The document provides a situation manual for an active shooter seminar exercise at Embry-Riddle Aeronautical University. The exercise will involve the university administration, campus safety, students, and local emergency management in a discussion-based seminar. The objectives are to improve communications with students and families during an incident and review standard operating procedures for active shooter response. The scenario involves a disgruntled former employee opening fire on students in the dormitory building. [END SUMMARY]

1. 7 0 0 S o u t h C l y d e M o r r i s B o u l e v a r d
ERAU Active Shooter Seminar
Matthew Otto
Fall
14

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Executive Summary
The Student Village is a housing complex/dormitory that is part of the Embry-
Riddle Aeronautical University campus located in Daytona Beach, FL. There is some
training available for emergency management and how to respond to active shooter
scenarios, but more can be done. This document serves as a planning element for a
discussion based exercise in the form of a seminar that will involve the student body,
Campus Safety, several university officials, and a few emergency responders that will
represent the response force to such an event. The aim of this exercise is to formalize a
training exercise as well as design a proper evaluation of that training to identify any
faults and update the program to allow for a constantly improving plan. The intention of
this plan is to provide response plans that can be implemented to either prevent or reduce
the effects of an active shooter.

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Table of Contents
Executive Summary ........................................................................................................2
Revisions Page .................................................................................................................4
Authority Page.................................................................................................................5
Organization Background ............................................................................................. 6
Mission Statement.............................................................................................................................................7
Vision Statement................................................................................................................................................8
Hazard History and Examples ......................................................................................9
Situation Manual (Exercise Design & Development Plan)....................................13
Exercise Name:Embry-Riddle Aeronautical University Active Shooter Seminar ..............13
Participating Organizations:....................................................................................................................13
Points of Contact:............................................................................................................................................14
General Information.....................................................................................................................................14
Exercise Objectives and CoreCapabilities.......................................................................................14
Exercise Structure..........................................................................................................................................14
ExerciseGuidelines.......................................................................................................................................15
Exercise Assumptions and Artificialities..........................................................................................15
ExerciseEvaluation Guides.......................................................................................................................15
ExerciseEvaluation Guide Analysis Sheets.....................................................................................18
Timelineof Events..........................................................................................................................................21
Education and Training...............................................................................................23
Evaluation.......................................................................................................................24
Recruitment of Evaluators ..........................................................................................25
After Action Committee ...............................................................................................26
Agenda...................................................................................................................................................................26
Introduction.......................................................................................................................................................26
Exercise Summary..........................................................................................................................................26
Positives...............................................................................................................................................................27
Negatives.............................................................................................................................................................27
Review...................................................................................................................................................................27
Improvement Planning andCorrectiveAction Plan..................................................................27
References ......................................................................................................................29

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Revisions Page
Use the table below to document any revisions made.
Name, Position Implementation
Date
(day/month/yr)
Signature
Authority
Changes Made
(Page #)

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Authority Page
This exercise is developed for Embry Riddle Aeronautical University Daytona
Beach Campus.
The information gathered for this document is for official use only. The document
should be handled as sensitive information. For more information contact the following:
_______________________
(Richard Moore)
________________________
Dan McCune
The Exercise Design and Planning Team:
Marcus Hashagen, Matthew Otto, Keith Perry
Daytona Beach, FL 32114
OTTOM@my.erau.edu
Signature: _______________

