for Michigan. In this tutorial you will learn what these policies are, what is seclusion, emergency seclusion, restraint, emergency physical restraint, time out, practices that are prohibited, training framework, positive behavior intervention support, and more. |
Homeless Students (GCN) | In the United States, 500,00-600,00 people experience homelessness each year. Of these numbers, 23% or 115,000 are children. In the school year 2014-2015, the estimated number of homeless children attending public schools in the United States was much lower than previous years. However, only 65% of schools are reporting the information, so it could be higher. At least 20% of homeless children nationally do not attend school. In this tutorial, you will learn about the educational rights of homeless children and youth. |
Education of Migrant Students (GCN) | In this tutorial you will learn: What are migrant children, who are migrant children,challenges migrant families and their children face, what the Migrant Education Program (MEP)is and offers, barriers towards academic achievements, classroom supports teachers can do, and additional MEP programs developed solely for migrant students. |
Dignity for All Students Act/Code of Conduct — NY (GCN) | New York State Education Law requires each public school district to adopt and enforce a Code of Conduct for maintaining order on school property and at school functions. The Code of Conduct governs the conduct of students, teachers, other school personnel and visitors on school property and at school functions. In September 2010, New York State adopted the Dignity for All Students Act (?DASA?), which takes effect on July 1, 2012. This act explicitly prohibits harassment of students by other students or by employees on school property or at a school function. This tutorial reviews both of these Acts. |
Student-to-Student Hazing and Harassment (GCN) | Schools today are faced with many issues regarding the education of its students. Among those many responsibilities, schools are entrusted with the safety of its students and staff. As a result of events such as the shootings at Columbine High School and other schools and post high school institutions around the nation, schools have exercised due diligence by installing security measures to keep those wishing to inflict harm out of school facilities. In their efforts to maintain a safe, orderly, civil and positive learning environment, schools continue to face hazing, harassment and bullying (referred to here as HHB) between students and even staff members. The participants of this tutorial will gain an understanding of the following: The definitions of HHB including hazing, harassment, bullying, cyber-bullying, and discrimination of students because of sexual orientation; The Ten Myths and characteristics of Persecutors/Bullies; Proactive procedures to combat HHB; and The importance of character education programs. |
Seclusion and Restraints (GCN) | Since the mid-1970?s, national attention has been focused on the education of individuals with disabilities in our schools. Unfortunately, there is little direction at the national and state levels on how to manage difficult behaviors. Some schools have resorted to removing and restraining students without proper direction or oversight. Many schools have employed procedures called seclusion (commonly referred to as ?time-out?) and physical restraint to intervene when a student is a danger to him/herself or others. Developed by Michael Livovich, in this tutorial you will learn about seclusion and physical restraint (what they are and what they are not); about Positive Behavioral Intervention Supports (PBIS), including: Positive procedures for schools on the use of seclusion and physical restraint and State Guidance on the Use of Seclusion and Physical Restraint. |
Shop Safety for Schools-Brit Insurance | Student Related Risks, 35:31 min.: As a shop student, you have the opportunity to use powered equipment and hand tools to create unique pieces of art that are both aesthetically pleasing and functional. This training module is designed to educate you on the safety practices and procedures necessary to using shop equipment so that you can return home at the end of the day unharmed. The topics covered in this module include: · General Safety Guidelines · Avoiding Distractions · Maintaining a Clean Shop · Personal Protective Equipment (PPE) · Extension Cords · Powered Equipment Safety · Types of Power Equipment and Safety Practices · Hand Tool Safety · First Aid and Injury Reporting
A comprehensive quiz is included at the conclusion of the module. |
Internet Safety (GCN) | Technology is rapidly advancing and the Internet has become a daily part of our lives. Since children have grown up with a greater familiarity with this technology, they usually are more comfortable in exploring and using the Internet than many adults. Even so, children are more oblivious to possible dangers that they may encounter on the Internet. Although most schools provide boundaries and supervision for student access to the Internet, there are still concerns introduced by new and innovative technology. Continual updating and implementation of Internet policies and guidelines are critical to protect staff and students from falling prey to Internet predators while at school. Written by Michael Livovich, in this tutorial, you will learn: Definitions of common internet terms; Awareness of Internet dangers; A perspective on students and adults today; Internet resources for school and home; and Recommendations for internet safety for school leaders and parents. |
