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School Bus DriverSecurity Training Program
POWER POINT PRESENTATION
New Mexico Surety Task ForceNew Mexico Department of
TransportationNew Mexico Public Education
Department
Developed by:Ream Lazaro
Lazaro & Noel
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INTRODUCING THE MISSION
Module 1
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1. Keep calm and assess the situation
2. Contact supervision
3. If required-evacuate, relocate, shelter in
place
4. Protect self and protect and assist
students
5. Identify self to/cooperate with first
responders
6. Follow school procedures;
complete documentation
SIX BASIC SECURITY MANAGEMENT STEPS:Module 1
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3 RESPONSE OPTIONS
1. Be like an ostrich
2. Overreact
3. Why we’re here
Module 1
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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
School bus drivers are part of the nation’s first line of defense
Module 2
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CLASSIC DEFINITION OF TERRORISM
“The threat or use of force or violence to coerce a government or civilian population, in pursuit of political or social objectives”
Federal Bureau of Investigation
Module 2
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- TERRORIST MOTIVATION
- TERRORIST ACTS
- TERRORIST TARGETS
Module 2
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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
Module 2
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Why target school buses/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
Module 3
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Schools and buses targets of unstable people and terrorists
School bus security begins with driver
Must be able to identify and define potential security problems
Report problems and/or take actions
Module 3
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THREAT OR INCIDENT
Security threat any source that catalyzes an
event/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.
Module 3
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Heightened Security Concerns
Risk
Threat
Vulnerability
Module 3
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BEING THE EYES, EARS AND PROTECTOR OF THE COMMUNITY
Module 4
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Community’s 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
Module 4
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When need for concern:
Trust your gut reaction Do not detain individuals Do not explore unusual activities,
vehicles, packages, substances Immediately contact appropriate
authorities
Module 4
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SECURITY RELATED BEHAVIORS
Be aware of suspicious activity/behavior Notice unusual conditions of 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
Module 4
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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
Module 4
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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
Module 4
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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
Module 5
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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
Module 5
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BUS SECURITY CHECKLIST
Seats Lumps, bulges, damaged upholstery, suspicious packages
Floor Modifications to material, unusual thickness
Roof liner Rips, bulges
Doors, hood, trunk lid
Heavy to open/close, rusting seams, holes
Cargo compartment
Strange odor, raised floor, unusual welds/items, excess weight
Module 5
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BUS SECURITY CHECKLIST (cont’d)
Exterior surface Missing screws, unusual scratches/welds, signs of tampering, recent paint job
Undercarriage Items taped/attached to frame, fresh undercoating
Engine compartment
Odd wires/liquids, unusual welds, new tape
Tires Unusual odor from air valve
Fenders Unusual thickness
Module 5
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FACILITIES AND SURROUNDINGS
Observe anything unusual Noticeable changes Suspicious people or vehicles
Report concerns immediately
Module 5
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IDENTIFYING ANDREPORTINGUNUSUAL BEHAVIOR
Module 6
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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
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POSSIBLE SUSPICIOUS ACTIVITIES
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
Module 6
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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
Module 6
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SUICIDE BOMBERS MAY: 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
Module 6
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REACTING TO UNUSUAL BEHAVIOR
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
Module 6
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EyesEyes
EarsEars
Mouth/NoseMouth/Nose
Hair/Facial HairHair/Facial Hair
ForeheadForehead
Cheeks/ChinCheeks/Chin
NeckNeck
ComplexionComplexion
Body Shape/SizeBody Shape/Size
HatHat
JewelryJewelry
Shirt/Blouse/DressShirt/Blouse/Dress
CoatCoat
Pants/SkirtPants/Skirt
Socks/ShoesSocks/Shoes
Oddities/TattoosOddities/Tattoos
General General AppearanceAppearance
AccessoriesAccessories
CHARACTERISTICS TO NOTE FOR REPORTING
Module 6
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IDENTIFYING AND REPORTINGUNUSUAL VEHICLES
Module 7
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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
Module 7
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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
Module 7
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INDICATORS OF SUSPICIOUS VEHICLES (cont’d)
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
Module 7
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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
Module 7
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REACTING TO SUSPICIOUS VEHICLES
After reporting: Refrain from cell phone use within
300 feet
Evacuate bus and/or students from location
Module 7
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UNDERSTANDINGTHE WEAPONS
Module 8
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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
Module 8
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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
Module 8
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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
Module 8
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EFFECTS
blast overpressure falling structural material flying debris asphyxiation pressure wave throwing body bomb fragments burns inhaling toxic fumes
Module 8
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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
Module 8
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CBR’s or WEAPONS OF MASS DESTRUCTION
Chemical
Biological
Radiological
Module 8
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ENTER HUMAN BODY THROUGH:
Inhalation
Ingestion
Absorption
Injection
Module 8
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REACTING TOSUSPICIOUSITEMS, DEVICES, SOUNDS
Module 9
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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
Module 9
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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
Module 9
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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
Module 9
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TO AVOID INJURY:
Do not touch, move, cover suspicious
object/device use radio or cell phone within 300 feet
of object/deviceDo
move as far from object as possible without being in danger from other hazards, e.g., traffic or secondary sources of explosion
Module 9
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TO AVOID INJURY (cont’d):
Do Stay out of object’s line-of-sight
Stay away from glass windows
Remain alert for additional/secondary explosive devices in immediate area
Module 9
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REACTING TODANGEROUSSUBSTANCES
Module 10
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DANGEROUS SUBSTANCES
Can be in many forms and states Consider all serious and life
threatening Avoid all suspicious substances Evacuate area immediately Call for emergency assistance
Module 10
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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
Module 10
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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
Module 10
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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
Module 10
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RADIOLOGICAL AGENT INDICATORS
Existence of a threat
Presence of radiological equipment, e.g., spent fuel canisters
Nuclear warning materials along with unexplained casualties
Module 10
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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
Module 10
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EVACUATINGRELOCATINGSHELTERING IN PLACE
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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
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RESPONSE PRIORITIES
Protect yourself
Notify appropriate authorities
Protect students and others
Quarantine victims
Assist students and others
Assist emergency responders
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PROTECT YOURSELF
DON’T
take risks
assume anything
forget about secondary devices
taste, eat, smell, touch anything
suspicious
become a victim
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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
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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
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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
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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
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ASSIST OTHERS
DO enlist assistance of students/others to
help victimsDON’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
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MANAGING STUDENTSAND THE SCENE
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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
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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
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HANDLING CONFLICTACTS OF VIOLENCEON BUS
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TO PROTECT SELF AND PASSENGERS
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
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TO PROTECT SELF AND PASSENGERS (cont’d)
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
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HOSTAGE SITUATION
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TO AVOID VEHICLE BEING COMMANDEERED
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
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IF VEHICLE IS COMMANDEERED
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
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IF VEHICLE COMMANDEERED (CONT’D)
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
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SUMMARY
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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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• 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
SIX BASIC SECURITY MANAGEMENT STEPS:
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