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Organization Background
Dec. 17, 1925, exactly 22 years after the historic flight of the Wright Flyer,
barnstormer John Paul Riddle and entrepreneur T. Higbee Embry founded the
Embry-Riddle Company at Lunken Airport in Cincinnati, Ohio. The following spring,
the company opened the Embry-Riddle School of Aviation.
Embry-Riddle Aeronautical University began with a simple plan to train
airplane pilots. Today, Embry-Riddle leads the world in aviation and aerospace
higher education.
Embry-Riddle is an independent, nonsectarian, not-for-profit, coeducational
university. The University serves culturally diverse students seeking careers in
aviation, aerospace, engineering, and related fields. Residential campuses in
Daytona Beach, Fla., and Prescott, Ariz., provide education in a traditional setting,
while the Worldwide Campus provides instruction at more than 150 locations in the
United States, Europe, Asia and the Middle East as well as through online learning.
The Embry-Riddle Daytona Beach campus was established in 1965 and is located
less than 15 minutes away from the Atlantic Ocean. Embry-Riddle serves 5,200 students
with a student to faculty ratio of 15:1 and has an average classroom size of 23. The
Student Village is home to 1000 Students in 220 Suites of varied sizes and configurations.
There is an all you can eat buffet and an Einstein’s Brothers Bagel Company, both with
indoor and outdoor dining. It has a health club as well as student lounges and study
rooms. The Student Village is a crucial part of Embry-Riddle Aeronautical University.
SIC Code 8299

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NAICS Code 61151201
This EDEP will help to provide a safe and secure location for Embry-Riddle
faculty to further the University’s mission. The first step towards education is ensuring a
safe environment that will encourage students to attend. Once the students are attending
the university, Embry-Riddle’s vision can come to fruition, as they will be cultivating the
world’s best minds and pushing the limits of innovation.
Mission Statement
Our mission is to teach the science, practice and business of aviation and
aerospace, preparing students for productive careers and leadership roles in service
around the world. Our technologically enriched, student-centered environment
emphasizes learning through collaboration and teamwork, concern for ethical and
responsible behavior, cultivation of analytical and management abilities, and a focus on
the development of the professional skills needed for participation in a global community.
We believe a vibrant future for aviation and aerospace rests in the success of our students.
Toward this end, Embry-Riddle is committed to providing a climate that facilitates the
highest standards of academic achievement and knowledge discovery, in an interpersonal
environment that supports the unique needs of each individual. Embry-Riddle
Aeronautical University is the world's leader in aviation and aerospace education. The
University is an independent, non-profit, culturally diverse institution providing quality
education and research in aviation, aerospace, engineering and related fields leading to
associates, baccalaureates, masters and doctoral degrees.

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Vision Statement
Embry-Riddle will be the world's source for innovation and excellence in
aerospace education and applied research.

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Hazard History and Examples
School shootings are becoming more and more frequent, and every school is at
risk of this hazard. Active Shooter incidents can happen anywhere, and Embry-Riddle is
no exception.
An Active Shooter is an individual actively engaged in killing or attempting to
kill people in a confined and populated area; in most cases, active shooters use firearms(s)
and there is no pattern or method to their selection of victims. Active shooter situations
are unpredictable and evolve quickly. Typically, the immediate deployment of law
enforcement is required to stop the shooting and mitigate harm to victims. Because active
shooter situations are often over within 10 to 15 minutes, before law enforcement arrives
on the scene, individuals must be prepared both mentally and physically to deal with an
active shooter situation.
In 1999, the United States was shocked when two students at Columbine High
School in Colorado shot and killed 12 students and one teacher, injured 24 more, and
then killed themselves. The Columbine shooting was hardly the first major incident of
violence in the United States, but for a number of reasons, Columbine was particularly
distressing, and it captured the attention of the American people.
First, unlike other high-profile crimes with multiple victims, the Columbine
massacre did not involve criminals whose motive was financial profit, terrorists trying to
obtain the release of their imprisoned brethren, or political radicals or zealots. The
Columbine shooters’ motivations were not the motives of “traditional” criminals.

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Furthermore, the Columbine shootings shocked the nation because they hit close
to home for people who were not accustomed to worrying about violent crime.
Columbine was an upper-middle-class suburban high school with a high graduation rate,
and large majorities of Columbine graduates went on to college. Thus, unlike the case
with many other types of crime, average Americans could not look at the Columbine
shooting and dismiss it as something that could never happen in their community.
Embry-Riddle has already had an incident with a shooting in April of 2012.
“Detectives said the officers followed the gunman onto the Embry-Riddle campus,
and when the vehicle came to a stop near Richard Petty Boulevard and ERAU
Boulevard, Jones again opened fire and officers returned fire, shooting the assailant
five times” (WESH News, 2012).
Although this was not an active shooter, it solidifies the reality of the threat
at hand and that it can happen anywhere. Embry-Riddle is an open campus, so
everyone has access to the University’s property. There is also the threat of
disgruntled employees and stressed students becoming an active threat to
themselves and the Embry-Riddle community at large.

