Presentation is loading. Please wait.

Presentation is loading. Please wait.

“Building a Plan” “Building a Plan” Ontario Police Department Cpl. Brian Hurst (909) 395-2001.

Similar presentations


Presentation on theme: "“Building a Plan” “Building a Plan” Ontario Police Department Cpl. Brian Hurst (909) 395-2001."— Presentation transcript:

1 “Building a Plan” “Building a Plan” Ontario Police Department Cpl. Brian Hurst (909) 395-2001

2 Interstate 22 To lighten the mood To lighten the mood

3 Background Ontario Police since Jan. 1986 Ontario Police since Jan. 1986 Cover Shift 1991 Cover Shift 1991 C.O.P.S. 1996-1998 C.O.P.S. 1996-1998 DARE 2001-2003 DARE 2001-2003

4 Problem Increased acts of violence on school campuses across the nation Increased acts of violence on school campuses across the nation Easy access to firearms for just about anyone, including students Easy access to firearms for just about anyone, including students Media coverage of school shootings spurs “copycat” incidents Media coverage of school shootings spurs “copycat” incidents

5 Problem Staff and students have no clear idea of how to respond to an armed intruder Staff and students have no clear idea of how to respond to an armed intruder Responding Law Enforcement lacks crucial information about the school Responding Law Enforcement lacks crucial information about the school

6 V.I.P.E.R. Not the snake that bit Cleopatra Not the snake that bit Cleopatra Not the supercharged sports car celebrities wreck on their way to rehab Not the supercharged sports car celebrities wreck on their way to rehab

7 Violent Violent Intruder Intruder Police Police Educators Educators Response Response

8 Violence in our schools On the rise ? On the rise ? More violent than in the past ? More violent than in the past ? More extreme and random ? More extreme and random ?

9 What is the Cause ? Morales, or Lack of ? Morales, or Lack of ? Economics ? Economics ? Increase in single-parent households ? Increase in single-parent households ? Dysfunctional families ? Dysfunctional families ? Multi-media ? Multi-media ?

10 Television ! The “Bev” vs. Bart Simpson The “Bev” vs. Bart Simpson Sheriff Andy Taylor vs. NYPD Blue or The Shield Sheriff Andy Taylor vs. NYPD Blue or The Shield The Flintstones vs. South Park The Flintstones vs. South Park

11 Video Games Violence !! Violence !! Shoot, Kill, Destroy, Blow up, Burn, Slash, Stab… Shoot, Kill, Destroy, Blow up, Burn, Slash, Stab… Conquer and Win. Conquer and Win. If you lose, hit the reset button and start over. If you lose, hit the reset button and start over.

12 Building a Plan Early Warning Timely Response Early Warning Timely Response “A Guide to Safe Schools” “A Guide to Safe Schools” U.S. Dept. of Education, August 1998 U.S. Dept. of Education, August 1998

13 Characteristics of a Safe School Fosters learning, safety and socially appropriate behaviors. Fosters learning, safety and socially appropriate behaviors. Strong academic focus. Strong academic focus. Fosters positive relationships between staff and students. Fosters positive relationships between staff and students. Promotes meaningful parental and community involvement Promotes meaningful parental and community involvement

14 Early Warning Signs Understand violent and aggressive behavior within context. Understand violent and aggressive behavior within context. Stress becomes to great. Stress becomes to great. Lack positive coping skills. Lack positive coping skills. Multiple warning signs. Multiple warning signs.

15 Social withdrawal. Social withdrawal. Feelings of isolation. Feelings of isolation. Being rejected. Being rejected. Victim of violence. Victim of violence. Picked on or bullied. Picked on or bullied. Uncontrolled anger. Uncontrolled anger.

16 Getting Help for Troubled Children Effective Intervention Effective Intervention

17 Developing a Prevention and Response Plan Should reflect the needs of Educators, Students, Families and the greater Community. Should reflect the needs of Educators, Students, Families and the greater Community.

18 An Effective Plan includes- Descriptions of early warning signs. Descriptions of early warning signs. Identify children who exhibit these signs. Identify children who exhibit these signs. Descriptions of effective prevention practices. Descriptions of effective prevention practices. Intervention strategies. Intervention strategies.

19 A crisis intervention plan that includes immediate responses for violent behavior, as well as contingency plans to be used in the aftermath of a tragedy. A crisis intervention plan that includes immediate responses for violent behavior, as well as contingency plans to be used in the aftermath of a tragedy.

20 Forming a Prevention and Response Team A core group to oversee the preparation and implementation. A core group to oversee the preparation and implementation. Ensure every member of the greater school community accepts and adopts the plan. Ensure every member of the greater school community accepts and adopts the plan. Buy-in is essential if all members of your school community are expected to feel comfortable sharing concerns about children who appear troubled. Buy-in is essential if all members of your school community are expected to feel comfortable sharing concerns about children who appear troubled.

