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Campus Response to Terrorism. Security Coordinator Training. Course Goal. To prepare Security Coordinators to perform safely and effectively during terrorist related incidents on campus. Course Structure. Introduction The Terrorist Threat Coordinated Response Weapons of Mass Destruction

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campus response to terrorism

Campus Response to Terrorism

Security Coordinator

Training

course goal
Course Goal
  • To prepare Security Coordinators to perform safely and effectively during terrorist related incidents on campus.
course structure
Course Structure
  • Introduction
  • The Terrorist Threat
  • Coordinated Response
  • Weapons of Mass Destruction
  • Personal Protection and Safety
  • Strategies and Tactics
  • Summary
  • Test
phases of action
Phases of Action
  • Deterring-discourage/put off/daunt/dissuade/frighten
  • Preventing-stop/put off/avert/avoid/inhibit/nip in the bud
  • Preparing for-get ready/plan/get ready/practice
  • Responding to-rise to/meet/answer/reply
terrorism
Terrorism
  • U.S Department of Homeland Security defines terrorism in the following manner:
  • A violent act or an act dangerous to human life, in violation of the criminal laws of the United States or any segment to intimidate or coerce a government, the civilian population, or any segment thereof, in furtherance of political or social objectives
terrorism1
Terrorism
  • U.S Department of Homeland Security defines terrorism in the following manner:
  • A violent act or an act dangerous to human life, in violation of the criminal laws of the United States or any segment to intimidate or coerce a government, the civilian population, or any segment thereof, in furtherance of political or social objectives
terrorism2
Terrorism
  • The Federal Bureau of Investigation defines terrorism in the following manner:
  • The unlawful use of force or violence against person or property to intimidate or coerce a government, the civilian population, or any segment thereof, in furtherance of political or social objectives
terrorism3
Terrorism
  • The Federal Bureau of Investigation defines terrorism in the following manner:
  • The unlawful use of force or violence against person or property to intimidate or coerce a government, the civilian population, or any segment thereof, in furtherance of political or social objectives
four common components
Four Common Components
  • 1. Unlawful
  • 2. Involve force or violence
  • 3. For the furtherance of political or social objectives
  • 4. Intended to coerce a government or its civilians.
two types of terrorism
Two Types of Terrorism
  • Domestic-
    • Oklahoma City, 1995
    • Summer Olympics, 1996
two types of terrorism1
Two Types of Terrorism
  • Domestic-
    • Oklahoma City, 1995
    • Summer Olympics, 1996
  • International Terrorism-
    • World Trade Center, 1993
    • WTC/Pentagon, Somerset County, 9/11/01
domestic terrorism
Domestic Terrorism
  • Right wing
  • Left Wing
  • Special Interest
domestic terrorism1
Domestic Terrorism
  • Right wing
    • Based and operate entirely in the US and Puerto Rico.
    • No foreign direction
    • Acts directed at the U.S. Government or Citizens
right wing terrorist groups
Right –wing Terrorist Groups
  • Gun Control
  • Apocalyptic Views
  • White Supremacy
  • Anti-government
  • Anti-taxation
  • Anti-abortion
right wing terrorist groups1
Right –wing Terrorist Groups
  • Survivalist
  • Paramilitary Training
  • To ensure the survival of the U.S. as a white, Christian, nation.
  • Many different groups have converged in recent years.
right wing terrorist groups2
Right –wing Terrorist Groups
  • Generally operate through political involvement
  • Most activity is verbal
    • Protected by First Amendment right
      • Freedom of Speech
right wing terrorist groups3
Right –wing Terrorist Groups
  • Most members are law-abiding citizens who have become intolerant of what they perceive to be violations of their constitutional rights.
right wing terrorist groups4
Right –wing Terrorist Groups
  • Desire to remove federal involvement from a host of issues.
    • Some do not identify themselves as U.S. citizen
    • Most refuse to pay federal income taxes
right wing terrorist groups5
Right –wing Terrorist Groups
  • Common attack tactics
right wing terrorist groups6
Right –wing Terrorist Groups
  • Common attack tactics
  • Improvised Explosive Devices
    • IED
      • Vehicle bombs