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Current Plans and Objectives
Embry – Riddle Aeronautical University (ERAU) has released numerous
publications regarding how to handle and Active Shooter Scenario. As recent as 2012 the
Environmental Safety and Health (EHS) Department located on Embry – Riddles’
Daytona Beach Campus released a series of annexes covering any number of safety issue
from natural disasters to human caused incidents. Annex 9 of this series refers to what to
do in an active shooter scenario and the proper steps to take to allow emergency
responders and campus officials to take control of the scene. This document (Enter
Annex #) is based around a number of achievable priorities set forth by the EHS
Department. The annex clearly lays out instructions in what to do in an active shooter
scenario whether you are in the same building as the aggressor, in the same room as the
aggressor, or on campus with the aggressor. It notes the prominent use of the ERAU
Campus Emergency response system (RAVE) as a primary means of communication to
all students and parents/guardians if so desired. This allows for maximum efficiency in
taking control of these situations in the event they occur.
Currently the ERAU Campus Safety Department is in the process of certifying
numerous Safety Officers to carry firearms on campus. This is a new policy that has
taken hold within the last year and allows for maximum response from trained officers
that are stationed on Campus. This also extends to any satellite residences owned by the
university as well, such as the Chanute Complex.
The most essential form of current active shooter plans lies in the form of an
informational video titled “Shots Fired”. This video take students, staff, and faculty

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through a simulated active shooter scenario on a college campus. This has been shown to
be more effective than simply looking over a document by placing the viewer in the
scenario with professional instructors on what to do in the case of an active shooter. It
also provides professional insight from Safety and Security training companies, police
departments, and Federal Bureau of Investigation (FBI) Agents. This specialized input
allows students, staff and faculty insight in how to handle situations and steps they can
take to save their lives.

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Situation Manual (Exercise Design & Development Plan)
Exercise Name: Embry-Riddle Aeronautical University Active Shooter Seminar
Exercise Date: November14,2014
Scope: The exercise is a 45-minute seminar conducted at Embry-Riddle Aeronautical University.
Thisexercise willstressthe plans forbothresponse andcommunicationsforthe Embry-Riddle
Aeronautical UniversityDaytonaBeachCampus.Thisseminarisintended toprovideand
understandingof the existingactive shooterplans.The AfterActionReport(AAR) will identify
areas where plansworkedwell andidentifyareasforimprovementsothatplanscan be updated
and improvedupon.
Mission Area(s): Response
Threat or Hazard: A disgruntled employeehasreturnedtothe universitytoexactrevenge for
a perceivedwrong.Thisemployee assaultsthe studentsandfacultyof Embry-Riddleresultingin
casualties.Thisleavesthe universitywithanactive threatoncampus thatcouldresultinfurther
casualties.
Scenario: It is a pleasant hot summer day at lunchtime with temperatures approaching
95F. The schools maintenance man is in the parking lot assessing tree damage from last
evening’s thunderstorm, when he observes a noticeably agitated unknown adult male
exiting his pickup truck. The individual is dressed in a long black trench coat and is
wearing a black ski hat. Upon exiting the truck, he reaches into the bed of the pickup and
pulls out a long camouflaged duffle bag and is soon observed entering the Student
Village through the front door. The maintenance man radios to the Campus Safety office
to inform them of what he has just observed.
“John Smith” is a disgruntled employee, who had a previous history of combative
arguments with the Director of Housing and Residence Life, before he was terminated
last year.
Shortly after John Smith enters the building, the maintenance director hears loud
screams and “popping noises” similar to gunshots coming from inside the front foyer of
the Student Village. Several students are then seen fleeing the building and some of them
are obviously covered in blood and look like they are in shock. The gunman then leaves
the front foyer and proceeds to walk down the hallway towards the resident dining area.
The sound of popping noises and screaming continues sporadically.
Sponsors: VolusiaCountyEmergencyManagementandEmbry-RiddleAeronauticalUniversity
Participating Organizations:
Embry-Riddle Aeronautical UniversityAdministration
Embry-Riddle Aeronautical UniversityCampus Safety
Embry-Riddle Aeronautical UniversityStudentBody
VolusiaCountyEmergencyManagement

