1 law enforcement presentation april 7, 2010 are we prepared? vermont school crisis planning team...

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Law Enforcement PresentationLaw Enforcement PresentationApril 7, 2010April 7, 2010

Are We Prepared?

Vermont School Crisis Planning TeamPrepared by

Essex PD Chief Leo NadeauMontpelier PD Cpl Mark Moody, SRO

VSBA Winton GoodrichVSCPT Stephen Earley

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Schools and Emergency Schools and Emergency Responders Working TogetherResponders Working Together

• The Vermont School Crisis Planning Team (VSCPT) is a group of volunteers and representatives of state agencies with an interest in protecting our schools.

• VSCT meets routinely to discuss emergency responses to a variety of challenges.

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The Vermont School Crisis The Vermont School Crisis Planning TeamPlanning Team

• VT Emergency Management• VT Department of Education• VT School Boards Association• VT Superintendents Association • VT Dept of Health• VT State Police• VT Local Law Enforcement• VT Fire Marshall• VT Principals Association• VT Department of Mental Health• VT Nurses Association• VT Youth Officers Network

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VSCPT MissionVSCPT Mission

• To support school administrators and emergency service providers to create, implement and practice school emergency and crisis response plans in all Vermont schools.

• VSCPT has created a manual to assist schools in their crisis planning.

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VermontVermontSchoolSchoolCrisis Crisis GuideGuide

20082008Prepared by:Prepared by:

Vermont School Crisis Planning TeamVermont School Crisis Planning Team

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Part OnePart One

• Can an emergency happen in your school or district?

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Message From Margaret Spellings Message From Margaret Spellings U. S. Secretary of EducationU. S. Secretary of Education

After the White House Conference on School Violence in 2006, she wrote a letter to all school districts indicating the following:

• Unless our students feel safe, they can not learn.

• Parents, educators, community members, law enforcement officials, researchers and policy makers all share the responsibility of protecting our children by working together.

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U.S. DOE RecommendationsU.S. DOE Recommendations

Panelists and participants discussed:• Opportunities for law enforcement, schools and

responders to partner to establish safe environments and prevent school violence.

• Planning emergency management activities that help schools prepare to respond to violent acts and other crises.

• Methods to help school communities heal and recover if and when a violent incident occurs.

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U.S. DOE RecommendationsU.S. DOE Recommendations

• While schools are safe and shootings are rare, we can work to make them even safer by having a comprehensive emergency management plan that addresses a wide range of possible crises.

• Knowledge of the ICS (Incident Command System) and the four phases of emergency management are important to all schools.

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WHAT TYPES OF EMERGENCIES WHAT TYPES OF EMERGENCIES SHOULD YOUR SCHOOL PLAN FORSHOULD YOUR SCHOOL PLAN FOR??

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Could a School shooting take place in Could a School shooting take place in Vermont?Vermont?

• In the 2005 school year Vermont had at least five incidents that involved guns at school

• In 2006 the year began with a tragedy in Essex. • In 2007-08 several potential incidents were

averted by the intervention of students and School Resource Officers. (SROs)

• Last April, a gun was removed from a student’s knapsack. Another was being held by a friend.

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Can it happen here?Can it happen here? Vermont DisastersVermont Disasters

• Since 1992 Vermont has declared over 20 disasters

• Fifteen were due to severe storms, which included flooding, a tornado and a hurricane

• Three were severe ice storms

• 2005 - Southern VT and NH experienced severe flooding and several people died

• Power outages are common throughout the state

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Disasters can have a direct impact on Disasters can have a direct impact on schoolsschools

• In October 2007, a train derailed in Middlebury.

• Fourteen cars overturned. Each car contained 28,000 gallons of fuel.

• An emergency evacuation of over 1000 elementary and high school students followed.

• Preplanning minimized confusion and possible injuries.

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EmergenciesEmergencies

Domestic Situations– Violence at home– Separation and divorce – Custody fights and kidnappings

Building Emergencies– Mercury spills, boiler explosions (UVM), propane and

fuel leaks, breakdowns in heating and plumbing

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Fire and ResponseFire and Response

During the 2007 School Year

• 27 Fires

• 404 False alarms

• 186 EMS responses (reported)

• 286 Other (31 HAZMAT)

In the last ten years, 214 fires and 3,241 false alarms.