      • Pipe bombs
      • Letter Bombs
right wing terrorist groups7
Right –wing Terrorist Groups
  • Improvised Explosive Devices
    • IED
    • Vehicle bombs
      • Pipe bombs
      • Letter Bombs
    • Vary from small easy to make to very sophisticated.
right wing terrorist groups8
Right –wing Terrorist Groups
  • Common Targets
  • Offices of Government
    • Local
    • State
    • Federal
right wing terrorist groups9
Right –wing Terrorist Groups
  • Common Targets
  • Personnel or Facilities involved in-
    • Assessing/Collecting Taxes
    • Providing Emergency Services
    • Prosecuting Criminal Activities
    • Military Recruitment
domestic terrorism2
Domestic Terrorism
  • Left-wing Terrorist Groups
  • Profess a revolutionary socialist doctrine
  • View themselves as protectors of the American People against capitalism and imperialism
left wing terrorist groups
Left-wing Terrorist Groups
  • Aim to bring about a change in the U.S. and believe this can only be accomplished through revolution
    • Usually well orchestrated criminal actions
  • Do not operate or participate in the established political process
left wing terrorist groups1
Left-wing Terrorist Groups
  • IED are their weapon of choice
  • Target
    • Military Facilities
    • Corporate Offices
    • Federal Buildings
left wing terrorist groups2
Left-wing Terrorist Groups
  • Do not believe bombings will result in change, but are the tools to gain publicity.
  • Were the predominate terrorist threat in the 60’s – 80’s.
  • Dissolution of the Soviet Union deprived them of many of their coherent ideas, spiritual patrons, and funding.
  • Membership and support has waned
left wing terrorist groups3
Left-wing Terrorist Groups
  • Dissolution of the Soviet Union-
    • Deprived them of many of their coherent ideas
    • Spiritual patrons
    • Funding
  • Membership and support has waned
domestic terrorism3
Domestic Terrorism
  • Special Interest Terrorist Groups
  • Specific/Focused objectives
  • Attempt to force members of the general public to change their attitude about issues that the terrorist consider important.
special interest terrorist groups
Special Interest Terrorist Groups
  • Attempt to force members of the general public to change their attitude about issues that the terrorist consider important.
special interest terrorist groups1
Special Interest Terrorist Groups
  • Attempt to force members of the general public to change their attitude about issues that the terrorist consider important.
  • Continue to present a threat that can emerge in our community at any time.
special interest terrorist groups2
Special Interest Terrorist Groups
  • Targets –
  • Abortion Clinics
  • Animal Research
  • Logging
  • Any matter that may impact the environment
international terrorist groups
International Terrorist Groups
  • Foreign Based
  • Directed and Funded by countries or groups outside of the U.S.
  • Activities transcend national boundries
international terrorist groups1
International Terrorist Groups
  • Three distinct categories-
  • State sponsored
  • Formalized Terrorist Groups
  • Loosely-affiliated Radical Extremist
state sponsored
State Sponsored
  • View terrorism as a tool of foreign policy
  • Generally rely on surrogates to conduct actual operations
formalized terrorist groups
Formalized Terrorist Groups
  • Autonomous
  • Own infrastructure, personnel, financial arrangements, and training facilities
  • Not affiliated with any specific country
  • Al Qaeda is among the most dangerous of these groups
loosely affiliated radical extremist
Loosely-affiliated Radical Extremist
  • Neither surrogates of, nor strongly influenced by, any one nation
  • Tap into a variety of official and private resource bases to facilitate terrorist acts against U.S. interest
what makes the international terrorist more dangerous than domestic terrorist
What makes the International Terrorist more dangerous than Domestic Terrorist?
  • Access to technology
  • Access to radiological material
  • Access to biological agents
  • Preferred method of delivery is suicide bombers
potential targets on campus
Potential Targets on Campus
  • Think in terms of probability
potential targets on campus1
Potential Targets on Campus
  • Think in terms of probability

A

T

T

R

A

C

T

I

V

E

target attractiveness
Target Attractiveness
  • Anticipated Extensive Media Coverage
potential targets on campus2
Potential Targets on Campus
  • Think in terms of probability