Teen Dating Violence (GCN) | The Centers for Disease Control (CDC) has identified dating violence as a public health issue. 60% of high school students have experienced some form of dating violence and 25% of that group has experienced physical violence in their relationship before they finished high school. In order to identify something as unhealthy, it is imperative to know the standard for healthy. Family experiences, role models and messages from society and the media often give a distorted image of what healthy looks like. Written by Heidi Rankin, in this tutorial, you will learn characteristics of a healthy relationship, definition of dating violence, red flags, types of abuse, how does dating violence affect health, why do victims stay in these relationships, how can you help a victim, and how can you confront a perpetrator |
National School Lunch Program (GCN) | The National School Lunch Program is a federally assisted meal program. It is the second largest food and nutrition assistance program that makes it possible for all school children in the United States to receive a nutritious lunch every school day. Studies show that participation in the school lunch reduces food insecurity, obesity rates, and poor health. |
School Bus Driver Safety-Preparation for Travel and Student Safety-Brit Insurance | This module is designed to train school bus drivers on the safe practices to take when transporting students. Topics include: School Bus Transportation Safety Facts, Driver Preparation Prior to Transporting Students, Student Safety, Returning the Bus to the Transportation Center, and a follow-up Quiz. |
Sexual Harassment for Students — NY (GCN) | This tutorial will discuss the responsibilities of New York Schools to take immediate and effective steps to respond to sexual harassment and sexual violence in accordance with the requirements of Title IX. |
De-escalation (GCN) | This tutorial will provide you with: Verbal De-escalation tactics that are non-physical skills used to prevent a potentially dangerous situation from escalating into a physical confrontation or injury, strategies used to prevent a potentially dangerous situation from escalating, strategies to de-escalate a threatening a threatening and strategies that can be used during a confrontation to ensure your safety and others. |
School Bus Driver Interaction with Special Needs Students (GCN) | Working with students with special needs may be different from working with other students. Inevitably, you will be transporting a student with special needs without even knowing it. It is important to know the disabilities and characteristics in order to effectively and safely transport special needs students. Knowing the characteristics of the students being transported will assist you in reacting to situations in the best way possible. In this training, you will learn about: IEPs and bus behavior plans, some types of disabilities a student might have, what physical, communication and behavioral characteristics some students with special needs might display and how to appropriately interact with special needs students. |
Corporal Punishment — MI (GCN) | Written by Roy Henley of Thrun Law Firm, Corporal Punishment is specific to Michigan law. More specifically, the tutorial contains the following information: The Michigan Revised School Code, Exemptions to the Michigan Revised School Code, Who the code applies to, Physical Force that is Allowed, The Necessary and Reasonable standard, Special Education Student Restraint and Seclusion Techniques, Consequences of Violation, Statutory Immunity, Coverdell Teacher Protection Act, Qualified immunity, Michigan Child Protection Law, Reporting/Failing to Report, and School District Policy-based Standards. |
Course Title | Course Description |
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Bloodborne Pathogens (Text Only) (GCN) | |
Bloodborne Pathogens-Reducing the Risk of Occupational Transmission in the School (GB) | |
Lead-based Paint Awareness | |
Cart Operator Safety |
Run Time: Approximately 26 minutes
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Preventing Slips, Trips, and Falls-Brit Insurance | 10:26 Min. This training module covers preventing the occurrence of slip, trip and fall injuries in the workplace. Topics include: Recognizing the costs associated with slip, trip and fall related injuries; identification of the leading causes of slip, trip and fall injuries associated with the physical workplace environment; identification of the leading causes for slip, trip and fall injuries associated with employee behaviors; and preventive actions that employers and employees should take to reduce the risk for slip, trip and falls in the workplace. |
Office Ergonomics Defined-Brit Insurance | 10:56 Min. This program is designed to provide a general overview of Ergonomics and how ergonomic principles can be applied to daily office tasks to reduce your chances of experiencing strain and exertion injuries. Topics include: Definition of Ergonomics; Ergonomic Risks; Ergonomic Conditions; Ergonomic Injury Statistics; Cost of Ergonomic Injuries; Typical Ergonomic Injuries; Benefits of Ergonomics; Office Work Risk Factors; General Ergonomics Awareness; Employee Education and Training. |
Preventing Back Injuries-Brit Insurance | 11:32 Min. Describes the impact of back injuries, why they occur and the contributing factors that lead to back injuries. Discusses the measures that can be taken to prevent back injuries. |
Electrical Safety-Brit Insurance | 11:37 Min., #9031 Provides participants with information on the basics of electricity; including safe work practices and special environments. |
Office Workstation Safety | 14:14 Min., #9062 |
Portable Fire Extinguishers Part II Brit Insurance | 15:37 Min.
