In this Step Into Security Webinar by LENSEC, we will kick off the new year for schools helping them to plan for a safe and secure term. This month we are covering safety methods and training for securing school campuses. We’ll cover training for staff and students. We’ll also provide valuable scenarios for administrators to consider in order to prepare for potential emergencies.
Safety consultant Gary L. Sigrist, Jr. joins as our expert presenter. Gary has years of experience as a law enforcement officer and educator. He has some important information to share in order to keep students safe during the new school year.
Webinar Agenda:
•Training Staff & Students
•Levels of Response
•Three Outs of a Lockdown
•Active Shooter Scenarios
Please register for the upcoming webinar. Share this info with your colleagues and invite them to join us.
Step Into Security Webinar Archive:
http://bit.ly/StepIntoSecurityWebinarArchive
Step Into Security Webinar – Best Practices for Bomb Threat Response at SchoolsKeith Harris
1) Schools should have a bomb threat response plan in place and work closely with first responders. All threats should be taken seriously.
2) Upon receiving a threat, the school should capture all available information, call 9-1-1, and begin a threat assessment in consultation with first responders.
3) Evacuation of the entire building is not always the first priority; a search may be conducted first if the threat is deemed not credible and no device is found. The decision to evacuate involves considering factors like the threat level and advice from responders.
Step Into Security Webinar - Threat Assessments in SchoolsKeith Harris
In this free webinar, security expert Gary L. Sigrist, Jr. is our panelist. Gary is a former educator and law enforcement officer. As a professional expert, he brings a wealth of knowledge and experience working with school faculty and staff.
Gary is the president and CEO of Safeguard Risk Solutions. The company helps its clients identify vulnerabilities, plan accordingly, train thoroughly and respond effectively.
This free webinar is part of LENSEC's Step Into Security series, a complimentary security training series.
Webinar Agenda:
•Threat Assessment Principles
•Facts About Targeted Attacks
•Five Phases Of An Active Shooter Incident
•Prevention Of The Threat
•Assessing Mental Health Risk
•Profiling For Potential Threats
Please join us for future webinars. Feel free to invite your colleagues to register for this event. You can find more webinars covering physical security and safety topics at our website. http://bit.ly/StepIntoSecurityWebinarArchive
Given the recent tragic shooting in Orlando, my office distributed this presentation with guidance from the NYPD on what to do in an active shooter situation.
This document outlines an academic integrity policy for a school district. It defines expectations for trustworthy and responsible student behavior. The document discusses the pillars of character and aims to foster good citizenship among students. It describes cheating and plagiarism, potential consequences, and procedures for handling suspected violations in a fair and uniform manner.
This document provides information about common fire safety violations found during school inspections and steps schools can take to address deficiencies. It discusses requirements for annual fire safety inspections in New York schools and covers issues like locked emergency exits, blocked means of egress, combustible storage, and ensuring fire protection systems are maintained. The goal is to help schools recognize and correct violations to improve fire safety.
The document discusses the importance of conducting annual fire safety inspections in schools. It notes that inspections are required by New York state law and education regulations to identify fire hazards and ensure safety. Common violations found during inspections include blocked exits, locked doors, combustible storage and artwork obstructing hallways. The inspections are intended to protect students and staff from fires like those that have tragically occurred in schools in the past.
The document outlines various safety procedures and rules at The Howard School. It discusses visitor procedures, missing children procedures, student identification, fire drills, security lockdown procedures, building rules, activity rules, and risk assessment procedures. It provides details on how risk assessments are conducted, including the format, content, identified hazards, and best practices. Recommendations are made to improve safety in the hall, sixth form canteen, business room, and ELC based on risk assessments of those locations.
Step Into Security Webinar - School Emergency Response Plans & The Active Sho...Keith Harris
In LENSEC’s Step Into Security webinar, we are looking at school emergency response plans (ERPs) and how to train for threats. We cover a variety of emergency training drills for law enforcement, faculty, staff and students. Also, we look at law enforcement and school response to an active shooter event.
Gary L. Sigrist, Jr. is our presenter for this event. Gary is the president and CEO of Safeguard Risk Solutions. The company helps clients identify vulnerabilities, plan accordingly, train thoroughly and respond effectively.
