Active Shooter Response Training On the School Bus Survival Mindset

&

Courses of Action

 “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

 http://www.lawofficer.com/video/news/run-hide-fight-active-shooter

Four Phases of Emergency (Crisis) Management:

1.

2.

3.

4.

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 .

 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

  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”

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 violent behavior  Violence is random, spontaneous, and unpredictable

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)

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

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

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

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

  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

 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 Mindset is a protective shield  Comprised of three components: Awareness , Preparation , and Rehearsal

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

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

 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

 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!

 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)

 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

 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

 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)

 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

 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

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

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”

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

    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

continue to drive pass the stop and call dispatch with your observations.

) don’t stop, If you have already stopped and something happens, Remember to “KEEP CALM” We have LIMITED options in the confined space on the 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.

 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



When Law Enforcement Responds:

 DO:  Raise your arms  Spread your fingers  Show hands as you exit the bus  Spread arms and legs

 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

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.

 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

 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

 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