Statistics from the State of Vermont Division of Fire Safety

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Is your office or school nearIs your office or school near……

A major transportation route?Routes 2,4,7, 9, 22?

Interstates 89 or 91?

Rivers?

Railroad tracks?

Junctions of any of the above?

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Why isn’t more being done?Why isn’t more being done?False security• “It Can’t Happen Here..” Administrators and staff

resist spending time on activities which are not academic. Parents often resist drills for fear of scaring their children.

Expertise• School leaders have little or no training in crisis

management.

Communication• Communication with First Responders is difficult

because of schedule and work conflicts.

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Why isn’t more being done?Why isn’t more being done?Priorities• Schools deal with Urgent matters. Issues deemed less

important often don’t get much attention• Fire and rescue services are often manned by volunteers

who find it difficult to take time away from work for planning.

• State Police often provide the only coverage. It is difficult to make planning with multiple schools and volunteer First Responders a top priority.

A specific person needs to be in charge.

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HOMELAND SECURITY HOMELAND SECURITY SCHOOL CRISIS PLANNING TEAM SCHOOL CRISIS PLANNING TEAM

WORKING TOGETHER WORKING TOGETHER

• Today, more than ever, our communities need to plan for a variety of emergencies

• Our schools educate over 100,000 students in Vermont and need to be prepared to deal with various types of crises

• It’s critical that school representatives and emergency responders work as a team

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HS/VSCPT Working TogetherHS/VSCPT Working Together

• In 2006,VSCPT was awarded a Homeland Security Grant of $75,000 to assist schools in their crisis planning. VSBA administered and coordinated the grant.

• Facilitators visited schools and encouraged the creation of school/public safety committees.

• Homeland Security is once again supporting the continuation of this work through the Chittenden East Supervisory Union

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By January of 2008, this was the state of school safety By January of 2008, this was the state of school safety preparedness in 334 Vermont Schoolspreparedness in 334 Vermont Schools

• 63% of all Vermont School Principals were visited.• 30% of all schools were evaluated with a “walk through”.• 60% of all schools use the VSCG ’04 model.• 56% of all schools have a school crisis team• 47% have a school safety team.• 37% have school/public safety committees• 31% Interior lock adequacy• 40% Exterior lock adequacy

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Part TwoPart Two

• How do responders handle an emergency?

• How can you prepare for their arrival and help control the impact of a crisis?

“Prepare for the worst and hope for the best”Red Lake, MN, High School Principal Chris Dunshee

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The RespondersThe Responders

Fire Local Fire Department, Volunteer FD

Medical EMT, First Response, Rescue

Law Enforcement Village and town police,Vermont State Police, Sheriff’s Dept.

Chemical HAZMAT Team

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• Set up a secure area, Command Post

• Establish communications

• Make an assessment of the emergency

• Decide on the proper response

• Go into action

• Debrief after the event

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What do they want? Cooperation

Control of the sceneThe AHJ (Authority Having Jurisdiction)

Information

Access

Support

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How can you prepare?How can you prepare?

Safe School Indicators

• A Safe, Orderly and Trusting school environment• A Comprehensive school safety response plan using the

Vermont School Crisis Guide 2008• A school safety audit: The Vermont School Safety

Checklist

VermontVermontSchoolSchoolCrisis Crisis GuideGuide20082008

Prepared by:Prepared by:Vermont School Crisis Planning TeamVermont School Crisis Planning Team

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Where do you get a guide?Where do you get a guide?

Websites:

The Vermont Department of Education

• Google Vermont School Crisis Guide

• Download the PDF file

The Vermont Department of Public Safety

Vermont Emergency Management

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What’s changed?What’s changed?VSA. 16 Sec 1481VSA. 16 Sec 1481

• The principal or person in charge of a public or independent school or educational institution, other than a university or college, shall drill the pupils so that they may be able to leave the school building or perform other procedures described in the school’s emergency preparedness plan, or both in the shortest possible time and without panic or confusion.

