“Building a Plan”

1. “Building a Plan” Ontario Police Department Cpl. Brian Hurst (909) 395-2001

2. Interstate 22 • To lighten the mood

3. Background • Ontario Police since Jan. 1986 • Cover Shift 1991 • C.O.P.S. 1996-1998 • DARE 2001-2003

4. Problem • Increased acts of violence on school campuses across the nation • Easy access to firearms for just about anyone, including students • Media coverage of school shootings spurs “copycat” incidents

5. Problem • Staff and students have no clear idea of how to respond to an armed intruder • Responding Law Enforcement lacks crucial information about the school

6. V.I.P.E.R. • Not the snake that bit Cleopatra • Not the supercharged sports car celebrities wreck on their way to rehab

7. Violent • Intruder • Police • Educators • Response

8. Violence in our schools • On the rise ? • More violent than in the past ? • More extreme and random ?

9. What is the Cause ? • Morales, or Lack of ? • Economics ? • Increase in single-parent households ? • Dysfunctional families ? • Multi-media ?

10. Television ! • The “Bev” vs. Bart Simpson • Sheriff Andy Taylor vs. NYPD Blue or The Shield • The Flintstones vs. South Park

11. Video Games • Violence !! • Shoot, Kill, Destroy, Blow up, Burn, Slash, Stab… • Conquer and Win. • If you lose, hit the reset button and start over.

12. Building a Plan • Early Warning Timely Response • “A Guide to Safe Schools” • U.S. Dept. of Education, August 1998

13. Characteristics of a Safe School • Fosters learning, safety and socially appropriate behaviors. • Strong academic focus. • Fosters positive relationships between staff and students. • Promotes meaningful parental and community involvement

14. Early Warning Signs • Understand violent and aggressive behavior within context. • Stress becomes to great. • Lack positive coping skills. • Multiple warning signs.

15. Social withdrawal. • Feelings of isolation. • Being rejected. • Victim of violence. • Picked on or bullied. • Uncontrolled anger.

16. Getting Help for Troubled Children • Effective Intervention

17. Developing a Prevention and Response Plan • Should reflect the needs of Educators, Students, Families and the greater Community.

18. An Effective Plan includes- • Descriptions of early warning signs. • Identify children who exhibit these signs. • Descriptions of effective prevention practices. • Intervention strategies.

19. A crisis intervention plan that includes immediate responses for violent behavior, as well as contingency plans to be used in the aftermath of a tragedy.

20. Forming a Prevention and Response Team • A core group to oversee the preparation and implementation. • Ensure every member of the greater school community accepts and adopts the plan. • Buy-in is essential if all members of your school community are expected to feel comfortable sharing concerns about children who appear troubled.

21. Core team includes; • Administrators • General and Special Ed. Teachers • Pupil Support Services Representative • (School Psychologist) • (Social Worker) • (Counselor) • School Resource Officer

22. School Security • Support Staff • (Secretaries) • (Bus Drivers) • (Custodians) • (Proctors/Noon Aides)

23. Coordinate with any School Advisory Boards already in place.

24. Responding to a Crisis • Crisis Response is an important component of a Violence Prevention and Response Plan.

25. Two Major Components • Intervening during a crisis to ensure safety of students and staff. • Responding in the aftermath of a tragedy.

26. Principles Underlying Crisis Response • Training for teachers and staff. • Involvement of community agencies, including Police, Fire and Rescue, as well as Hospitals, Health, Social Welfare and Mental Health services.

27. Provisions for the core team to meet regularly to identify potentially troubled students and situations that may be dangerous. • Evacuation procedures. • Other procedures to protect students and staff from harm.

28. Identify safe areas for students and staff in a crisis. • Practice evacuation. • Effective communication system, individuals having designated roles and responsibilities to prevent confusion.

29. A process for securing immediate external support from Law Enforcement and other relevant community agencies. • “Call in the Calvary !!”

30. Staff and Students practice Fire drills • Should practice responding to the presence of firearms and other weapons, severe threats of violence, hostage situations, and other acts of terror. • 9/11 was an act of war. • Are our schools possible targets ??

31. Recommendations • Provide in-service training for all faculty and staff. • Written manual or pamphlet. • Practice responding to imminent warning signs of violence. • Make sure all adults have an understanding of what they might do to prevent violence.

32. So there you have it, a Guide to Safe Schools, as per the U.S. Dept. of Education. • Most, if not all schools, have a plan or program in place. • If not, SHAME on you.

33. V.I.P.E.R. • The Ontario Police Department developed the VIPER program in 1999. • Officer Randy Marrujo was the driving force. • Used the C.O.P.S. philosophy, getting the community involved. • He used the Guide to Safe Schools as a blue print.

34. VIPERViolent Intruder: Police & Educator’s ResponsePROGRAM

35. Objectives of the Program • Educate staff and students on how to respond to an intruder situation. • Develop a universal response throughout school districts.

36. Objectives of the Program • Help Police and District personnel gain a better understanding of what to expect from each other. • Provide S.W.A.T. with pertinent information about location.

37. Two parts to the program • Training, Staff and Students, as well as Law Enforcement. • Information on your School, already in the hands of Law Enforcement.

38. School Site Response • Intruder Situation Recognized. • Move away from the threat. • Staff / Office Notified. • Report the situation. • Sound the VIPER alarm. • Staff Secures School. • Lock-down.

39. Office Responsibility • Initiate Audible Recognizable Alarm • Physically Secure School • Make 3-Ring Binder Available to Responding Law Enforcement

40. Office Responsibility • Brief Law Enforcement • Identify Resources - I.e., Custodian

41. S.W.A.T.

43. Tactical Response Protocol-Schools: • Gather crucial Information • Assess The situation • Develop A Tactical Response

44. Type Of Response: • Active Shooter • Hostage Rescue • Barricaded Suspect • Stealth Search

45. Crucial Common Denominator: • On Site intelligence Is A Must • Factual And Valid Intelligence

46. School Site Intelligence: • Knowledgeable Contacts • (i.e.,Principal,Custodian,etc.) • Master Keys • Communication/Media System Descriptions • Faculty Rosters/class Assignments/Photos

47. Continued: • Utility “shut-off”Sites • Alarm System Instructions • Maps

48. Time Expended: • 2-4 Hours (Average To Gather Crucial Intelligence • Unfortunately……

49. Tactical/Rescue Operations Cannot Afford To Wait!!!! • So,how can we address these issues??

50. VIPER: • Provides For- • (3)Three Ring Intelligence Binders • (1) in Possession Of Law Enforcement Agency (i.e.,W/C, School Resource Officer,etc.)