Active Shooter Response Training On the School Bus

Active Shooter Response Training On the School Bus Survival Mindset&Courses of Action

Topics for Discussion • “Run, Hide, Fight” Video • Emergency Management • Profile of an Active Shooter • Indicators of Potential Violence • Situational Awareness • Course of Action • LEO Response • Prevention • Summary • References

“Run, Hide, Fight” • http://www.lawofficer.com/video/news/run-hide-fight-active-shooter

Emergency Management Four Phases of Emergency (Crisis) Management: • Mitigation/Prevention addresses what schools and districts can do to reduce or eliminate risk to life and property. • Preparedness focuses on the process of planning for the worst-case scenario. • Response is devoted to the steps to take during a crisis. • Recovery deals with how to restore the learning and teaching environment after a crisis.

Profile of an Active Shooter • An individual, or group of individuals, actively engaged in killing or attempting to kill people in a confined and populated area • Active shooters use firearm(s) • No pattern or method to their selection of victims • Could be anyone

Profile of an Active Shooter • Consequences are potentially catastrophic • Incidents over quickly (10-15 minutes) • First line of defense • Action taken by personnel on-site is the most effective way to stop the killing • Establishing a proper mindset and tools to react with purpose is called Survival Mindset Odds of one’s involvement in workplace violence: “One in One Million”

Profile of An Active Shooter Common Myths • Out of the blue • Never saw it coming • He just snapped • Most situations will resolve themselves if given a cooling off period • Warning signs are always predictive of violentbehavior • Violence is random, spontaneous, and unpredictable

Profile of An Active Shooter Realities • Threats are almost always present • Leakage, warnings made through comments (intentional or unintentional) can reveal clues to feelings, thoughts, fantasies, or intentions that may result in violence • Erratic/abnormal behavior is a principle warning sign of future violence • Bullying is often a stepping stone to violence • The path toward violence, is an evolutionary one with signs posted along the way (indicators)

Indicators of Potential Violence Offenders • Increased use of alcohol and/or illegal drugs • Often exhibit angry or argumentative behavior • Unexplained increases in absenteeism • Depression / withdrawal • Blame others for their problems • Repeated violations to policy and procedures • Fail to take responsibility for their own actions • Increased severe mood swings • Retaliate against perceived injustice

Indicators of Potential Violence Other Concerns • Increasingly talks of problems at home • Increasing belligerence • Behavior which is suspect of paranoia “everybody is against me” • Hypersensitivity to criticism • Recent acquisition/fascination with weapons • Talk of previous incidents of violence • Empathy with individuals committing violence

Indicators of Potential Violence Other Concerns(Cont.) • Preoccupation with violent themes, video games • Interest in recently publicized violent events • Outburst of anger • Extreme disorganization • Noticeable changes in behavior • Homicidal/suicidal comments or threats

Indicators of Potential Violence Suicide • “Putting things in order” • May not be perceived as a threat to others • Serious danger sign • Described as violence directed inward • Many campus shootings end in offender suicide

Indicators of Potential Violence • Motives: • 61% motivated by desire for revenge • 75% felt bullied/persecuted/threatened by others • Statistics: • 93% of attackers engaged in some behavior prior to the attack that caused others to be concerned • 93% of attackers planned out the attack in advance • 95% of attackers were current students

Situational Awareness • Shootings can occur anytime, anywhere, to anyone • Unlike any situation ever experienced • Bottom Line: You need to take direct responsibility for your personal safety and security • Survival Mindsetis a protective shield • Comprised of three components: Awareness, Preparation, and Rehearsal

Situational Awareness Survival Mindset Components • Awareness • Gain a basic understanding of situation • Be aware of your environment and any possible dangers • Take note of the two nearest exits in any facility you visit • Predetermined mindset will help you take rapid, effective actions

Situational Awareness Survival Mindset Components (Cont.) • Preparation • Looking at your school environment through the lens of survival • “What if” questions are critical in developing effective response strategies • Survivors prepare themselves both mentally and emotionally to do whatever it takes to survive • Rehearsal • Mentally or physically practicing your plan • Will reduce response time and build confidence • A survival inoculation

Situational Awareness • Life-Threatening Risk: • Any action taken, or not taken, during an active-shooter incident may involve life-threatening risk • Survival Mindset: • Will provide a strong foundation upon which to base decisions and actions

Situational Awareness • Figure Out • How are you going to survive? • Will you get out (Run)? (Is there a path of escape?) • Will you hide out? • Is there a chance to get to where the shooter may not find you? • Is your only option to take out (fight) the shooter? Last resort!

Course of Action • Survival Mindset • Enables you to act quickly and effectively • Mindful, not fearful • Airline safety briefing • Better able to make that first, critical decision • Continuous Assessment Process • Allows you to take appropriate survival action • Use all senses • Trust your intuition—that “gut” feeling (knowing without knowing why)

Course of Action • Get Out (Run) • Move quickly; don’t wait for others to validate your decision • Leave belongings behind • Survival chances increase if you are not where shooter is or go where he can’t see you • Call Out • Inform authorities • Call 9-1-1 and tell them the name of shooter (if known), shooter description, location, number and type of weapons

Course of Action • Hide Out • May not be able to get out • Shooter between you and the only exit • Would have to enter area where shooter is positioned • Hiding place • Well hidden and well protected • Avoid places that might trap you or restrict movement