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GHS Hazard Communication-Brit Insurance | 15:48 Min. This training module reflects the March 2012 OSHA integration of the Globally Harmonized System (GHS) of classification and labeling of chemicals. The module is designed to help participants define the responsibilities of both employers and employees as it relates to Hazard Communication. The program reviews and discusses typical hazards associated with chemicals and provides an overview of how to understand the chemicals participants may work with by reviewing Safety Data Sheets and container labeling. |
Creating a Safe Holiday Celebration (GB) | 18:08 Min., #9035 |
Office Workstation Safety for Supervisors | 18:49 Min., #9063 |
Portable Fire Extinguishers Part I Brit Insurance | 19:59 Min. Provides a basic overview of the main causes of fire and the types of fire extinguishers that are designed to extinguish and control fires. |
Disaster Planning 101 (GB) | 20:07 Min., #9030 |
Recognizing and Identifying On the Job Hazards (GB) | 20:08 Min. Hazards in the workplace are fairly common. Our goal is to identify them and make workers and managers aware of the hazards, then eliminate those which we are able to. This would be followed by developing work methods that reduce the risk of injury for hazards we are not able to otherwise eliminate. |
Catholic Cemeteries Hazard Awareness/Self Inspection Program (GB) | 26:16 Min., #9071 |
Safety Pays for Life | A brief motivational program that emphasizes how working safely can actually “Pay you for life.” |
Lock Out – Tag Out (GCN) | According to OSHA, it is required that all equipment be locked out during servicing and/or maintenance work to protect against accidental or inadvertent activation that could result in personal injury or equipment damage. In addition to disconnecting the power source, it is also required that all residual pressures be relieved and energizing lines closed and secured prior to and during any such work. This tutorial establishes the minimum requirements for the lockout of energy sources whenever maintenance or servicing work is done on machines or equipment. It will be used to ensure that the machine or equipment is stopped, isolated from all potentially hazardous energy sources, and locked out before employees perform any service or maintenance work where the unexpected or unintended energization or start-up of the machine or equipment, or release of stored energy, could cause injury. All employees (authorized, affected, or others) are required to comply with the requirements of lockout. |
Active Shooter (GCN) | According to the Centers for Disease Control and Prevention (CDC), negative and/or adverse childhood experiences have a significant negative impact on risk that children may perpetrate violence on themselves or others, including their peers. Such children may be perceived as different, not accepted by their peers, rejected, or bullied. They may suffer alienation and isolation causing them to plan revenge on those who caused emotional pain. Most active shooter situations are unpredictable and evolve quickly. Because most incidents are over within minutes, we must be prepared to react to the event until law enforcement personnel arrive. Preparedness and awareness are the keys to helping protect students, staff, employees, customers, and ourselves. This tutorial provides guidance to individuals, including school administrators, staff, managers and employees so that they can be prepared to respond to an active shooter event. |
Mold Indoor Air Quality (GCN) | Concern about indoor exposure to mold has been increasing as the public becomes aware that exposure to mold can cause a variety of health effects and symptoms, including allergic reactions. Health concerns are an important reason to prevent mold growth and to clean up molds in indoor environments. Written by Villa Environmental, this tutorial is a guide for building managers, maintenance personnel, custodians, and others who are responsible for commercial, governmental or school buildings and operations. Using this tutorial, individuals with little or no mold experience should be able to make a reasonable decision as to whether the situation can be handled by your own staff. |
Asbestos Awareness (2 hour) (GCN) | Concern about worker and occupant exposure to asbestos fibers has been a health, environmental and regulatory issue for many years. Inhaling asbestos fibers is a health concern which can lead to lung cancer, asbestosis and mesothelioma. Written by Villa Environmental, this tutorial is a guide for building custodians, maintenance personnel and others who are responsible for commercial, industrial, governmental and school buildings along with their operations. Using this tutorial, individuals with little or no asbestos experience should be able to make a reasonable decision as to whether the situation is safe and who to contact to assure there is little or no asbestos exposure. |
