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“Building a Plan”. Ontario Police Department Cpl. Brian Hurst (909) 395-2001. Interstate 22. To lighten the mood. Background. Ontario Police since Jan. 1986 Cover Shift 1991 C.O.P.S. 1996-1998 DARE 2001-2003. Problem.

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Building a plan l.jpg

“Building a Plan”

Ontario Police Department

Cpl. Brian Hurst

(909) 395-2001


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Interstate 22

  • To lighten the mood


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Background

  • Ontario Police since Jan. 1986

  • Cover Shift 1991

  • C.O.P.S. 1996-1998

  • DARE 2001-2003


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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


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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


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V.I.P.E.R.

  • 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


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Violence in our schools

  • On the rise ?

  • More violent than in the past ?

  • More extreme and random ?


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What is the Cause ?

  • Morales, or Lack of ?

  • Economics ?

  • Increase in single-parent households ?

  • Dysfunctional families ?

  • Multi-media ?


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Television !

  • The “Bev” vs. Bart Simpson

  • Sheriff Andy Taylor vs. NYPD Blue or The Shield

  • The Flintstones vs. South Park


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Video Games

  • Violence !!

  • Shoot, Kill, Destroy, Blow up, Burn, Slash, Stab…

  • Conquer and Win.

  • If you lose, hit the reset button and start over.


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Building a Plan

  • Early Warning Timely Response

  • “A Guide to Safe Schools”

  • U.S. Dept. of Education, August 1998


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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


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Early Warning Signs

  • 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.


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Getting Help for Troubled Children

  • Effective Intervention


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Developing a Prevention and Response Plan

  • Should reflect the needs of Educators, Students, Families and the greater Community.


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An Effective Plan includes-

  • Descriptions of early warning signs.

  • Identify children who exhibit these signs.

  • Descriptions of effective prevention practices.

  • Intervention strategies.


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Forming a Prevention and Response Team for violent behavior, as well as contingency plans to be used in the aftermath of a tragedy.

  • 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.


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Core team includes; for violent behavior, as well as contingency plans to be used in the aftermath of a tragedy.

  • Administrators

  • General and Special Ed. Teachers

  • Pupil Support Services Representative

  • (School Psychologist)

  • (Social Worker)

  • (Counselor)

  • School Resource Officer


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  • School Security for violent behavior, as well as contingency plans to be used in the aftermath of a tragedy.

  • Support Staff

  • (Secretaries)

  • (Bus Drivers)

  • (Custodians)

  • (Proctors/Noon Aides)


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Responding to a Crisis for violent behavior, as well as contingency plans to be used in the aftermath of a tragedy.

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


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Two Major Components for violent behavior, as well as contingency plans to be used in the aftermath of a tragedy.

  • Intervening during a crisis to ensure safety of students and staff.

  • Responding in the aftermath of a tragedy.


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Principles Underlying Crisis Response for violent behavior, as well as contingency plans to be used in the aftermath of a tragedy.

  • 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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Staff and Students practice Fire drills Enforcement and other relevant community agencies.

  • 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 ??


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Recommendations Enforcement and other relevant community agencies.

  • 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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V.I.P.E.R. U.S. Dept. of Education.

  • 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.


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VIPER U.S. Dept. of Education.Violent Intruder: Police & Educator’s ResponsePROGRAM


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Objectives of the Program U.S. Dept. of Education.

  • Educate staff and students on how to respond to an intruder situation.

  • Develop a universal response throughout school districts.


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Objectives of the Program U.S. Dept. of Education.

  • 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.


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Two parts to the program U.S. Dept. of Education.

  • Training, Staff and Students, as well as Law Enforcement.

  • Information on your School, already in the hands of Law Enforcement.


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School Site Response U.S. Dept. of Education.

  • Intruder Situation Recognized.

  • Move away from the threat.

  • Staff / Office Notified.

  • Report the situation.

  • Sound the VIPER alarm.

  • Staff Secures School.

  • Lock-down.


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Office Responsibility U.S. Dept. of Education.

  • Initiate Audible Recognizable Alarm

  • Physically Secure School

  • Make 3-Ring Binder Available to Responding Law Enforcement


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Office Responsibility U.S. Dept. of Education.

  • Brief Law Enforcement

  • Identify Resources - I.e., Custodian


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S.W.A.T. U.S. Dept. of Education.


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Tactical Response Protocol-Schools: U.S. Dept. of Education.

  • Gather crucial Information

  • Assess The situation

  • Develop A Tactical Response


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Type Of Response: U.S. Dept. of Education.

  • Active Shooter

  • Hostage Rescue

  • Barricaded Suspect

  • Stealth Search


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Crucial Common Denominator: U.S. Dept. of Education.

  • On Site intelligence Is A Must

  • Factual And Valid Intelligence


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School Site Intelligence: U.S. Dept. of Education.

  • Knowledgeable Contacts

  • (i.e.,Principal,Custodian,etc.)

  • Master Keys

  • Communication/Media System Descriptions

  • Faculty Rosters/class Assignments/Photos


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Continued: U.S. Dept. of Education.

  • Utility “shut-off”Sites

  • Alarm System Instructions

  • Maps


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Time Expended: U.S. Dept. of Education.

  • 2-4 Hours (Average To Gather Crucial Intelligence

  • Unfortunately……


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Tactical/Rescue Operations Cannot Afford To Wait!!!! U.S. Dept. of Education.

  • So,how can we address these issues??


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VIPER: U.S. Dept. of Education.

  • Provides For-

    • (3)Three Ring Intelligence Binders

    • (1) in Possession Of Law Enforcement Agency (i.e.,W/C, School Resource Officer,etc.)


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Contains: U.S. Dept. of Education.

  • Contact List,Keys

  • Media/Communication System Descriptions/Instructions

  • Utility Sites,Alarm System Description /Instructions

  • Faculty Roster/Class Assignments/Photos


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Extremely Important Resource: U.S. Dept. of Education.Site maps


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IRRIGATION U.S. Dept. of Education.

A/C

FIELDBACKFLOW

ELECTRICAL

WATER

GAS

BACKFLOW


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Additional VIPER Requirement-Knox Boxes: U.S. Dept. of Education.

  • Two Per School Site

  • Locations:Selected By Jurisdictional Law Enforcement Agency

  • Set Of Master Keys In Each Box


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Predetermined Evacuation sites: U.S. Dept. of Education.

  • Confidential

  • Selected By Law Enforcement/Schools


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Why,Is An organized Response Plan Necessary?? U.S. Dept. of Education.

  • Increasing Acts Of Violence

  • Establishes A Faster Coordinated Response For Law Enforcement/SWAT

  • Develops A safer Response For All Involved


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Most Importantly: U.S. Dept. of Education.

  • An Organized Response Plan Can Potentially Provide You And Your Agency Insulation Against…..


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……….LIABALITY U.S. Dept. of Education.


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Site Requirements U.S. Dept. of Education.

  • Provide Law Enforcement with Yearly Update of Site on Disk to indicate:

    • Water, Electrical, & Gas Mains

    • Roof Access Points

    • Knox Box Locations

    • Rooms by Number and Portable Building Locations


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District Needs U.S. Dept. of Education.

  • 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)


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VIPER U.S. Dept. of Education.Violent Intruder:Police & Educator’s ResponsePROGRAM

ONTARIO CALIFORNIA POLICE DEPARTMENT

(909) 395-2001Chief Jimmy Doyle

Sergeant Steve Trujillo

Developed by

Officer Randy Marrujo


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