Gary is a nationally known speaker, consultant, author and expert on emergency preparedness. During his 30 year career, he has been an educator, administrator, and police officer. Gary's background gives him a unique point of view on safety and preparedness in education environments.
Webinar Agenda:
• School & First Responder Relationships
• Review Proper Emergency Response Plans
• Training for Staff & Students
• School Lockdown Plans
• Active Shooter Events
• Law Enforcement Response
• ERPs for Field Trips & Off Site Travel
LENSEC presents free safety and physical security training monthly on a variety of topics. The previously recorded webinar events are posted on our website.
http://www.lensec.com/webinar/webinar_videoarchive.html
Step Into Security Webinar – Best Practices for Bomb Threat Response at SchoolsKeith Harris
1) Schools should have a bomb threat response plan in place and work closely with first responders. All threats should be taken seriously.
2) Upon receiving a threat, the school should capture all available information, call 9-1-1, and begin a threat assessment in consultation with first responders.
3) Evacuation of the entire building is not always the first priority; a search may be conducted first if the threat is deemed not credible and no device is found. The decision to evacuate involves considering factors like the threat level and advice from responders.
Step Into Security Webinar - Threat Assessments in SchoolsKeith Harris
In this free webinar, security expert Gary L. Sigrist, Jr. is our panelist. Gary is a former educator and law enforcement officer. As a professional expert, he brings a wealth of knowledge and experience working with school faculty and staff.
Gary is the president and CEO of Safeguard Risk Solutions. The company helps its clients identify vulnerabilities, plan accordingly, train thoroughly and respond effectively.
This free webinar is part of LENSEC's Step Into Security series, a complimentary security training series.
Webinar Agenda:
•Threat Assessment Principles
•Facts About Targeted Attacks
•Five Phases Of An Active Shooter Incident
•Prevention Of The Threat
•Assessing Mental Health Risk
•Profiling For Potential Threats
Please join us for future webinars. Feel free to invite your colleagues to register for this event. You can find more webinars covering physical security and safety topics at our website. http://bit.ly/StepIntoSecurityWebinarArchive
Given the recent tragic shooting in Orlando, my office distributed this presentation with guidance from the NYPD on what to do in an active shooter situation.
This document outlines an academic integrity policy for a school district. It defines expectations for trustworthy and responsible student behavior. The document discusses the pillars of character and aims to foster good citizenship among students. It describes cheating and plagiarism, potential consequences, and procedures for handling suspected violations in a fair and uniform manner.
This document provides information about common fire safety violations found during school inspections and steps schools can take to address deficiencies. It discusses requirements for annual fire safety inspections in New York schools and covers issues like locked emergency exits, blocked means of egress, combustible storage, and ensuring fire protection systems are maintained. The goal is to help schools recognize and correct violations to improve fire safety.
The document discusses the importance of conducting annual fire safety inspections in schools. It notes that inspections are required by New York state law and education regulations to identify fire hazards and ensure safety. Common violations found during inspections include blocked exits, locked doors, combustible storage and artwork obstructing hallways. The inspections are intended to protect students and staff from fires like those that have tragically occurred in schools in the past.
The document outlines various safety procedures and rules at The Howard School. It discusses visitor procedures, missing children procedures, student identification, fire drills, security lockdown procedures, building rules, activity rules, and risk assessment procedures. It provides details on how risk assessments are conducted, including the format, content, identified hazards, and best practices. Recommendations are made to improve safety in the hall, sixth form canteen, business room, and ELC based on risk assessments of those locations.
Step Into Security Webinar - School Emergency Response Plans & The Active Sho...Keith Harris
In LENSEC’s Step Into Security webinar, we are looking at school emergency response plans (ERPs) and how to train for threats. We cover a variety of emergency training drills for law enforcement, faculty, staff and students. Also, we look at law enforcement and school response to an active shooter event.
Gary L. Sigrist, Jr. is our presenter for this event. Gary is the president and CEO of Safeguard Risk Solutions. The company helps clients identify vulnerabilities, plan accordingly, train thoroughly and respond effectively.
Gary is a nationally known speaker, consultant, author and expert on emergency preparedness. During his 30 year career, he has been an educator, administrator, and police officer. Gary's background gives him a unique point of view on safety and preparedness in education environments.