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Points of Contact:
KeithPerry,Embry-Riddle,perrya1@my.erau.edu
Marcus Hashagen,Embry-Riddle, marcus.hashagen23@hotmail.com
MatthewOtto,Embry-Riddle, ottom@my.erau.edu
RichardMoore, VolusiaCountyEmergencyManagement,386.254.1500 Ext.11031,
rmoore@volusia.org
Dan McCune,Embry-Riddle CampusSafety,386.226.4926, Daniel.Mccune@erau.edu
General Information
Exercise Objectives and Core Capabilities
The followingexercise objectivesinTable 1describe the expectedoutcomesforthe exercise.
The objectivesare linkedtocore capabilities,whichare distinct,critical elementsnecessaryto
achieve the specificcore area(s).The objectivesandalignedcore capabilitiesare guidedby
exercise participantsandselectedbythe Exercise PlanningTeam.
Exercise Structure
The exercise willbe conductedasa facilitateddiscussionthatwill require coordination,decision-
making,andcritical thinking.Participantswillfollow asingle module andwillbeginasan
emergencysituationthatbeginsinthe afternoonandextendstoanighttime activitythatwill
become more seriousandrequire more actionstoensure the safetyof studentsandstaff.
Exercise Objectives Core Capabilities
1 Determine the abilitytoprovide
qualitycommunicationswiththe
students,families,and
community.
PublicInformationandWarning
2 Provide anunderstandingof the
currentStandard Operating
Procedures(SOP) forthe
response toan active shooter
Planning

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Exercise Guidelines
 This exercise will be held in an open, low-stress, no-fault environment. Varying
viewpoints, even disagreements, are expected.
 Respond to the scenario using your knowledge of current plans and capabilities
(i.e., you may use only existing assets) and insights derived from your training
and experience.
 Decisions are not precedent setting and may not reflect your organization’s final
position on a given issue. This exercise is an opportunity to discuss and present
multiple options and possible solutions.
Exercise Assumptions and Artificialities
In anyexercise,assumptionsandartificialitiesmaybe necessarytocomplete playinthe time
allottedand/oraccountforlogistical limitations.Exercise participantsshouldacceptthat
assumptionsandartificialitiesare inherentinanyexercise,andshouldnotallow these
considerationstonegativelyimpacttheirparticipation.Duringthisexercise,the followingapply:
 The exercise isconductedinano-faultlearningenvironmentwhereincapabilities,plans,
systems,andprocesswill be evaluated.
 The exercise scenarioisplausible,andeventsoccuras theyare presented.
 All playersreceiveinformationatthe same time.
Exercise Evaluation Guides
Capability Description:
The Embry-Riddle Active Shooter Response capabilityenables the students,faculty and staff to identify,
assess,an active shooter,thus protecting the lives of the ERAU community.
Capability Outcome:
The risk to, vulnerabilityof, and consequence ofan active shooter at ERAU is reduced through the
identification ofthe conduct and behaviors of an active shooter.Documentation,and standardization ofrisk
assessments;prioritization ofresponse decisions regarding protective and preventative programs;and,
implementation ofprotective and preventative plans.
Jurisdiction or Organization: Name of Exercise:
Location: Date:
Evaluator: Evaluator Contact Info:
Note to Exercise Evaluators: Only review those activities listed belowto which you have been assigned.