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What’s in the new Guide 2008?What’s in the new Guide 2008?

Incident forms:Severe WeatherPower OutagesInfectious DiseaseRelocationShelter in PlaceMultiple Casualty Incident ResponseMental Health Guidelines for RecoveryActive Shooter Response

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School Public Safety Committee School Crisis Team

Emergency Management

Rescue Squad

Fire

Police

Principal/Superintendent

LEPC – Local Emergency Planning Commission

Principal/Asst. Principal

Nurse

Guidance/SAP

Staff

SRO

Custodian

School Public Safety Committee

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Periodically Host School Public Safety Periodically Host School Public Safety Committee MeetingsCommittee Meetings

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Set Committee Goals Set Committee Goals and Objectives Objectives

Create “Incident Command” structurePrincipal “Incident Commander”

• Directs command to Fire Chief if hazmat or fire• Directs command to police if law violation

• Establish “Unified Command” systemResponders need to work with the school

and with each other.

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Incident Command SystemIncident Command System

• ICS is a structured procedure for responders to use during a crises. An ICS course for school administrators can be taken online. http://training.fema.gov/EMIWeb/IS/IS100SCA.asp

• ICS is divided into: Planning, Operations, Logistics, Finance and Administration

Knowing how responders operate helps school personnel in creating effective safety response plans.

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FEMA Lessons Learned siteFEMA Lessons Learned site

“IF YOU PLAN TO BE INVOLVED IN ANY

ASPECT OF RESPONDING TO EMERGENCIES,

YOU MUST BE INVOLVED IN EMERGENCY

MANAGEMENT PLANNING.”

www.llis.dhs.gov

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Four Phases of Emergency Four Phases of Emergency ManagementManagement

Responders are trained in four areas:

Prevention-Mitigation

Preparedness

Response

Recovery

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Prevention-MitigationPrevention-Mitigation

Prevention is the action schools and districts take to decrease the likelihood that an event will occur. Examples: Wellness activities, Bullying prevention programs.

Mitigation is the action taken to reduce the impact of an event on people and structures. Examples: Securing bookshelves, safety fencing, environmental design.

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PreparednessPreparedness

Preparing the school community for potential emergencies by working with community partners to establish policies and protocols.

Planning safety guidelines and response procedures in schools.

Developing communication plans for staff, students, families and the media.

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ResponseResponse

The phase where action is taken to assess, identify and take appropriate measures.

Use the Classroom Crisis Commands: Clear, Secure, Evacuate, Relocate.

Account for Students and Staff.

Activate the ICS and Mutual Aid systems.

Work with responders.

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RecoveryRecovery

Returning to learning as quickly as possible

Restoring damage to physical plant as well as the community

Monitoring emotional impact and intervention

Debriefing - Lessons learned

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Team WorkTeam Work

• School Public Safety Committees can help plan for various emergencies

• Can organize drills and Table Top Exercises (TTX)

• They cannot make it work without you being part of the team!

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Steps you can take nowSteps you can take nowForm a School Public Safety Committee to work with your school

district safety teams.

– Invite Police, Fire, Rescue, LEPC and Transportation to the table.

– Review your Emergency Procedures and policies

– Practice table top exercises and drills

– Stage simulation exercises to guide you in establishing procedures.

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StepsSteps

Use universal commands.

Clear the Halls, Secure the Building, Evacuate the Building, Shelter in Place, Relocate.

Delineate specific emergency responsibilities.

Each adult should know exactly what to do in an emergency.

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““CLEAR THE HALLS”CLEAR THE HALLS”

Office Staff report immediately to the nearest secure room or area protected from direct line of sight.

Lock interior doors when possible

Stay away from doors and windows

Remain quiet

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““SECURE THE BUILDING”SECURE THE BUILDING”

• Same as “Clear the Halls” but includes designated staff securing external doors and allowing only emergency responders to enter

• Caught outside? Move away from the building to safe area.