Webinar Agenda:
• School & First Responder Relationships
• Review Proper Emergency Response Plans
• Training for Staff & Students
• School Lockdown Plans
• Active Shooter Events
• Law Enforcement Response
• ERPs for Field Trips & Off Site Travel
LENSEC presents free safety and physical security training monthly on a variety of topics. The previously recorded webinar events are posted on our website.
http://www.lensec.com/webinar/webinar_videoarchive.html
The document discusses emergency lockdown, shelter-in-place, and communication procedures for schools. It emphasizes the importance of having plans in place to ensure student and staff safety during immediate threats. It provides examples of real emergency situations schools have faced and considerations for lockdown and shelter-in-place protocols, supplies, and communication with parents, staff and media. The objective is for schools to assess their current readiness and identify steps to improve emergency response procedures.
This document provides guidance and considerations for school staff regarding emergency lockdown, shelter-in-place, and communication procedures. It emphasizes the importance of having emergency plans and protocols in place to ensure student and staff safety. Key points covered include:
- Conducting regular lockdown drills and ensuring classrooms and the school are properly equipped and prepared.
- Shelter-in-place procedures such as sealing windows and doors, turning off HVAC systems, and having emergency supplies on hand.
- The importance of clear and consistent communication with staff, students, parents and the media during an emergency through established protocols and identifying a public information officer.
- Additional considerations like accounting for all students and staff,
Gloucestershire College Level 3 Construction and the Built Environment Handbo...Craig Bloxsome MCIOB
This document is a course handbook for the BTEC Level 3 Construction and the Built Environment program at Gloucestershire College. It provides information about the college campus, contact information for program staff, an overview of the program structure and outcomes, assessment guidelines, and other policies and resources to support students in their studies. The handbook aims to introduce students to important course information and signpost resources to help them develop both practical and intellectual skills over the course of the program.
Gloucestershire College BTEC Level 3 Construction and the Built Environment C...Craig Bloxsome MCIOB
This document is a course handbook for the BTEC Level 3 Construction and the Built Environment program at Gloucestershire College. It provides information about the college campus, contact information for program staff, an overview of the program structure and learning outcomes, assessment guidelines, and resources for students. It outlines students' responsibilities and explains how they can communicate with staff and access support services during their time in the program.
This document provides information about the Standard Response Protocol (SRP), which establishes a common vocabulary and response procedures for students and staff during emergencies. The SRP includes 4 actions - Lockout, Lockdown, Evacuate, and Shelter. Each action has specific procedures for students and teachers to follow in an emergency situation. Examples of potential emergency scenarios requiring each response are also described. The goal is to establish consistent expectations and responses to promote safety during emergencies.
Induction workbook safeguarding - oct 2010 finalAndy Epps
Bridgwater College is committed to safeguarding students from abuse. As staff, you have a duty to recognize, respond to, record, and report any concerns or disclosures of abuse according to college procedures. Abuse can take many forms, including physical, emotional, sexual, and neglect. If a student discloses abuse to you, take them seriously and follow the recording and reporting guidelines in the document. Maintaining professional boundaries and relationships with students helps protect staff from allegations of abuse.
This document outlines the Standard Response Protocol (SRP), which provides a common vocabulary and expectations for responding to emergencies for students, teachers, and first responders. The SRP includes 4 actions - Lockout, Lockdown, Evacuate, and Shelter. Each action has directives to secure the perimeter, lock doors/lights out of sight, evacuate to a stated location, or shelter using a stated method depending on the type of threat or hazard. Examples are provided for how students and teachers should respond to each action. Scenarios demonstrate how the SRP would be implemented in criminal activity or armed intruder situations.
Factors affecting the academic performance of college students (1)Shubham Aggarwal
This document analyzes factors that affect college student academic performance through a questionnaire of 150 respondents. It finds that students moderately listen in class and sometimes participate. They often exert more effort on difficult assignments but rarely study missed material. Teachers are sometimes disciplined and have subject mastery. Students are sometimes motivated by family but often distracted by phones. It recommends identifying all performance-impacting factors and solutions to improve student motivation and overcome barriers to learning.
