1. School Bus Driver Security Training Program POWER POINT PRESENTATION
New Mexico Surety Task Force
New Mexico Department of Transportation
New Mexico Public Education Department
Developed by:
Ream Lazaro
Lazaro & Noel

2. INTRODUCING THE MISSION
Module 1
INTRODUCING THE MISSION

3. SIX BASIC SECURITY MANAGEMENT STEPS:
Module 1
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

4. 3 RESPONSE OPTIONS 1. Be like an ostrich 2. Overreact
Module 1
1. Be like an ostrich
2. Overreact
3. Why we’re here

5. DEFINING THE THREAT AND RISK
Module 2
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

6. CLASSIC DEFINITION OF TERRORISM
Module 2
“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

7. - TERRORIST MOTIVATION - TERRORIST ACTS - TERRORIST TARGETS
Module 2

8. DEFINING THE THREAT AND RISK
Module 2
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

9. Why target school buses/facilities?
Module 3
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

10. Schools and buses targets of unstable people and terrorists
Module 3
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

11. THREAT OR INCIDENT Security threat
Module 3
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.

12. Heightened Security Concerns
Module 3
Risk
Threat
Vulnerability

13. BEING THE EYES, EARS AND PROTECTOR OF THE COMMUNITY
Module 4

14. Community’s First Line of Defense
Module 4
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

15. When need for concern: Trust your gut reaction
Module 4
When need for concern:
Trust your gut reaction
Do not detain individuals
Do not explore unusual activities, vehicles, packages, substances
Immediately contact appropriate authorities

16. SECURITY RELATED BEHAVIORS
Module 4
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

17. 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

18. 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

19. INSPECTING THE BUS First act in effective security program PREVENTION
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

20. 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

21. BUS SECURITY CHECKLIST
Module 5
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

22. BUS SECURITY CHECKLIST (cont’d)
Module 5
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

23. FACILITIES AND SURROUNDINGS
Module 5
FACILITIES AND SURROUNDINGS
Observe anything unusual
Noticeable changes
Suspicious people or vehicles
Report concerns immediately

24. IDENTIFYING AND REPORTING UNUSUAL BEHAVIOR
Module 6

25. Suspicious Activities – anything noted to be unusual or out of place
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

26. POSSIBLE SUSPICIOUS ACTIVITIES
Module 6
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

27. 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

28. Module 6
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

29. REACTING TO UNUSUAL BEHAVIOR
Module 6
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

30. CHARACTERISTICS TO NOTE FOR REPORTING
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
When you observe someone who is suspicious, based upon his/her location and/or activity, you need to make a mental note of certain characteristics. These characteristics will help Security or police officers identify the person should he/she leave the area.
Eyes: Color, shape, eyelashes, eyebrows
Ears: Size, shape
Mouth/Nose: Size of lips, shape, nostrils
Hair/Facial Hair: Color, length, texture, hairline, clean-shaven
Forehead: Skin texture, height
Cheeks/Chin: Flesh texture, bone structure, shape, type (cleft, dimpled)
Neck: Adam’s apple, hanging jowls, length, width
Complexion: Skin color, texture, pores, pock marks, acne, rashes, scars, birthmarks, bumps
Body Shape/Size: Height, weight, build
Hat: Color, style, how it is worn
Jewelry: Rings, watches, bracelets, earrings, necklaces, body piercing
Shirt/Blouse/Dress: Color, pattern, design, sleeves, collar
Coat: Color, style, length
Pants/Skirt: Color, pattern, design, length, cuffs
Socks/Shoes: Color, pattern, style, clean/dirty
Oddities/Tattoos: Shape, size, color, location on body
General Appearance: Neat, sloppy, clean, dirty
Accessories: Purses, brief cases, back packs, packages

31. IDENTIFYING AND REPORTING UNUSUAL VEHICLES
Module 7

32. VEHICLE BOMBS Extremely popular terrorist tool:
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

33. 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

34. INDICATORS OF SUSPICIOUS VEHICLES (cont’d)
Module 7
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

35. 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

36. 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

37. UNDERSTANDING THE WEAPONS
Module 8

38. 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

39. IED COMPONENTS Uses battery as power supply
Module 8
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

40. 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

41. EFFECTS blast overpressure falling structural material flying debris
Module 8
EFFECTS
blast overpressure
falling structural material
flying debris
asphyxiation
pressure wave throwing body
bomb fragments
burns
inhaling toxic fumes

42. 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

43. CBR’s or WEAPONS OF MASS DESTRUCTION
Module 8
Chemical
Biological
Radiological

44. ENTER HUMAN BODY THROUGH:
Module 8
Inhalation
Ingestion
Absorption
Injection

45. REACTING TO SUSPICIOUS ITEMS, DEVICES, SOUNDS
Module 9

46. 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

47. 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

48. 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

49. TO AVOID INJURY: Do not touch, move, cover suspicious object/device
Module 9
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

50. 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

51. REACTING TO DANGEROUS SUBSTANCES
Module 10

52. DANGEROUS SUBSTANCES Can be in many forms and states
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

53. 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

54. 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

55. 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

56. 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

57. 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

58. EVACUATING RELOCATING SHELTERING IN PLACE
Module 11

59. RISK FACTORS FOR CBR’s Time – how long individual was exposed
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

60. RESPONSE PRIORITIES Protect yourself Notify appropriate authorities
Module 11
RESPONSE PRIORITIES
Protect yourself
Notify appropriate authorities
Protect students and others
Quarantine victims
Assist students and others
Assist emergency responders

61. PROTECT YOURSELF DON’T take risks assume anything
Module 11
PROTECT YOURSELF
DON’T
take risks
assume anything
forget about secondary devices
taste, eat, smell, touch anything suspicious
become a victim

62. NOTIFY AUTHORITIES Explain your exact location and condition
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

63. Explosive device outside bus:
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

64. 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

65. PROTECT OTHERS (cont’d)
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

66. ASSIST OTHERS DO enlist assistance of students/others to help victims
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

67. MANAGING STUDENTS AND THE SCENE
Module 12

68. ACTIONS BEFORE HELP ARRIVES
Module 12
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

69. 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

70. HANDLING CONFLICT ACTS OF VIOLENCE ON BUS
Module 13
HANDLING CONFLICT ACTS OF VIOLENCE ON BUS

71. 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

72. 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

73. Module 14
HOSTAGE SITUATION

74. 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

75. 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

76. 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

77. Module 15
SUMMARY

78. KEY ISSUES Threats of terrorism and violence
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

79. SIX BASIC SECURITY MANAGEMENT STEPS:
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