Asbestos Awareness Refresher (GCN) | Concern about worker and occupant exposure to asbestos fibers has been a health, environmental and regulatory issue for many years. Inhaling asbestos fibers is a health concern, which can lead to lung cancer, asbestosis and mesothelioma. Develop by Villa Environmental, this tutorial provides an individual with little or no asbestos experience the ability to make reasonable decisions as to whether the situation is safe and who to contact to assure there is little or no asbestos exposure. DISCLAIMER: Not all states accept online Asbestos Awareness training. Please check with your supervisor and/or State OSHA or related asbestos regulatory department regarding whether they accept asbestos awareness training online. |
Fire Prevention Practices | Discusses fire prevention practices and procedures to take in the event of a fire. Topics include creating an Emergency Action Plan; maintaining your workspace in an orderly manner; refraining from the use of candles; proper storage of flammable materials; using electrical equipment responsibly; knowing what to do in the event of a fire; portable fire extinguishers; and fire protection and life safety systems. Running time: 9:38 Min. |
Forklift Safety Basics for General Industry | Discusses how to minimize the likelihood of a forklift-related accident in the workplace. ?Teaches participants the dangers associated with unsafe forklift use in the workplace; provides an understanding of basic forklift operation requirements; defines the rules that apply to driving forklifts; and reviews the elements of a daily forklift inspection. |
Personal Protective Equipment | Discusses the importance of utilizing Personal Protective Equipment (PPE); explains OSHA’s requirements for access to and utilization of PPE; and explores the functions and use of common articles of PPE including: gloves, eye protection, head protection, hearing protection and respiratory protection. |
Cleaning Chemicals (GCN) | Employees have both a right and a need to know about the hazards associated with the cleaning chemicals they are exposed to when working. OSHA?s current Globally Harmonized System (GHS) of Classification and Labeling is designed to provide employees with the critical information they need so they are better prepared to take steps to reduce exposure, substitute less hazardous materials, and establish safe work practices. Written by Villa Environmental, this tutorial will provide hazard information, ways to prevent the occurrence of work-related injuries and illnesses caused by mixing chemicals and your potential exposure. The information will identify how to effectively use container labels, safety data sheets, properly mixing, use of personal protective equipment, and employee training. |
Office Ergonomics (GCN) | Ergonomics is a discipline that involves arranging the environment to fit the person in it. When ergonomics is applied correctly in the work environment, visual and musculoskeletal discomfort and fatigue are reduced significantly. Written by Villa Environmental, in this tutorial you will learn what is ergonomics, two categories of ergonomic factors, definition of Cumulative Trauma Disorders (CTD’s), risk factors of office related CTDs, types of repetition tasks that cause CTDs, awkward positions that cause CTDs, excessive force tasks that cause CTD’s, prevention Strategies for CTD’s, signs and Symptoms of CTD’s, headaches/eyestrain, and ergonomic products. |
Identifying Strain and Exertion Exposures | Explores the contributing factors of strain and exertion injuries; how to identify potential strain and exertion related tasks; and how to implement corrective actions to minimize exertion related injuries. Includes practice scenarios in which participants identify strain and exertion exposures and offer solutions for minimization. |
Means of Egress | Focuses awareness on the importance of exits within the workplace as a means of escape in the event of a life threatening event. Topics include defining “Means of Egress;” Exit Components; Exit Requirements; Factors Compromising the Means of Egress; and Safety and Compliance. Running time: 18:47 Min. |
