Transcript ARMED INTRUDER PROGRAM

“Building a Plan”
Ontario Police Department
Cpl. Brian Hurst
(909) 395-2001
Interstate 22
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To lighten the mood
Background
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Ontario Police since Jan. 1986
Cover Shift 1991
C.O.P.S. 1996-1998
DARE 2001-2003
Problem
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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
Problem
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Staff and students have no clear idea of
how to respond to an armed intruder
Responding Law Enforcement lacks crucial
information about the school
V.I.P.E.R.
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Not the snake that bit Cleopatra
Not the supercharged sports car
celebrities wreck on their way to rehab
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Violent
Intruder
Police
Educators
Response
Violence in our schools
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On the rise ?
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More violent than in the past ?
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More extreme and random ?
What is the Cause ?
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Morales, or Lack of ?
Economics ?
Increase in single-parent households ?
Dysfunctional families ?
Multi-media ?
Television !
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The “Bev” vs. Bart Simpson
Sheriff Andy Taylor vs. NYPD Blue or The
Shield
The Flintstones vs. South Park
Video Games
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Violence !!
Shoot, Kill, Destroy, Blow up, Burn, Slash,
Stab…
Conquer and Win.
If you lose, hit the reset button and start
over.
Building a Plan
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Early Warning Timely Response
“A Guide to Safe Schools”
U.S. Dept. of Education, August 1998
Characteristics of a Safe School
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Fosters learning, safety and socially
appropriate behaviors.
Strong academic focus.
Fosters positive relationships between
staff and students.
Promotes meaningful parental and
community involvement
Early Warning Signs
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Understand violent and aggressive
behavior within context.
Stress becomes to great.
Lack positive coping skills.
Multiple warning signs.
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Social withdrawal.
Feelings of isolation.
Being rejected.
Victim of violence.
Picked on or bullied.
Uncontrolled anger.
Getting Help for Troubled Children
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Effective Intervention
Developing a Prevention and
Response Plan
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Should reflect the needs of Educators,
Students, Families and the greater
Community.
An Effective Plan includes
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Descriptions of early warning signs.
Identify children who exhibit these signs.
Descriptions of effective prevention
practices.
Intervention strategies.
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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.
Forming a Prevention and
Response Team
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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.
Core team includes;
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Administrators
General and Special Ed. Teachers
Pupil Support Services Representative
(School Psychologist)
(Social Worker)
(Counselor)
School Resource Officer
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School Security
Support Staff
(Secretaries)
(Bus Drivers)
(Custodians)
(Proctors/Noon Aides)
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Coordinate with any School Advisory
Boards already in place.
Responding to a Crisis
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Crisis Response is an important
component of a Violence Prevention and
Response Plan.
Two Major Components
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Intervening during a crisis to ensure safety
of students and staff.
Responding in the aftermath of a tragedy.
Principles Underlying Crisis
Response
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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.
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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.
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Identify safe areas for students and staff
in a crisis.
Practice evacuation.
Effective communication system,
individuals having designated roles and
responsibilities to prevent confusion.
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A process for securing immediate external
support from Law Enforcement and other
relevant community agencies.
“Call in the Calvary !!”
Staff and Students practice Fire
drills
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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 ??
Recommendations
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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.
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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.
V.I.P.E.R.
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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.
VIPER
Violent Intruder: Police & Educator’s Response
PROGRAM
Objectives of the Program
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Educate staff and students on how to
respond to an intruder situation.
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Develop a universal response
throughout school districts.
Objectives of the Program
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Help Police and District personnel gain
a better understanding of what to expect
from each other.
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Provide S.W.A.T. with pertinent
information about location.
Two parts to the program
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Training, Staff and Students, as well as
Law Enforcement.
Information on your School, already in the
hands of Law Enforcement.
School Site Response
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Intruder Situation Recognized.
Move away from the threat.
Staff / Office Notified.
Report the situation.
Sound the VIPER alarm.
Staff Secures School.
Lock-down.
Office Responsibility
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Initiate Audible Recognizable Alarm
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Physically Secure School
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Make 3-Ring Binder Available to
Responding Law Enforcement
Office Responsibility
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Brief Law Enforcement
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Identify Resources - I.e., Custodian
S.W.A.T.
Tactical Response Protocol-Schools:
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Gather crucial Information
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Assess The situation
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Develop A Tactical Response
Type Of Response:
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Active Shooter
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Hostage Rescue
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Barricaded Suspect
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Stealth Search
Crucial Common Denominator:
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On Site intelligence Is A Must
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Factual And Valid Intelligence
School Site Intelligence:
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Knowledgeable Contacts
(i.e.,Principal,Custodian,etc.)
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Master Keys
Communication/Media System Descriptions
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Faculty Rosters/class Assignments/Photos
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Continued:
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Utility “shut-off”Sites
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Alarm System Instructions
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Maps
Time Expended:
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2-4 Hours (Average To Gather Crucial
Intelligence
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Unfortunately……
Tactical/Rescue Operations Cannot Afford
To Wait!!!!
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So,how can we address these issues??
VIPER:
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Provides For
(3)Three Ring Intelligence Binders
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(1) in Possession Of Law Enforcement Agency
(i.e.,W/C, School Resource Officer,etc.)
Contains:
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Contact List,Keys
Media/Communication System
Descriptions/Instructions
Utility Sites,Alarm System Description
/Instructions
Faculty Roster/Class Assignments/Photos
Extremely Important
Resource:
Site maps
IRRIGATION
A/C
FIELD BACKFLOW
ELECTRICAL
WATER
GAS
BACKFLOW
Additional VIPER Requirement-Knox Boxes:
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Two Per School Site
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Locations:Selected By Jurisdictional Law
Enforcement Agency
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Set Of Master Keys In Each Box
Predetermined Evacuation sites:
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Confidential
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Selected By Law Enforcement/Schools
Why,Is An organized Response
Plan Necessary??
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Increasing Acts Of Violence
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Establishes A Faster Coordinated
Response For Law Enforcement/SWAT
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Develops A safer Response For All
Involved
Most Importantly:
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An Organized Response Plan Can
Potentially Provide You And Your Agency
Insulation Against…..
……….LIABALITY
Site Requirements
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Provide Law Enforcement with Yearly
Update of Site on Disk to indicate:
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Water, Electrical, & Gas Mains
Roof Access Points
Knox Box Locations
Rooms by Number and Portable Building
Locations
District Needs
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Provide District Liaison
Knox Boxes for all Sites - 10 Ft Off
Ground, Front, and Rear
ID Badges for School/ District Staff
Practice Drill 2 Times Yearly
Map Disk Updated on Yearly Basis
(Download Options)
VIPER
Violent Intruder:Police & Educator’s Response
PROGRAM
ONTARIO CALIFORNIA POLICE DEPARTMENT
(909) 395-2001
Chief Jimmy Doyle
Sergeant Steve Trujillo
Developed by
Officer Randy Marrujo