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Activity 1: Inform the ERAU Community of How to Appropriately Respond
to an Active Shooter
Activity Description: Partner/coordinate with State, local,and University entities,the private sector, and the
student body.
Tasks Observed (check those that were observed and provide comments)
Note: Asterisks (*) denote Performance Measures and Performance Indicators associated with a task.
Please record the observed indicator for each measure
Task /Observation Keys Time of Observation/ Task Completion
1.1 Local emergencyservices,as well as
campus safety,will inform the studentbody
of appropriate methods in handling an
active shooter situation.
Time:
Task Completed?
Fully [ ] Partially [ ] Not [ ] N/A [ ]
Time in which memoranda of
understanding (MOUs) to ensure
cooperation by all relevant parties
TARGET
Within one year of official
Capability List (TCL)
publication
ACTUAL
1.2 Have new continuing education to maintain
knowledge ofactive shooters within the
new students,faculty, and staff.
Time:
Task Completed?
Fully [ ] Partially [ ] Not [ ] N/A [ ]

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Activity 1: Inform ERAU Community of How to Appropriately Respond to an
Active Shooter
Activity Description: Partner/coordinate with State, local,and University entities,the private sector, and the
studentbody.
Tasks Observed (check those that were observed and provide comments)
Note: Asterisks (*) denote Performance Measures and Performance Indicators associated with a task.
Please record the observed indicator for each measure
Task /Observation Keys Time of Observation/ Task Completion
1.1 Local emergencyservices,as well as
campus safety,will inform the studentbody
of appropriate methods in handling an
active shooter situation.
Time:
Task Completed?
Fully [ ] Partially [ ] Not [ ] N/A [ ]
Time in which memoranda of
understanding (MOUs) to ensure
cooperation by all relevant parties
TARGET
Within one year of official
Capability List (TCL)
publication
ACTUAL
1.2 Have new continuing education to maintain
knowledge ofactive shooters within the
new students,faculty, and staff.
Time:
Task Completed?
Fully [ ] Partially [ ] Not [ ] N/A [ ]

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Exercise Evaluation Guide Analysis Sheets
The purpose ofthis section is to provide a narrative of what was observed by the evaluator/evaluation team
for inclusion within the draft After Action Report/ImprovementPlan.This section includes a chronological
summaryof what occurred during the exercise for the observed activities.This section also requests the
evaluator provide key observations (strengths or areas for improvement) to provide feedback to the exercise
participants to supportsharing oflessons learned and bestpractices as well as identification ofcorrective
actions to improve overall preparedness.
Observations Summary
Write a general chronological narrative of responder actions based on your observations during the
exercise.Provide an overview of what you witnessed and, specifically, discuss how this particular
Capability was carriedout during the exercise,referencing specific Tasks where applicable. The
narrative provided will be used in developing the exercise After-Action Report (AAR)/Improvement
Plan (IP).
[Insert text electronically or on separate pages]
Evaluator Observations: Record your key observations using the structure provided below.Please try to
provide a minimum ofthree observations for each section.There is no maximum (three templates are
provided for each section;reproduce these as necessaryfor additional observations).Use these sections to
discuss strengths and anyareas requiring improvement.Please provide as much detail as possible,
including references to specific Activities and/or Tasks.Documentyour observations with reference to plans,
procedures,exercise logs,and other resources. Describe and analyze whatyou observed and, if applicable,
make specific recommendations.Please be thorough,clear,and comprehensive,as these sections will feed
directly into the drafting of the After-Action Report(AAR). Complete electronicallyifpossible,or on separate
pages ifnecessary.
Strengths
1. Observation Title:
Related Activity:
Record for Lesson Learned? (Check the box that applies) Yes ___ No ___
1) Analysis: (Include a discussion of what happened.When? Where? How? Who was involved? Also
describe the root cause of the observation,including contributing factors and whatled to the strength.
Finally, if applicable,describe the positive consequences of the actions observed.)
2) References: (Include references to plans,policies,and procedures relevantto the observation)
3) Recommendation: (Even though you have identified this issue as a strength,please identifyany
recommendations you mayhave for enhancing performance further,or for how this strength may be
institutionalized or shared with others.)
2. Observation Title:

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Related Activity:
Record for Lesson Learned? (Check the box that applies) Yes ___ No ___
1) Analysis:
2) References:
3) Recommendation:
3. Observation Title:
Related Activity:
Record for Lesson Learned? (Check the box that applies) Yes ___ No ___
1) Analysis:
2) References:
3) Recommendation:
Areas for Improvement
1. Observation Title:
Related Activity:
Record for Lesson Learned? (Check the box that applies) Yes ___ No ___
1) Analysis: (Include a discussion of what happened.When? Where? How? Who was involved? Also
describe the root cause of the observation,including contributing factors and whatled to the strength.
Finally, if applicable,describe the negative consequences of the actions observed.)

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2) References: (Include references to plans,policies,and procedures relevantto the observation)
3) Recommendation: (Write a recommendation to address the rootcause.Relate your
recommendations to needed changes in plans,procedures,equipment,training,mutual aid support,
managementand leadership support.)
2. Observation Title:
Related Activity:
Record for Lesson Learned? (Check the box that applies) Yes ___ No ___
1) Analysis:
2) References:
3) Recommendation:
3. Observation Title:
Related Activity:
Record for Lesson Learned? (Check the box that applies) Yes ___ No ___
1) Analysis:
2) References:
3) Recommendation:

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Timeline of Events

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Education and Training
The mechanism our team chose to use to educate the public on an active
shooter threat was through free education put on by FEMA and local active shooter
seminars. FEMA provides free education through the Emergency Management
Institute (EMI). The EMI offers self-paced courses designed for people who have
emergency management responsibilities and the general public. We recommend the
all person employed by ERAU with managerial roles enroll in the IS-907 active
shooter course. The IS-907 course titled “Active shooter: What can we do” is
designed to educate people thoroughly on an active shooter threat. Upon
completion of this course participants should be able to:
 Describe actions to take when confronted with an active shooter and
responding law enforcement officials.
 Recognize potential workplace violence indicators.
 Describe actions to take to prevent and prepare for potential active shooter
incidents.
 Describe how to manage the consequences of an active shooter incident.
Free education through FEMA provides a necessary foundation of education to build
upon in order to be better prepared in the face of an active shooter. Our team also
recommends that the ERAU Campus Safety and Security department also
incorporate annual active shooter seminars. An active shooter seminar is an
excellent way to educate students and staff on the threats of an active shooter. An

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active shooter seminar can also provide guidance on the best way an individual can
respond when faced with an active shooter. The seminar can be a great way to
educate incoming students as well as new staff on the policies and plans in place to
respond to an active shooter.
Through education and training the ERAU student village will become more resilient.
A more resilient student village means and more resilient university. A more
resilient university means students and family’s will feel safer attending ERAU and
in turn creating a finical benefit.
Evaluation
The evaluation of this seminar will involve the personal feedback of each
evaluator. These evaluators will watch the seminar and make critical notes on the process
and benefits of the exercise. The evaluators should record any flaws with the plan that
they witness or make suggestion as to how they improve certain aspects. Some of the info
that they will make sure is included in the seminar includes: Who will take initial control
of the situation; which authorities should be called and when; how a proper and safe
evacuation can be coordinated; when to be in contact with the media. From here, the plan
will follow the Homeland Security Exercise and Evaluation Program (HSEEP) steps and
a Draft After Action Report will be composed based on information collected from the
seminar. A conference will be held once the after action committee has had several days
to read and understand the report. In this committee, both the evaluators and those
responsible for disseminating the active shooter seminar will identify the necessary