Fire Extinguisher (GCN) | How to Properly Use a Fire Extinguisher: OSHA mandates that if a workplace has fire extinguishers available for employee use, the employer must notify their workers about the general principles of fire extinguisher use. This tutorial reviews the types of fires, types of fire extinguishers, the rules for fighting fires, fire extinguisher use, fire extinguisher inspection, and fire extinguisher maintenance. |
Hazard Communications PEOSH — NJ (GCN) | In this tutorial, we will review the Occupational Safety and Health Administration?s (or OSHA?s) Hazard Communication Standard. The Federal OSHA Hazard Communication Standard was updated last year and is now ?The Right to Understand? hazardous chemicals and requires that chemical manufacturers and importers provide information regarding hazardous chemicals to employers and to their employees. Due to significant changes in the way chemicals are identified, NJ PEOSH has not yet adopted the regulatory update. However, since you may begin to see new chemical labeling and Safety Data Sheets (SDS) prior to the adoption, this tutorial provides an understanding of the new format that will eventually be implemented by PEOSH. |
Forklift Safety (GCN) | It is a violation of Federal law for anyone under 18 years of age to operate a forklift or for anyone 18 or over who is not properly trained and certified to do so. Developed in partnership with Enviroair, this tutorial describes the rules and responsibilities required for correct forklift safety. |
Hearing Protection (GCN) | It is reported by National Institute for Occupational Safety and Health (NIOSH) that one of the most common occupational hazards found in the workplace is hearing loss. NIOSH also states that about 10 million workers nationwide incur permanent hearing loss, while nearly 30 million of us are exposed to dangerous levels in our day to day occupations. Written by Villa Environmental, in this tutorial, you will learn: The effects of noise on hearing; Recognition of dangerous sound levels; The effects of long term exposure; About hearing protection (their purpose, types and use); The purpose of audiometric testing and how it works; And your right to see noise measurement records and hearing test results. |
Back Safety (GCN) | More than one million workers suffer back injuries each year. Back injuries account for one of every five workplace injuries or illnesses. According to the Bureau of Labor Statistics, approximately 25 percent of all compensation indemnity claims involve back injuries, costing employers billions of dollars. Written by Villa Environmental, this tutorial teaches proper techniques and procedures for back safety. |
Hearing Protection | Noise is defined as an unpleasant or unwanted sound, but it can be more than that. It can be a severe health hazard. This training program discusses the following topics: Loss of hearing due to exposure to loud noises and personal protective equipment that can be used to prevent hearing loss. Upon successful completion of this training module, participants will be able to describe the hazards associated with high noise levels; identify related responsibilities of the employer and employee, including the employer’s responsibility to create a Hearing Conservation Program when required; describe the purpose of hearing tests, and test procedures for workers in high noise level environments; identify the types of hearing protectors, including their purposes, advantages, disadvantages, and attenuation; and describe the process of selecting, fitting, use, care and cleaning of various hearing protection devices. |
Integrated Pest Management (GCN) | Pest control is an essential part of keeping schools safe but pesticides are often harmful, especially to children. Integrated Pest Management is a cost effective way to reduce exposure to pests and pesticides. This tutorial will discuss the importance of Integrated Pest Management and guidelines for implementation. In this tutorial, you will learn the following objectives: What is IPM; Four-Tiered Approach; IPM Implementation; Common Pests; Pest Vulnerable Areas; IPM in the Classroom. |
Employee and Family Disaster Preparedness Training (GB) | Provides employees and their families with information on how to be prepared at home and at work in the event of a disaster. Topics include: www.Ready.gov; assembling a disaster preparedness kit; developing a family plan; determining whether or not to evacuate or shelter in place; and informational resources for Family Disaster Planning. |
Bloodborne Pathogen Training | Run Time: Approximately 12 minutes