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““EVACUATE THE BUILDING”EVACUATE THE BUILDING”

• Everyone evacuate the building and move to designated area

• Take attendance and report missing students and staff

• Maintain order and wait for direction

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““RELOCATERELOCATE””

• Have a plan in place to set up a “mobile office” and communications center for the district.

• Set up a Command Post which should have key personnel present.

• Have several possibilities for relocation sites.

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““SHELTER IN PLACE”SHELTER IN PLACE”

• Keep all students, faculty and staff in the building.

• Shut down all air intake systems.

• Close all windows and doors.

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OFFICE PROCEDURESOFFICE PROCEDURESBe Proactive, not reactive. Plan ahead.

Understand the gridlock on telephones, traffic and communications.

Phones will be of little useThe Parents are coming!Source and procedure to release public

Information

Do you have a district Public Information Officer?Do you know where the Supt./Principal is right now?

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StepsSteps

Create efficient emergency folders.

Place the most important articles for emergencies in a folder/carry bag in your work area.

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StepsSteps

Buy radios and cell phones and learn how to use them. Communications is an important key in emergency response.

Middlebury has a police band radio in each school and the central office

Keep the focus on safety.

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Emergency EquipmentEmergency Equipment

• All schools have different needs.

• Here are some suggestions:

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Security EquipmentSecurity Equipment

• Cameras

• Knox Box

• Safety Box

• Door locks

• Magnetic locks

• Intercoms

• Lighting

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CommunicationsCommunications

• Cell phones• Radios• Inner-operative radios• Telephones• Dedicated telephone lines• Band Radios• Family Talk Radios• Walkie-talkies

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Buildings and GroundsBuildings and Grounds

• Numbering exterior doors (1,2,3…)

• Numbering windows/rooms (102, 202…)

• Securing all doors except the main entrance during school hours

• Check-in procedures; sign-in and nametags

• Remodeling

• Remote locks/camera monitoring

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What are schools doing?What are schools doing?

• Locking all but the main door

• Requiring visitors to sign in and wear a nametag

• Determining how to quickly lock classroom doors

• Investigating the cost of door locks, security cameras

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Part ThreePart Three

What are the roles of Central Office and School Office personnel?

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Superintendent’s RoleSuperintendent’s Role

School District Incident Commander

Determines safety priorities throughout the district

Coordinates media and public communications with the appropriate authorities (law, rescue, fire)

Trains the Central Office staff

Establishes the District Chain of Command

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Principal’s RolePrincipal’s Role

The Principal is the Authority Having Jurisdiction (AHJ) over the safety of the school population. The Principal is the leader of all actions regarding school safety and must make decisions with the Superintendent.

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The PrincipalThe Principal

• Establishes the School Crisis Team

• Plans procedures with the faculty and staff

• Oversees the safety and response plans of the school

• Uses a variety of drills with the school population

• Prepares building security measures

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Central Office PlanningCentral Office Planning

C.O. Building preparation, safety folder

Staff training– Chain of Command– Duties– School Communication– Media Releases– Community Information

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Building preparation:

• Be able to carry out “Secure the building” procedure.

• Set up a communications center and track all decisions and responsibilities

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Provide all office personnel with a safety packet.• Emergency procedure steps• Media message forms• Media contact numbers• Emergency contact numbers• Relocations sites and information• Bomb threat checklist• Incident report form

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The “Three and Thirty” Rule– Three sentences– Thirty words– Lower comprehension by four levels

Keep it Simple.

Give people something to do.

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“The Westlake School is running a planned response exercise. Students and staff are safe and secure. Please go to www.wlake.org for current information.”

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Central OfficeCentral Office Emergency procedureEmergency procedure

Stage One: Initial contact

• Stay calm

• Record information accurately

• Locate the Supt or next in charge• Contact the district Public Information

Officer (if not the Supt.).

• Maintain confidentiality

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Stage Two: Preparation

• Stay calm

• Locate emergency manuals

• Ready communications post

• Establish clear lines of communication

• Maintain confidentiality

• Set meeting and update schedule

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Stage Three: Response

• Stay calm

• Keep communications line clear

• Communicate Superintendent’s plan

• Release media information

• Record decisions

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School Office SecretarySchool Office Secretary

Create a mobile office for attendance and important information.