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changes to this seminar and how they would implement these changes. The changes
would ultimately make later seminars more beneficial.
Recruitment of Evaluators
Being a scenario designed to happen on Embry-Riddle’s campus, it would be
essential to recruit evaluators from the school. Administration and Faculty members need
to be present to oversee and view the seminar and what should be done. These staff
members would include but is not limited to; Administration (Dr. Johnson and his
subordinates), the Dean/Associate Dean of Students, Key Student Leaders (SGA officials,
Medical Club Advisor) as well as students within the Homeland Security Degree
Program to give real world experience into the design and exercise implementation stage.
Professional evaluators will need to be recruited from the community such as members
from the Daytona Beach Police Department, Daytona Beach Fire Department and
EMT/EVAC Services. Due to the high volume of students on campus the need for
cooperation between campus and local officials are essential. Overseeing the seminar
should be individuals trained in supervising exercises. This includes but is not limited to;
Security Studies and International Affairs Faculty (Dr. James Ramsay, Professor Jens
Puls, Professor James Ryan etc.) as well as officials from the Volusia County Emergency
Operations Center (Richard Moore) the Chief of Campus Safety, and the Campus Crime
Prevention Officer. Having individuals such as these supervising the seminar will allow
for maximum efficiency in disseminating information to those who have no prior exercise
supervisory experience.
Those individuals who have never participated in an exercise design or evaluation
should get prior training in elements to look for that would allow an efficient and

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effective evaluation of the exercise. This would allow the After Action Committee to
prepare an accurate list of recommendations for the University to fix. With this list the
designers of the evaluation can rethink and rewrite those areas deemed necessary to fix.
After Action Committee
Several days after the exercise has been conducted, there will be an After Action
Committee held at the Fraternity House. All of evaluators, the facilitators and everyone
who is a part of the action plan should attend this meeting. Here, the evaluators will
provide their thoughts on the seminar and the plan, point out any faults and ultimately
decide what needs to be added, removed or updated to provide the most efficient plan.
Agenda
The After Action Committee will follow a strict agenda to ensure efficiency:
Introduction
1. The Facilitators of the exercise will introduce themselves and welcome the evaluators
to the meeting as well as formally start the After Action Committee.
2. The Facilitators will instruct the participants on how to carry out the meeting as well
as inform them of the agenda. Other responsibilities will also be brought up now and
evaluators can ask questions before the start of the meeting.
Exercise Summary
1. An executive summary of the exercise will be stated.
2. Goals and objectives of the exercise will be described so evaluators can compare the
expected outcomes with their collected data to measure the effectiveness of the
exercise.

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Positives
1. Evaluators will use this time to reflect on the positive aspects of the exercise.
2. They will be asked to announce anything that stood out to them as effective and
should not be changed or effective but requires slight change.
3. A discussion of the positives will follow to ensure that the entire Committee agrees
with each positive.
Negatives
1. Evaluators will use this time to reflect on the negative aspects of the exercise.
2. It is imperative that evaluators mention every flaw they find and discuss why they
believe it was a problem.
3. A discussion of the negatives will follow to ensure that the entire Committee agrees
with each negative.
Review
1. Facilitators will present the findings of the meeting to ensure that everything that was
covered has been recorded.
2. If participants notice anything missing, they should report it now.
Improvement Planning and Corrective Action Plan
1. The Committee will discuss all of the possible improvements that can be made.
2. Starting with the positives, the group will identify any possible changes that can be
added to make the positives even better.
3. The negatives will then be discussed with the intent to minimize their effect or
remove the negatives from the exercise completely.

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4. After improvement ideas have been established, the group will discuss specific
actions that can be taken to implement the improvements.
5. A Corrective Action Plan will be established at this point to solve any issues.
6. Responsibilities will be delegated to appropriate participants along with target
completion dates.

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References
ERAU. (2012). Active Shooter Response Plan. Retrieved from
https://ernie.erau.edu/portal/page/portal/safety_services/ehs/emergency_prepared
ness/erau-cemp-annex-9-active-shooter-response-plan.pdf
ERAU. (2012). Campus Maps. Retrieved from
https://ernie.erau.edu/portal/page/portal/safety_services/ehs/emergency_prepared
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