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Basic Lockout/Tagout Safety | Run Time: Approximately 12 minutes The purpose of this course is to familiarize participants with the requirements of the lockout/tagout standards set forth by OSHA that relate to the release of stored hazardous energy during servicing and maintenance of machines. Topics discussed include: Basic Lockout/Tagout Safety; Preventing Hazardous Energy Release; Control of Hazardous Energy; Lockout/Tagout Procedures; Lockout/Tagout Devices; When to Perform Lockout/Tagout; Lockout Procedures; Effectiveness of Lockouts; Tagouts; Limitations of Tags; Requirements for Tagout Devices; Employees Involved in Lockout/Tagouts; Authorized Employees; Responsibilities of Other Employees; Quiz. |
Preparation for Physical Activity-Brit Insurance | Run Time: Approximately 14 minutes The goal of this training program is to teach you how to prepare your body and mind for the physical activity you may be performing during your daily work tasks. Topics include: maintaining flexibility; costs of musculoskeletal injuries; the importance of warming up; back pain and injuries; preventing muscle strains and sprains; and stretching exercises for hands, wrists, shoulders, upper and lower back, and legs. |
Machine Guarding-Protecting Employees from Injuries | Run Time: Approximately 20 minutes Provides information on the hazards associated with operating moving machinery and guides participants through scenarios to determine if common industrial machinery is properly/improperly guarded. Machinery discussed includes: Grinders, Saws, Power Presses and Conveyor Systems. |
Safe Housekeeping Practices | Safe Housekeeping Practices-Generic Version (Full Version), 11016, 17:54 Min., Workplace Safety: For custodial staff, good housekeeping not only means keeping the facility neat and free of hazards, it also means being able to perform these daily tasks without becoming injured. This training program provides participants with information on how to perform housekeeping tasks safely. Topics covered include the importance of wearing proper footwear; preventing slips, trips and falls; preventing strains and exertions when lifting, moving furniture, mopping and cleaning bathroom facilities; and discusses the importance of using chemicals safely. The program also provides reminders for general housekeeping safety that are applicable to any facility. |
Personal Protection Equipment (GCN) | Selection of the proper personal protection equipment for a job is critical for the safety of all employees. Employers and employees must understand the equipment?s purpose and it?s limitations. The purpose of this tutorial is to describe the types of equipment most commonly used for the protection of the head, eyes and face, ears, respiratory, torso, arm and hand, and foot and leg. Please note that use of equipment does not eliminate a hazard and if the equipment fails, exposure will occur. Hence, equipment must be properly fitted and maintained in a clean and serviceable condition at all times. |
Slip & Fall Prevention (GCN) | Slips and falls are the second leading cause of accidental death in the workplace and are one of the most costly types of workers? compensation and general liability claims. Written by Rick Villa of Villa Environmental, in this tutorial you will learn how slips occur; how trips and falls occur; about trips and falls on stairs; about various slip, trip and fall trouble zones; about cleaning spills; how to prevent slips, trips and falls; how to fall properly; what to do if a slip, trip or fall occurs; and about the employee role in preventing slips, trip and falls. |
Safe Lifting for Special Education (GCN) | The passage of the Education of All Handicapped Children Act or EHA (now known as the IDEA) has ensured more physically and medically-fragile students are being served in our schools. The inclusion of fragile students in schools has presented many challenges, however, because many require lifting and transferring a student and equipment from one place to another. The lifting and transferring of students may be easy when children are babies, but many students are large, with substantial weight, and are fragile. Without the assistance of lifting devices and proper body positioning and conditioning, the risks for injury of the student and caregiver increase. This tutorial has as its main purpose to provide information and instruction in safe lifting and transferring of students with special needs. |