Course of Action • Keep Out • Find a room that can be locked with objects to hide behind • Blockade door with heavy furniture • Turn out lights; become totally silent • Turn off noise-producing devices • Call 9-1-1 (If you can do so without alerting the shooter)

Course of Action • Spread Out • If two or more of you, DO NOT huddle together; gives you options and makes it harder for the shooter • Quietly develop a plan of action in the event the shooter enters • Remain calm • Can have a contagious effect on others • Keeps others focused on survival

Course of Action • Take Out (LAST RESORT) • Assume shooter’s intentions are lethal • Shooter will succeed in shooting all those with whom he comes in contact, UNLESS you stop him • Develop a survival mindset that you have “what it takes” to survive when your life is on the line • You must be prepared to do whatever it takes to neutralize the threat • Throw things, yell, use improvised weapons • If two or more of you, make a plan to overcome the shooter • Do the best that you can—choose to survive

Arm Yourself with a Survival Mindset

Law Enforcement Responders Interacting with Law Enforcement Responders • DO NOT expect officers to assist you as you get out • Primary job is to locate the shooter and neutralize the threat • Medical assistance will follow once the threat is neutralized • Law Enforcement must assume everyone is a threat to their safety • Be prepared to: • have weapons pointed in your direction • be subject to search • be handcuffed • Be questioned

Law Enforcement Response Interacting with Law Enforcement Responders • When Law Enforcement officers enter the room, do not present a threat to them • DO NOT: • Point at them or the shooter • Make quick movements • Run towards them or attempt to hug them • Scream or yell • Have anything in your hands; officers are taught that “hands kill”

Law Enforcement Response Interacting with Law Enforcement Responders • DO: • Raise your arms • Spread your fingers • Show hands as you drop to the floor • Spread arms and legs

Response On A School Bus • Be observant of the environment you travel by each day, fall back on your First Observer Training. • Situational Awareness • Safety and Security Plans • Fall back on your training to react (think quickly) • If you see something that is not right at the bus stop as you pull up, (guy with a gun) don’t stop, continue to drive pass the stop and call dispatch with your observations. • If you have already stopped and something happens, Remember to “KEEP CALM” • We have LIMITED options in the confined space on the bus

Response On A School Bus • Limited Options: • Take Action: RUN, HIDE, FIGHT • If something just doesn’t seem right at the stop, don’t make the stop, continue past and call Dispatch for assistance. • If you stop and something happens, Depress RED Emergency Button • Remember, help is on the way once the button is pushed • Dispatch will contact you over the radio and if no response, LEO will be called and you will be tracked using AVL/GPS • If possible, leave radio microphone in the “Keyed Open” position. • If demands are made, follow the demands. • Hiding is not an option for us at this point.

Response On A School Bus • As the absolute LAST RESORT, Take Out the threat: • If the weapon was used (Shots fired), you have to assume the shooter’s intentions are deadly • Shooter will succeed in shooting all those with whom he comes in contact, UNLESS you stop him • You must be prepared to do whatever it takes to neutralize the threat • Throw things, yell, use improvised weapons • If you can, make a plan to overcome the shooter • Do the best that you can—choose to survive • If possible, students should exit the bus using the emergency exits and run……to safety

Response On A School Bus • When Law Enforcement Responds: • DO: • Raise your arms • Spread your fingers • Show hands as you exit the bus • Spread arms and legs

Prevention • If suspicious or uncomfortable, report your observations and feelings: “See Something, Say Something” • Violence and threats of violence • Often result from frustration and a communication breakdown • Individuals can make a difference • Listen to “troubled” individual • People want to be heard and understood • A safe campus is everyone’s responsibility

Prevention Warning Signs • Administrators should probe to discover if the subject has engaged in research, planning, or preparation (e.g., researched weapons or made attempts to obtain a weapon). Movement from thought to action represents a severe escalation of the risk of violence. Use the District’s Threat Response Procedure. • Approximately 80% of school shootings at least one person had information that the attacker was thinking about or planning the school attack. In nearly 66%, more than one person had information about the attack before it occurred. In nearly all of these cases, the person who knew was a peer, a friend, schoolmate, or sibling. • Despite prompt law enforcement responses, most attacks were stopped by means other than law enforcement intervention. • Be conscious of the “Werther Effect,” defined as a duplication or copycat of another suicidal act. School shootings are typically well-publicized, sensationalized events that can trigger an increase in similar acts for roughly days or weeks after the attack.

Summary • See Something, Say Something: Tell a supervisor: Use the “District Threat Response Procedure” for all threats • Recognizing the sound of gunshots • Reacting quickly when gunshots are heard or when a shooting is witnessed: • Run • Hide • Fight (Take Action) • Call 911 • Reacting when Law Enforcement arrives • Adopting the survival mindset during times of crisis

References • Safety Guidelines for Armed Subjects, Active Shooters Situations, Indiana University Police Department, April 2007 • Safety tips and guidelines regarding potential “Active Shooter” incidents occurring on campus, University of California Police • Workplace Violence Desk reference, Security Management Group International • How to Plan for Workplace Emergencies and Evacuations, US Department of labor, OSHA 3088, 2001 • Active Shooter, U.S. Department of Homeland Security, Oct 2008

An Active Shooter Course • DHS Course, Active Shooter, What You Can Do, Response to an Active Shooter Training (Online) • http://training.fema.gov/EMIWeb/IS/IS907.asp

Questions? http://www.youtube.com/user/ushomelandsecurity

Active Shooter Response Training On the School Bus