21 Core team includes; Administrators Administrators General and Special Ed. Teachers General and Special Ed. Teachers Pupil Support Services Representative Pupil Support Services Representative (School Psychologist) (School Psychologist) (Social Worker) (Social Worker) (Counselor) (Counselor) School Resource Officer School Resource Officer

22 School Security School Security Support Staff Support Staff (Secretaries) (Secretaries) (Bus Drivers) (Bus Drivers) (Custodians) (Custodians) (Proctors/Noon Aides) (Proctors/Noon Aides)

23 Coordinate with any School Advisory Boards already in place. Coordinate with any School Advisory Boards already in place.

24 Responding to a Crisis Crisis Response is an important component of a Violence Prevention and Response Plan. Crisis Response is an important component of a Violence Prevention and Response Plan.

25 Two Major Components Intervening during a crisis to ensure safety of students and staff. Intervening during a crisis to ensure safety of students and staff. Responding in the aftermath of a tragedy. Responding in the aftermath of a tragedy.

26 Principles Underlying Crisis Response Training for teachers and staff. Training for teachers and staff. Involvement of community agencies, including Police, Fire and Rescue, as well as Hospitals, Health, Social Welfare and Mental Health services. Involvement of community agencies, including Police, Fire and Rescue, as well as Hospitals, Health, Social Welfare and Mental Health services.

27 Provisions for the core team to meet regularly to identify potentially troubled students and situations that may be dangerous. Provisions for the core team to meet regularly to identify potentially troubled students and situations that may be dangerous. Evacuation procedures. Evacuation procedures. Other procedures to protect students and staff from harm. Other procedures to protect students and staff from harm.

28 Identify safe areas for students and staff in a crisis. Identify safe areas for students and staff in a crisis. Practice evacuation. Practice evacuation. Effective communication system, individuals having designated roles and responsibilities to prevent confusion. Effective communication system, individuals having designated roles and responsibilities to prevent confusion.

29 A process for securing immediate external support from Law Enforcement and other relevant community agencies. A process for securing immediate external support from Law Enforcement and other relevant community agencies. “Call in the Calvary !!” “Call in the Calvary !!”

30 Staff and Students practice Fire drills Should practice responding to the presence of firearms and other weapons, severe threats of violence, hostage situations, and other acts of terror. Should practice responding to the presence of firearms and other weapons, severe threats of violence, hostage situations, and other acts of terror. 9/11 was an act of war. 9/11 was an act of war. Are our schools possible targets ?? Are our schools possible targets ??

31 Recommendations Provide in-service training for all faculty and staff. Provide in-service training for all faculty and staff. Written manual or pamphlet. Written manual or pamphlet. Practice responding to imminent warning signs of violence. Practice responding to imminent warning signs of violence. Make sure all adults have an understanding of what they might do to prevent violence. Make sure all adults have an understanding of what they might do to prevent violence.

32 So there you have it, a Guide to Safe Schools, as per the U.S. Dept. of Education. So there you have it, a Guide to Safe Schools, as per the U.S. Dept. of Education. Most, if not all schools, have a plan or program in place. Most, if not all schools, have a plan or program in place. If not, SHAME on you. If not, SHAME on you.

33 V.I.P.E.R. The Ontario Police Department developed the VIPER program in 1999. The Ontario Police Department developed the VIPER program in 1999. Officer Randy Marrujo was the driving force. Officer Randy Marrujo was the driving force. Used the C.O.P.S. philosophy, getting the community involved. Used the C.O.P.S. philosophy, getting the community involved. He used the Guide to Safe Schools as a blue print. He used the Guide to Safe Schools as a blue print.

34 VIPER Violent Intruder: Police & Educator’s Response PROGRAM

35 Objectives of the Program Educate staff and students on how to respond to an intruder situation. Educate staff and students on how to respond to an intruder situation. Develop a universal response throughout school districts. Develop a universal response throughout school districts.

36 Objectives of the Program Help Police and District personnel gain a better understanding of what to expect from each other. Help Police and District personnel gain a better understanding of what to expect from each other. Provide S.W.A.T. with pertinent information about location. Provide S.W.A.T. with pertinent information about location.

37

38 Two parts to the program Training, Staff and Students, as well as Law Enforcement. Training, Staff and Students, as well as Law Enforcement. Information on your School, already in the hands of Law Enforcement. Information on your School, already in the hands of Law Enforcement.

39 School Site Response Intruder Situation Recognized. Intruder Situation Recognized. Move away from the threat. Move away from the threat. Staff / Office Notified. Staff / Office Notified. Report the situation. Report the situation. Sound the VIPER alarm. Sound the VIPER alarm. Staff Secures School. Staff Secures School. Lock-down. Lock-down.

