Transcript Active Shooter Situational Awareness

Integrity…Fairness…Service
Active Shooter
Situational Awareness
Lieutenant Robert McCullough
Commander, Homeland Security
Baltimore County Police Department
Goals
 To
define and understand your role as it
relates to situational awareness/active
shooter.
 To examine what we already know about
active shooters.
 To discuss how to respond to an active
shooter situation.
 To discuss what to expect when police
and other first responders arrive.
We Will Never Forget
What Is Situational Awareness?
Definition:
Situational awareness involves being aware of what is
happening in the environment, in order to understand
how information, events, and one's own actions will
impact both immediate and future outcomes. Situational
Awareness is the ability to identify, process, and
comprehend the critical elements of information about
what is occurring or about to occur. Simply, it’s knowing
what is going on around you. As leaders, it is your
responsibility to know what is happening in your
workplace.
What is an active shooter?
Definition:
An active shooter is an individual actively
engaged in killing or attempting to kill
people in a confined and populated area,
typically through the use of firearms.
What are some of the suspicious
things you see on a daily basis?
How do you respond?
Why?
What Is Your Role?
 Be
Vigilant (Be Present & Observe)
 Intervene Early (Use Resources)
 Notify and Communicate
 Document
 Take Control
 Follow-up
Who is in charge when
your not around?
What Do We Know About
School Shooters?






There is not a “profile” of a school shooter-instead the
students who carried out the attacks differed from one
another in numerous ways.
School shootings are rarely impulsive acts.
They are typically thought out and planned in advance.
Prior to most school shootings other students knew the
shooting was going to occur, but failed to notify an adult.
Very few of the attackers ever directed threats to their
targets before the attack.
The most common goal was retribution.
Source: The FBI School Shooter
Quick Reference Guide, BAU-1
What We Know?
(Continued)





The justifications and excuses offered indicated that the
attacks stemmed not from an absence of values but from
a well developed value system in which violence was
acceptable.
In many cases, other students were involved in the
attack in some capacity.
Many offenders experienced a significant personal loss
in the months leading up to the attack, such as death,
breakup, or divorce in the family.
Many offenders repeatedly watched/played violent
media.
Be aware of online videos, blogs, & social networking.
Source: The FBI School Shooter
Quick Reference Guide, BAU-1
Threat Assessment
11 Key Questions






What are the student’s motive(s) and goals?
Have there been any communications suggesting ideas
or intent to attack?
Has the student shown inappropriate interest in school
attacks, weapons, and/or mass violence?
Has the student engaged in any attack related
behaviors?
Does the student have the capacity to carry out an act of
targeted violence?
Is the student experiencing hopelessness, desperation,
and/or despair?
Source: U.S. Secret Service,
2002.
Threat Assessment
11 Key Questions
(Continued)





Does the student have a trusting relationship with at
least one responsible adult?
Does the student see violence as an acceptable or
desirable way to solve problems?
Is the student’s version of events consistent with his/her
actions?
Are other people concerned about the student’s potential
for violence?
What circumstances might affect the likelihood of an
attack? (Multiple Indicators v. Single Severe Event)
Source: U.S. Secret Service,
2002.
Dynamics to Look At
 Family
 Social
Dynamics
 Student’s/Parent’s Personality
 School
 Disciplinary History
 Academic Performance
 Prior Intervention/Incident(s)
How Should You Respond?
(Generally)
 Always
be aware of your environment and
any possible dangers.
 Take note of the nearest exits in any
facility your inside.
 If you are in an office, stay there and
secure the door.
 Attempt to take the active shooter down as
a very last resort.
Source: Department of Homeland
Security, Active Shooter 2008.
What Should You Do?




Call 911
Notify SRO (if assigned)
Lockdown/Stay Put will be announced.
Staff members should ensure that everyone is
evacuated from hallways, restrooms, locker
rooms, storage and other areas.
 Students in all other areas will remain there
under direction of staff.
 Provide assistance to persons requiring special
assistance.
BCPS Critical Response & School
Emergency Safety Guide
What Should You Do?
(Continued)

Close and secure all doors and windows, pull
down/close blinds, and cut off lights.
 Students are to sit under their desks or tables
and out of view from all windows and doors.
 Do not leave the room for any reason.
 Stay quiet and await further instruction.
 Office staff shall lock lobby & other office doors.
*** Make sure all cell phones and electronic
devices are silenced.
*** Furniture can be used to barricade doorways.
BCPS Critical Response & School
Emergency Safety Guide
?
?
?
Sheltering in Place
versus
Evacuation
?
?
?
Baltimore County Police & Fire
Personnel Will Respond Quickly
Police Tactical Team
What To Expect When Police & Other
First Responders Arrive









Remain calm & follow instructions.
Identify yourself to police.
Put down items in your hands.
Raise hands and spread fingers.
Keep hands visible at all times.
Avoid quick movements towards officers.
Avoid pointing, screaming or yelling.
Do not stop officers for help or directions.
Medics will be sent in when safe to do so.
Department Homeland Security,
Active Shooter-How to Respond
Information To Provide
 Location
of the active shooter
 Number of shooters
 Detailed physical description of shooter(s)
 Number and type of weapons held by
shooter(s)
 Number of potential victims at the location
Department Homeland Security,
Active Shooter-How to Respond
Expect Recovery To Take
A Long Time
THE END
Thank You!