A

T

T

R

A

C

T

I

V

E

AVOIDANCE

target avoidance
Target Avoidance
  • Hardened or well protected targets are not likely to be selected
  • Vulnerable Targets are those where security measures are not likely to detect or neutralize an attack
target avoidance1
Target Avoidance
  • Most Terrorist want to read about their handiwork in tomorrow’s headlines not be captured in the act.
  • A small percentage of terrorist are willing to die for their cause and will select targets regardless of the probability of getting caught
target selection
Target Selection
  • High Profile
  • High Impact
  • Economic Impact
  • Short term/ Long term
potential targets on campus3
Potential Targets on Campus
  • Think in terms of probability

A

T

T

R

A

C

T

I

V

E

SUCCESS

AVOIDANCE

campus local roles and responsibilities
Campus/Local Roles and Responsibilities
  • Emergency Rescue/ Victim Recovery
  • Fire Suppression
  • Emergency Medical Treatment
  • Crime Scene Security
  • Initial Investigative Services
  • Notifications
  • Restoration of services
local resources
Local Resources
  • Support to School Board provided by local resources
  • Police Department
  • Fire Department
  • Emergency Medical Services
  • Medical Examiner
  • Public Information
  • City/Parish Attorney
  • Public Works
state resources
State Resources

State Police

National Guard

Emergency Declarations

when state resources would be deployed
When State Resources would be deployed
  • Local authorities have a lack of resource capabilities to respond to or continue an effective response
  • Local authorities voluntarily relinquish control
  • Situation is being mishandled by local authorities
  • State law prescribes state level control
state government responsibilities
State Government Responsibilities
  • Support personnel, supplies, and equipment
  • Specialized resources
  • National Guard Civil Support Team
  • Field assessment capabilities to determine additional resource needs
  • Request for Federal assistance
federal responsibilities
Federal Responsibilities`
  • Lead criminal investigation
  • Federal recovery assistance
  • Support and Specialized resources
  • Armed Forces support
presidential decision declaration 39 pdd39
Presidential Decision Declaration 39(PDD39)
  • Federal Government has the authority to intervene in a suspected or confirmed weapons of mass destruction incident.
crisis management federal response plan
Crisis ManagementFederal response Plan
  • Primarily a law enforcement function
  • Includes measures to identify, acquire, and plan use of resources needed to anticipate, prevent, and resolve threats or acts of terrorism
  • FBI is responsible for this phase
  • Joint Terrorism Task Force
consequence management federal response plan
Consequence Management Federal Response Plan
  • Measures to protect public health, and safety.
  • Restore essential government services
  • Provide emergency relief for governments, businesses, and individuals affected by the consequences of terrorism
  • FEMA is responsible for this phase
incident command
Incident Command
  • You receive a call for a multi-car accident on campus.
  • You arrive and see three cars have collided
  • You call for additional support telling dispatch exactly what units you need
  • You discover that all three drivers have minor injuries
incident command1
Incident Command
  • After arrival of all of these units you discover that the telephone pole has been damaged, so you call Public utilities
you probably did not think about it but
You Probably Did not think about it but;
  • You just practiced incident command!
incident command2
Incident Command
  • You call for EMS
  • You smell the odor of gas
  • You call for the fire department
slide60

SIX BASIC SECURITY MANAGEMENT STEPS:

  • Keep calm and assess the situation
  • Contact supervision
  • If required-evacuate, relocate, shelter in place
  • 4. Protect self and protect and assist students
  • Identify self to/cooperate with first responders
  • Follow school procedures;
  • complete documentation
3 response options
3 RESPONSE OPTIONS
  • 1. Be like an ostrich
  • 2. Overreact
  • 3. Why we’re here
defining the threat and risk
DEFINING THE THREAT AND RISK
  • Can be violent act of deranged person or international terrorist event
  • Best protection – identify perpetrator before violent action carried out
  • Campus Security Coordinators are part of the nation’s first line of defense
defining the threat and risk1
DEFINING THE THREAT AND RISK
  • Terrorism not new phenomenon
  • Wide variety of motives, tactics, preferred targets
  • Expect more terrorism in U.S.
  • Most terrorist attacks are bombings
  • Chemical, biological, nuclear threats will probably increase
why target school facilities
Why target school facilities?
  • Relatively unprotected and vulnerable
  • Large number of potential casualties
  • Schools all over the nation
  • Represent an emotional target
  • Escape relatively easy
  • Demoralize community, state, nation
slide66
Schools and buses targets of unstable people and terrorists
  • School security begins with you.
  • You must be able to identify and define potential security problems
  • Report problems
  • Take actions
threat or incident
THREAT OR INCIDENT

Security threat

  • Any source that initiates an event
  • An occurrence that endangers life/property or results in loss of services/equipment.