Provide accurate information for the Principal.

Communicate directives to the Faculty and staff as directed

Assist the Crisis Team where needed.

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Questions?Questions?

Thank you for attending!

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What resources are available?What resources are available?

• Vermont School Crisis Guide http://education.vermont.gov/new/html/pgm_safeschools/pubs.html#resources

• The Vermont Emergency Management web site

• Vermont School Safety Checklist (VTDOE site)

• Emergency Weather Radios

• Vermont 2-1-1

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Reference Web SitesReference Web Sites

• U.S. Secret Service Web Site http://www.ustreas.gov/usss/

(Safe School Initiatives)

• Vermont Department of Education: http://www.state.vt.us/educ/new/html/pgm_safeschools/pubs.html (School Safety Review Checklist)

• Vermont Emergency Management::

http://www.dps.state.vt.us/vem/schoolcrisis/index.html

(School Crisis Guide 2008)

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U. S. Secret Service Report U. S. Secret Service Report October 2000October 2000

• Studied 37 school shootings

• Looked at motivation, communication about the intent, weapons acquisition, demographic and background information

• Conducted interviews with the attackers

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CharacteristicsCharacteristics

• Not a new phenomenon (1974)• Across 26 states• All committed by boys or young men• Over half of the incidents targeted students and

an adult (principal, teacher or staff)• Hand guns and rifles/shotguns were primary

weapons• Over one-half of the attacks occurred in the

middle of the day.

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Attacks are not impulsiveAttacks are not impulsive

• Attacks are planned, two days to weeks in advance

• Revenge is the motive

• Unresolved grievances

Quick efforts to inquire and investigate bad feelings about school or people are necessary to avoid violence.

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Attackers share their plansAttackers share their plans

• In over ¾ of the incidents, the attacker told someone of his interest or plan

• In all of the cases, the person was a peer

• Few communicated the threat to the target

Do not rely on the issuance of a threat to prompt concern. Posing a threat is more important than making a threat.

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ImplicationsImplications

• If friends and classmates did not tell authorities of the impending attack, then it is important to decrease barriers that may prevent students from coming forward to share information.

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Shooter Profile?Shooter Profile?

There isn’t one…• Ages 11 to 21• Variety of ethnic and racial backgrounds• Good families to foster homes• Academic ratings from excellent to failing• Socially popular to isolated• No behavior problems to multiple problems• No indication of changes before the attack• Few mental disorders or history of drug/alcohol

abuse.

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• Use of profiles is not effective

• Focus instead on a student’s behaviors and communications– is the student on a path toward a violent

attack?

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Access to gunsAccess to guns

• Weapons came from their own home or that of a relative

Therefore, any efforts to acquire a weapon may be a move from idea to action.

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InterventionIntervention

• Most incidents lasted 20 minutes or less.

• Over one-half were resolved/ended before law enforcement intervention

Schools need to focus on prevention and not relying exclusively on law enforcement to respond and resolve school-based attacks.

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Other studentsOther students

• Attackers are influenced, even encouraged by others

• In over ¾ of the incident, other students knew about the attack before it occurred

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BullyingBullying

• Over 2/3 of the attackers felt bullied, threatened, attacked or injured by others

• The experience with bullying and harassment was longstanding and severe

Tormented attackers do not just snap, they plan revenge. Ongoing efforts to combat bullying in schools is important.

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Prior behaviorPrior behavior

• In most all of the incidents, an adult had expressed concern about the attacker.

Examples; Efforts to get guns, English poems, videos, poisoning food…

Attackers made suicidal gestures and had expressed feelings of hopelessness and desperation. Major changes in significant relationships or loss of status.

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• In almost all cases there were noticeable changes in the perpetrators behavior prior to the act - teachers, sro's, parents, etc. need to be trained to look for those changes.

1 law enforcement presentation april 7, 2010 are we prepared? vermont school crisis planning team...

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