40 Office Responsibility Initiate Audible Recognizable Alarm Initiate Audible Recognizable Alarm Physically Secure School Physically Secure School Make 3-Ring Binder Available to Responding Law Enforcement Make 3-Ring Binder Available to Responding Law Enforcement

41 Office Responsibility Brief Law Enforcement Brief Law Enforcement Identify Resources - I.e., Custodian Identify Resources - I.e., Custodian

42 S.W.A.T.

43

44 Tactical Response Protocol-Schools: Gather crucial Information Gather crucial Information Assess The situation Assess The situation Develop A Tactical Response Develop A Tactical Response

45 Type Of Response: Type Of Response: Active Shooter Active Shooter Hostage Rescue Hostage Rescue Barricaded Suspect Barricaded Suspect Stealth Search Stealth Search

46 Crucial Common Denominator: On Site intelligence Is A Must On Site intelligence Is A Must Factual And Valid Intelligence Factual And Valid Intelligence

47 School Site Intelligence: School Site Intelligence: Knowledgeable Contacts Knowledgeable Contacts (i.e.,Principal,Custodian,etc.) (i.e.,Principal,Custodian,etc.) Master Keys Master Keys Communication/Media System Descriptions Communication/Media System Descriptions Faculty Rosters/class Assignments/Photos Faculty Rosters/class Assignments/Photos

48 Continued: Continued: Utility “shut-off”Sites Utility “shut-off”Sites Alarm System Instructions Alarm System Instructions Maps Maps

49 Time Expended: Time Expended: 2-4 Hours (Average To Gather Crucial Intelligence 2-4 Hours (Average To Gather Crucial Intelligence Unfortunately…… Unfortunately……

50 Tactical/Rescue Operations Cannot Afford To Wait!!!! So,how can we address these issues?? So,how can we address these issues??

51 VIPER: VIPER: Provides For- Provides For- (3)Three Ring Intelligence Binders (3)Three Ring Intelligence Binders (1) in Possession Of Law Enforcement Agency (i.e.,W/C, School Resource Officer,etc.) (1) in Possession Of Law Enforcement Agency (i.e.,W/C, School Resource Officer,etc.)

52 Contains: Contains: Contact List,Keys Contact List,Keys Media/Communication System Descriptions/Instructions Media/Communication System Descriptions/Instructions Utility Sites,Alarm System Description /Instructions Utility Sites,Alarm System Description /Instructions Faculty Roster/Class Assignments/Photos Faculty Roster/Class Assignments/Photos

53 Extremely Important Resource: Site maps Extremely Important Resource: Site maps

54 A/C FIELD BACKFLOW IRRIGATION ELECTRICAL WATER GAS BACKFLOW

55 Additional VIPER Requirement-Knox Boxes: Two Per School Site Two Per School Site Locations:Selected By Jurisdictional Law Enforcement Agency Locations:Selected By Jurisdictional Law Enforcement Agency Set Of Master Keys In Each Box Set Of Master Keys In Each Box

56 Predetermined Evacuation sites: Confidential Confidential Selected By Law Enforcement/Schools Selected By Law Enforcement/Schools

57 Why,Is An organized Response Plan Necessary?? Increasing Acts Of Violence Increasing Acts Of Violence Establishes A Faster Coordinated Response For Law Enforcement/SWAT Establishes A Faster Coordinated Response For Law Enforcement/SWAT Develops A safer Response For All Involved Develops A safer Response For All Involved

58 Most Importantly: Most Importantly: An Organized Response Plan Can Potentially Provide You And Your Agency Insulation Against….. An Organized Response Plan Can Potentially Provide You And Your Agency Insulation Against…..

59 ……….LIABALITY

60 School Notes Off Site Evacuation Plan Off Site Evacuation Plan Take Roll After Evacuation Take Roll After Evacuation Communication: Staff Cell Phones Communication: Staff Cell Phones Destructive Devices: Identify/Don’t Touch Destructive Devices: Identify/Don’t Touch Stay Away Stay Away

61

62 Site Requirements Provide Law Enforcement with Yearly Update of Site on Disk to indicate: Provide Law Enforcement with Yearly Update of Site on Disk to indicate: Water, Electrical, & Gas Mains Water, Electrical, & Gas Mains Roof Access Points Roof Access Points Knox Box Locations Knox Box Locations Rooms by Number and Portable Building Locations Rooms by Number and Portable Building Locations

63

64 District Needs Provide District Liaison Provide District Liaison Knox Boxes for all Sites - 10 Ft Off Ground, Front, and Rear Knox Boxes for all Sites - 10 Ft Off Ground, Front, and Rear ID Badges for School/ District Staff ID Badges for School/ District Staff Practice Drill 2 Times Yearly Practice Drill 2 Times Yearly Map Disk Updated on Yearly Basis (Download Options) Map Disk Updated on Yearly Basis (Download Options)

65

66 Program Consists of: Three (3) Binders Three (3) Binders Two (2) Training Videos Two (2) Training Videos Student Handouts Student Handouts Parent/guardian Information Packet Parent/guardian Information Packet

67

68 VIPER Violent Intruder:Police & Educator’s Response PROGRAM ONTARIO CALIFORNIA POLICE DEPARTMENT (909) 395-2001 Chief Jimmy Doyle Sergeant Steve Trujillo Developed by Officer Randy Marrujo


Download ppt "“Building a Plan” “Building a Plan” Ontario Police Department Cpl. Brian Hurst (909) 395-2001."

Similar presentations


Ads by Google