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

INTRODUCING THE MISSION Module 1 INTRODUCING THE MISSION

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

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

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

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

- TERRORIST MOTIVATION - TERRORIST ACTS - TERRORIST TARGETS Module 2

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

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

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

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.

Heightened Security Concerns Module 3 Risk Threat Vulnerability

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

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

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

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

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

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 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

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

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

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

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

IDENTIFYING AND REPORTING UNUSUAL BEHAVIOR Module 6

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

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

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

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

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

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

IDENTIFYING AND REPORTING UNUSUAL VEHICLES Module 7

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

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) 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

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

UNDERSTANDING THE WEAPONS Module 8

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 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

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 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

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

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

ENTER HUMAN BODY THROUGH: Module 8 Inhalation Ingestion Absorption Injection

REACTING TO SUSPICIOUS ITEMS, DEVICES, SOUNDS Module 9

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: 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

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

REACTING TO DANGEROUS SUBSTANCES Module 10

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

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 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

EVACUATING RELOCATING SHELTERING IN PLACE Module 11

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

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

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

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

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

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’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

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

MANAGING STUDENTS AND THE SCENE Module 12

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

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

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

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) 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

Module 14 HOSTAGE SITUATION

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 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) 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

Module 15 SUMMARY

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

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