Handtool Safety (GCN) | The use of hand and power tools is such a common part of our workday that it is difficult to remember that they may pose hazards. These tools are manufactured with safety in mind, but tragically, serious accidents can occur before the user takes the necessary steps to search out, avoid, or hopefully eliminate tool-related hazards. In the process of removing or avoiding the hazards, workers must learn to recognize the hazards associated with the different types of hand and power tools and the safety precautions necessary to prevent those hazards. Developed by Villa Environmental, in this tutorial, you will learn the common ways hand tools are misused; employee and employer responsibilities; hand tool and power precautions; use of power tool safety guards; utilize safety switches and other built in power tool features; understand and avoid power tool dangers; general power tool practices; safety ideas for a variety of power tools; use of personal protective equipment; and general safety rules of hand and power tools. |
Employee Safety Orientation-Temp Staffing Services | This program is intended for providing both new and existing employees with information on general safety rules and practices for accident prevention. The program also provides information on what to do in case of an accident or injury. Topics include: General Safety Rules, Lifting and Material Handling, Fire Prevention and Protection, Housekeeping, Personal Protective Equipment, Hazard Communication, Driver Safety, Bloodborne Pathogens, Electrical Safety, Lockout/Tagout, Slip, Trip and Fall Exposures, Ladders, Hand and Power Tools, Emergency Procedures, and Accident/Injury Procedures. The program includes 5 intermittent quiz questions and a comprehensive 10 question quiz at the conclusion of the program. |
General Industry Asbestos Awareness | This training program provides participants with basic information about asbestos and its hazards and identifies typical asbestos-containing materials within work areas. The training does not qualify employees to work with asbestos-containing materials. |
Bloodborne Pathogens (GCN) | This tutorial provides basic awareness level training for the Occupational Exposure to Bloodborne Pathogens Standard. This standard requires employers to train employees who are a reasonable risk of exposure to blood and other infectious material. The training must be completed at the time of initial assignment and annually thereafter. The Employer Exposure Control Plan as well as workplace and job duty specific requirements are the responsibility of the employer. |
Hazard Communications (GCN) | This tutorial provides the minimum legal compliance required for the Hazard Communications Standard. According to this standard, every employee has the right to know about any operation in his or her work area when hazardous chemicals are present. The training must be completed at the time of initial assignment and whenever a new chemical is introduced into the employee’s work area. |
Confined Space (GCN) | This tutorial will assist in understanding and identifying a confined space. This tutorial can be used by facility and operations managers, as well as maintenance personnel and others who are responsible for maintaining commercial, industrial, governmental and school buildings along with their operations. Using this tutorial along with possible assistance from an outside expert, an individual should be able to make reasonable decisions as to whether the work space or equipment is safe to enter and work on, and to: assure there is no concern with regard to chemical exposure, engulfment, explosion, lack of oxygen or potential to get stuck as a result of being a confined space. In this tutorial, you will learn the definition of a confined space, understand the potential hazards, determine if you are entering a confined space, identify when a permit is needed in a space, learn the duties of a supervisor/attendant of a confined space, learn how to test and monitor. |
Permit Required Confined Space – Attendant (GCN) | This tutorial will assist in understanding the hazards, roles and responsibilities of a permit required confined space attendant. This tutorial can be used by facility and operations managers, as well as maintenance personnel and others who are responsible for maintaining commercial, industrial, governmental and school buildings along with their operations. Using this tutorial along with possible assistance from an outside expert, an individual should be able to make reasonable decisions as to whether a permit required confined space is safe to enter and work on and to assure there is no concern of chemical exposure, engulfment, explosion, lack of oxygen or potential to get stuck in a confined space. Written by Villa Environmental, In this tutorial, you will learn the following objectives: Learn the definition of a permit-required confined space; Understand the specific roles of an attendant; Understand the responsibilities of the attendant; Understand Atmospheric Monitoring, Rescue and Emergency Services, preventing fatalities and more. |