Security incident

  • Unforeseen event/occurrence that does not result in death/injury/significant property damage, but may result in interruption of service.
heightened security concerns
Heightened Security Concerns
  • Risk
  • Threat
  • Vulnerability
you are your schools first line of defense
You are Your Schools First Line of Defense

BOLO (Be On the Look Out) for suspicious:

  • People
  • Activities
  • Vehicles
  • Packages
  • Substances

Compare to Neighborhood Watch Program

  • Observe and Report
when need for concern
When need for concern:
  • Trust your gut reaction
  • Do not detain individuals
  • Do not explore unusual activities, vehicles, packages, substances
  • Immediately contact appropriate authorities
security related behaviors
SECURITY RELATED BEHAVIORS
  • Be aware of suspicious activity/behavior
  • Notice unusual conditions or vehicles
  • Be vigilant with respect to strange packages, items, substances
  • Know supervisory contacts/have numbers available
  • Help control access to vehicles/facilities
  • Help students deal with aftermath of emergencies
  • Know how to relate to students in crisis
security related behaviors cont d

Module 4

SECURITY RELATED BEHAVIORS (cont’d)
  • Understand your role in an emergency
  • Recognize threats and properly handle them
  • Stay familiar with operation of emergency equipment
  • Lead in a crisis
  • Follow standard emergency operating plans/procedures
  • Be responsive to needs of emergency responders
security procedures

Module 4

SECURITY PROCEDURES
  • Be familiar with state, school district, company security guidelines
  • Remove keys from ignition when bus unattended
  • Pre-trip/post-trip vehicle inspections
  • Maintain uncluttered bus
  • Maintain awareness of people/activities
  • Trust your personal gut reaction
  • Report any operational security weaknesses
inspecting the bus

Module 5

INSPECTING THE BUS
  • First act in effective security program

PREVENTION

  • Expand normal pre and post trip inspections
  • Periodic inspections while in service
  • Practice good housekeeping
inspecting the bus cont d

Module 5

Inspecting the Bus (cont’d)
  • Look for:
    • Marks of noticeable forced entry
    • Unusual items attached to vehicle
    • Opened or disturbed compartments
  • Inspect:
    • Interior and interior lights
    • Steps and wheelchair lifts
    • Wheel wells, exhaust system, fuel/air tanks
    • Back and side emergency exit doors
facilities and surroundings

Module 5

FACILITIES AND SURROUNDINGS
  • Observe anything unusual
  • Noticeable changes
  • Suspicious people or vehicles
  • Report concerns immediately
module 6
Module 6
  • Suspicious Behavior – should not be based on stereotypes of race, color, ethnicity (profiling)
  • Suspicious Activities – anything noted to be unusual or out of place
  • Any suspicions should be reported immediately
possible suspicious activities
POSSIBLE SUSPICIOUS ACTIVITIES

Module 6

  • Appearing extremely interested in school facilities, school buses, surroundings
  • Repeatedly sighted within school/school bus environment
  • Having the appearance of rehearsing
  • Soliciting information on school facilities, buses, schedules
  • Taking photographs/video of staging areas
  • Looking lost; wandering around school bus stops/on school grounds
possible suspicious activities cont d

Module 6

POSSIBLE SUSPICIOUS ACTIVITIES (cont’d)
  • Exhibiting disruptive/potentially distracting behavior
  • Showing unusual interest in employees/ students
  • Abandoning item; leaving area quickly
  • Wearing uniform and not involved in appropriate activity
  • Openly possessing weapon/dangerous item
suicide bombers may
SUICIDE BOMBERS MAY:

Module 6

  • wear irregular/disproportionate clothing for body type or weather
  • repeatedly pat chest or stomach
  • carry irregular, inappropriate, overweight luggage/bags
  • move about without purpose
  • sweat or act extremely nervous
  • avoid eye contact
  • be non-communicative/uncooperative
reacting to unusual behavior
REACTING TO UNUSUAL BEHAVIOR

Module 6

  • Only approach a suspicious person if you are comfortable doing so
  • Helpfully challenge the person – ask if they need assistance or directions
  • If questioning a person and they refuse to respond or respond aggressively, withdraw
  • Never be confrontational or try to physically detain anyone
  • Notify authorities
slide86

Module 6

CHARACTERISTICS TO NOTE FOR REPORTING

  • Eyes
  • Ears
  • Mouth/Nose
  • Hair/Facial Hair
  • Forehead
  • Cheeks/Chin
  • Neck
  • Complexion
  • Body Shape/Size

Hat

Jewelry

Shirt/Blouse/Dress

Coat

Pants/Skirt

Socks/Shoes

Oddities/Tattoos

General Appearance

Accessories

vehicle bombs

Module 7

VEHICLE BOMBS
  • Extremely popular terrorist tool:
    • Can contain large amount of explosives
    • Easy to obtain and deploy
    • Inconspicuous and difficult to attack
    • Can be driven or parked near target
    • Difficult to render safe
    • Can create mass casualty situation
indicators of suspicious vehicles

Module 7

INDICATORS OF SUSPICIOUS VEHICLES
  • repeatedly seen in vicinity
  • following or shadowing school buses
  • parked in out of ordinary/unauthorized locations
  • parked for extended periods in unusual place
  • riding low on springs, especially in rear
  • large containers, such as drums, in rear or back seat
indicators of suspicious vehicles cont d
INDICATORS OF SUSPICIOUS VEHICLES (cont’d)

Module 7

  • wires, string, ropelike material strung from front seat to rear or from small containers on front floorboard
  • accompanied by unusual odors, such as fertilizer, diesel fuel, nitro methane or other fuel like odors
  • occupants show signs of stress, are deceptive/reluctant to answer questions, tell conflicting stories, have no legitimate purpose to be in area
information to note for reporting

Module 7

INFORMATION TO NOTE FOR REPORTING
  • Location, if it is parked
  • Direction, if it is moving
  • Color
  • Year
  • Make
  • Model
  • License plate number and state
  • Identifying features, e.g., convertible, damage, excessive rust, etc.
  • Description of occupants
reacting to suspicious vehicles

Module 7

REACTING TO SUSPICIOUS VEHICLES
  • After reporting:
    • Refrain from cell phone use within 300 feet
    • Evacuate bus and/or students from location
conventional bombs or ied s

Module 8

CONVENTIONAL BOMBS OR IED’S
  • Reasons for use:
    • dramatic, low risk, draw attention
    • low cost/high yield
    • few skills needed
    • attacks executed remotely
    • large groups not required
    • little forensic evidence
ied components

Module 8

IED COMPONENTS
  • Uses battery as power supply
  • Switch/timer provides delay in detonation; can be electrical/chemical/mechanical
  • Detonator/initiator, either electric or non-electric, provides initial trigger explosive to detonate main charge
  • Main explosive charge high/low in nature; low explosives create heat/fire; high explosives create large blast
additional ied information

Module 8

ADDITIONAL IED INFORMATION
  • Sometimes packed with additional materials
  • Can be small as pipe bomb or large as car bomb
      • required evacuation distance only significant difference
  • Can be used to detonate and disperse CBR weapons
effects

Module 8

EFFECTS
  • blast overpressure
  • falling structural material
  • flying debris
  • asphyxiation
  • pressure wave throwing body
  • bomb fragments
  • burns
  • inhaling toxic fumes
secondary explosive devices

Module 8

SECONDARY EXPLOSIVE DEVICES
  • Tactic that magnifies damage/casualties

Detonating larger/deadlier device

    • after public safety personnel respond to first smaller incident
    • in identified bomb-threat evacuation assembly area
enter human body through
ENTER HUMAN BODY THROUGH:

Module 8

  • Inhalation
  • Ingestion
  • Absorption
  • Injection
suspicious packages or objects

Module 9

SUSPICIOUS PACKAGES OR OBJECTS
  • Placed in out-of-way locations where not easily seen
  • Accompanied by threatening message
  • Looks like it could be a bomb
  • Has visible wires, batteries, timers attached
suspicious packages or objects cont d

Module 9

SUSPICIOUS PACKAGES OR OBJECTS (cont’d)
  • Abandoned by someone quickly leaving scene
  • Has tanks, bottles, bags visible
  • Accompanied by suspicious cloud, mist, gas, vapor
  • Common object in abnormal location
  • Uncommon object in common location
reacting to suspicions

Module 9

REACTING TO SUSPICIONS
  • Evacuate bus from area or students from bus, preferably upwind
  • Stay calm
  • Never touch object
  • Avoid cell phone or radio use within 300 feet of object
  • Contact appropriate authorities
  • Report reason for suspicion and description of object
  • If object accidentally touched, do not put hands near face; wash well with soap/water
to avoid injury

Module 9

TO AVOID INJURY:

Do not

  • touch, move, cover suspicious object/device
  • use radio or cell phone within 300 feet of object/device

Do

  • move as far from object as possible without being in danger from other hazards, e.g., traffic or secondary sources of explosion
to avoid injury cont d
TO AVOID INJURY (cont’d):

Module 9

Do

  • Stay out of object’s line-of-sight
  • Stay away from glass windows
  • Remain alert for additional/secondary explosive devices in immediate area
dangerous substances
DANGEROUS SUBSTANCES

Module 10

  • Can be in many forms and states
  • Consider all serious and life threatening
  • Avoid all suspicious substances
  • Evacuate area immediately
  • Call for emergency assistance
chemical agent indicators

Module 10

CHEMICAL AGENT INDICATORS
  • Existence of a threat
  • Sick or dead birds, animals or people
  • Large quantity dead insects or absence of insects
  • Foliage abnormally changing or dying
  • Unusual liquid, spray or vapor in air
  • Suspicious devices or packages
chemical release symptoms

Module 10

CHEMICAL RELEASE SYMPTOMS

If two or more people are observed:

  • experiencing difficulty breathing or coughing uncontrollably
  • suffering a collapse or seizure
  • complaining of nausea
  • complaining of blurred vision
  • complaining of an unusual and unexplainable odor
biological agent indicators

Module 10

BIOLOGICAL AGENT INDICATORS
  • Existence of a threat
  • Sick or dead birds, animals or people
  • Unusual illnesses within the region
  • Unusual liquid spray or vapor in air
  • Suspicious devices or packages
radiological agent indicators
RADIOLOGICAL AGENT INDICATORS

Module 10

  • Existence of a threat
  • Presence of radiological equipment, e.g., spent fuel canisters
  • Nuclear warning materials along with unexplained casualties
overall signs of release

Module 10

OVERALL SIGNS OF RELEASE
  • Unexplainable pungent odor
  • Suspicious package emitting vapor/odor/oily liquid
  • Abandoned aerosol/manual spray devices
  • Cloud, mist, fine powder, liquid, fog with no identifiable suspected source
risk factors for cbr s

Module 11

RISK FACTORS FOR CBR’s
  • Time – how long individual was exposed
  • Distance – how far immediately able to get away
  • Shielding – whether agent was blocked from entering body
response priorities

Module 11

RESPONSE PRIORITIES
  • Protect yourself
  • Notify appropriate authorities
  • Protect students and others
  • Quarantine victims
  • Assist students and others
  • Assist emergency responders
protect yourself

Module 11

PROTECT YOURSELF

DON’T

  • take risks
  • assume anything
  • forget about secondary devices
  • taste, eat, smell, touch anything suspicious
  • become a victim
notify authorities

Module 11

NOTIFY AUTHORITIES

Explain

  • your exact location and condition
  • type of injuries and/or symptoms
  • victim locations and positions
  • indicators of activities and objects
  • wind direction, weather on scene
  • witness statements/observations
  • existing/potentially dangerous conditions
protect others

Module 11

PROTECT OTHERS

Explosive device outside bus:

  • Open doors and windows
  • stay on vehicle

If vehicle can be safely moved:

  • relocate vehicle upwind away from danger
protect others cont d

Module 11

PROTECT OTHERS (cont’d)

CBR release is outside bus:

  • stay on vehicle
  • shut off HVAC
  • close windows and doors

If vehicle can be safely moved:

  • relocate vehicle upwind away from danger
protect others cont d1

Module 11

PROTECT OTHERS (cont’d)

Explosive device/CBR release is inside bus:

  • evacuate students 1,000 feet upwind and upgrade from vehicle
  • prohibit use of cell phones within 300 feet of vehicle
assist others

Module 11

ASSIST OTHERS

DO

  • enlist assistance of students/others to help victims

DON’T

  • move injured victims unless they are in danger of further harm or exposure
  • do things you are incapable of doing or are not trained to do
actions before help arrives

Module 12

ACTIONS BEFORE HELP ARRIVES
  • Get as far away from source as possible
  • Recruit students to assist
  • Report incident to dispatch
  • Be alert for secondary explosive device
  • Keep calm; reassure passengers
  • No cell phone/radio use within 300 feet
  • Gather witness contact information
assist emergency response

Module 12

ASSIST EMERGENCY RESPONSE
  • Identify self to first responders
  • Inform responders
    • nature of hazard/threat
    • location/number victims and injury types
  • Explain what was done so far
  • Await direction from Incident Command
  • Remain available to assist
to protect self and passengers
TO PROTECT SELF AND PASSENGERS

Module 13

  • Stay calm; maintain control; don’t overreact
  • Look for ways to diffuse situation
  • Look for ways to alert emergency response
  • Park in public place
  • Open doors
  • Look for ways to escape vehicle
  • Do not attempt to grab weapon or make sudden movements
to protect self and passengers cont d
TO PROTECT SELF AND PASSENGERS (cont’d)

Module 13

  • Cooperate with assailant
  • If violence directed to student, contact dispatch, intervene only if safe to do so
  • Provide information to emergency response
    • location
    • nature of incident
    • description of assailant
    • weapons
  • Complete required forms/documentation
to avoid vehicle being commandeered
TO AVOID VEHICLE BEING COMMANDEERED

Module 14

  • Survey staging areas, pick up/drop off points for suspicious people/activities
  • Avoid boarding suspicious looking people
  • Report concerns of suspicions – drive out of area
  • If suspicions aroused when stopped, do not open doors
  • Communicate through window, determine proper action
  • At RR Crossing don’t open doors wide enough to allow entry – contact dispatch
  • Avoid boarding individuals suspected of carrying weapons/dangerous packages
if vehicle is commandeered
IF VEHICLE IS COMMANDEERED

Module 14

  • Do not confront individual carrying a weapon
  • Stay calm and focused
  • Pretend bus broken down, if possible
  • Follow all instructions; don’t show outward panic
  • If parked, open all doors to allow escape; ask if students can de-board; don’t push too hard to end situation
if vehicle commandeered cont d
IF VEHICLE COMMANDEERED (CONT’D)

Module 14

  • If in motion, stay on route but make no regular stops
  • Attempt to alert authorities
  • Take no action to increase risk to self/others
  • Talk to hijacker; try to create relationship
  • Be patient and assertive
  • Use common sense; follow instructions of hijacker
summary
SUMMARY

Module 15

key issues

Module 15

KEY ISSUES
  • Threats of terrorism and violence
  • Being eyes and ears of community
  • School bus driver as first line of defense
  • Inspecting buses and surroundings
  • Reacting to and reporting unusual behavior/vehicles
  • Potential weapons
  • Reacting to and reporting suspicious items/devices
  • Reacting to and reporting dangerous substances
  • Evacuating, relocating, sheltering in place
  • Managing students and the incident scene
  • Handling conflict and threats of violence
  • Surviving a hostage situation
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Module 15

SIX BASIC SECURITY MANAGEMENT STEPS:

  • Keep calm and assess the situation
  • Contact supervision
  • If required - evacuate, relocate, shelter in place
  • Protect self and protect and assist students
  • Identify self to/cooperate with first responders
  • Follow school procedures; complete documentation