Permit Required Confined Space – Entrant (GCN) | This tutorial will assist in understanding the hazards, roles and responsibilities of a permit required confined space entrant. This tutorial can be used by facility and operations managers, as well as maintenance personnel and others who are responsible for maintaining commercial, industrial, governmental and school buildings along with their operations. Using this tutorial along with possible assistance from an outside expert, an individual should be able to make reasonable decisions as to whether a permit required confined space is safe to enter and work in. To also assure there is no concern of chemical exposure, engulfment, explosion, lack of oxygen or potential to get trapped in a confined space. Written by Villa Environmental, in this tutorial, you will learn the following objectives: Learn the components of a permit-required confined space; Understand the specific roles of an entrant; Understand the responsibilities of the entrant; What Personal Protective Equipment is required for entrants; And Safe entry procedures for Entrants. |
Proactive Safety (GCN) | This tutorial will show you how to think Safety First as you approach each activity of your job. In this tutorial, you will learn how to constantly assess your environment, your equipment, your self and your personal space |
Ladder Safety (GCN) | Under the provisions of the OSHA standard, employers must provide a training program for each employee using ladders. The program must enable each employee to recognize hazards related to ladders and to use proper procedures to minimize these hazards. Written by Villa Environmental, this tutorial will review training requirements, general requirements, key requirements for fixed ladders, ladder safety devices and related support systems for fixed ladders, use and placement of all ladders, ladder safety when using a ladder and structural defect procedures. |
Basic Conveyor Safety | Upon successfully completing this course, participants will be able to: recognize the work hazards associated with conveyors; list the proper safety measures to be taken when working with or around conveyors; understand the importance of proper PPE associated with conveyors; and recognize the appropriate uses of conveyors within a work area. |
Lead Paint Awareness (GCN) | Written by Villa Environment, this tutorial is designed to provide an understanding of lead-based paint, the properties of lead, and how to minimize exposure to lead-based paint during operations, maintenance, painting, and general renovation activities. |
Storm Water Pollution Prevention Plan (GCN) | Written by Villa Environmental, this storm water pollution prevention plan (SWPPP) tutorial can be used to develop a plan to assure that your storm water system (and ground water, lakes, streams, etc.) is protected from pollutants from your facility. |
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Key Contacts:
Doug Page, CSP Vice President, Client Risk Management T: 919.749.7447 doug.page@britinsurance.com | Wesley Ahrens Account Manager & Customer Service, Brit Global Specialty USA T: 800.322.1420 wesley.ahrens@britteam.com | Terry Stubbs Senior Vice President, Business Development T: 713.239.1071 M: 713.304.2658 terry.stubbs@britinsurance.com |
Brit Global Specialty USA (BGSU) 161 North Clark Street, Suite 3200, Chicago, IL 60601 T: 312.577.9450 W: www.britteam.com We Brit Insurance Services USA, Inc. d/b/a Brit Global Specialty USA, are a service company that is part of the Brit Global Specialty group of companies. We are regulated by state departments of insurance in our capacity as a Managing General Agent. We have authority to enter into contracts of insurance on behalf of the Lloyd’s underwriting members of Lloyd’s syndicates 2987 and 2988 which are managed by Brit Syndicates Limited. This material is intended to provide general information about Brit Insurance’s products and services. It is neither an offer to sell nor a solicitation to purchase any specific insurance product. Coverage may not be available in all US jurisdictions and are subject to legal and underwriting requirements. Any availability is on a surplus lines basis only through duly licensed producers. Inquiries about the products and services described herein should be directed to producers duly licensed in the relevant US jurisdiction. For Internal Broker/Producer Use Only. Not For General Distribution.
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