This document discusses classroom management strategies for dealing with disruptive students. It begins with having teachers visualize challenging students from their classrooms and how they responded to problematic behaviors. Various classroom management techniques are then presented, including establishing clear rules and expectations, minimizing transition times between activities, and maintaining proximity and effective communication. The document emphasizes that classroom management looks different for every teacher based on their style and population. It provides tips for establishing a businesslike atmosphere at the start of the year and utilizing disclosure statements to set expectations.
The document proposes a project to teach kindergarten through second grade students alternative problem solving strategies through role-playing activities at recess in order to reduce conflicts on the playground. It analyzes the instructional needs and learner characteristics, and outlines objectives and assessments to teach students to recognize cues leading to conflicts and demonstrate walking away or breathing techniques in response. The project aims to help students control impulses and seek help from staff when issues arise.
This document provides management tips for teachers in a 1:1 classroom environment where each student has their own device. It discusses establishing clear signals for gaining students' attention, teaching password management, partnering with students to help with tech support, integrating social media into lessons, using timers and check-ins during classwork, arranging the classroom layout, setting clear expectations for computer use, and ensuring internet safety training is provided. The tips emphasize consistency, picking battles wisely, and practicing "management by walking around" to monitor students.
The document discusses promoting civility in classrooms. It defines civility and incivility, exploring perceptions and causes of student incivility. Strategies are provided for fostering civility, including setting expectations, encouraging participation, and responding appropriately to uncivil behaviors ranging from annoyances to threats. Instructors are advised to document issues factually and seek assistance from the department chair when needed.
The document summarizes the key points from a fall town hall meeting at South Middle School. It discusses positive trends seen so far this year, the tardy policy, recycling initiatives, safety drill procedures, the upcoming MEAP tests and importance of doing well, testing strategies, and celebrating efforts. Upcoming events like a fun night and student-led conferences are also mentioned. The overall tone is one of encouragement and providing information to students and parents.
This document provides information from an orientation for parents at Panorama Montessori School, including the school's mission, vision, core values, rules and regulations, uniform policies, health and safety protocols, grading system, class schedules, and COVID alert levels. The school's mission is to provide a nurturing environment where students develop knowledge, empathy and skills through relationship building and respect. Uniform policies, rules on grooming, and protocols for fetching students are outlined. The K-12 grading system and contingencies for different COVID alert levels are also described.
Gloucestershire College BTEC Level 3 Construction handbook 2017Craig Bloxsome MCIOB
This document is a course handbook for the BTEC Level 3 Construction and the Built Environment program at Gloucestershire College. It provides information about the college campus, contact information for program staff, an overview of the program structure and requirements, policies on assessments and progression, and resources for students. The handbook aims to introduce students to important course details and signpost them to additional information and support.
This PowerPoint presentation is about cheating in schools and was presented by the teacher trainee Youssef Oulbrim under the supervision of the tranier Ayad Chraa in CRMEF inezgane, The academic year: 2022.
This document outlines Tulsa Community College's emergency response training and protocols. It describes four types of emergency responses: lockout, lockdown, evacuate, and shelter. For each response, it provides examples of incidents that would require that response and steps to take during the emergency. The lockout secures the perimeter when there is a threat outside. Lockdown requires barricading inside classrooms for threats inside. Evacuate moves people from one location to another. Shelter provides protection from threats like tornadoes. An active shooter could require running, hiding, or fighting as well as initiating lockout, lockdown, evacuate or shelter. The document stresses emergency preparedness and mental preparation in advance.
STOIC and CHAMPS for 21st Century CLC ACE Participant HandoutsChris Shade
This document provides an overview of STOIC and CHAMPS training for after school programs. It discusses:
- Establishing clear expectations and rules for student behavior using the CHAMPS framework. This includes defining appropriate voice levels, participation, and signals to regain attention.
- The importance of explicitly teaching, observing, and providing feedback to students about behavioral expectations to promote success. Reinforcement should emphasize positive interactions.
- Guidelines for structuring the learning environment, scheduling, and implementing routines and procedures to set students up for appropriate behavior.
The document outlines the Uniontown Elementary School Safety Plan. It discusses preparing for natural disasters, intentional threats, area emergencies, and other safety measures. The plan focuses on limiting access, conducting drills, securing emergency supplies, and providing safety education to students. Data reviews indicate the school needs to focus on improving classroom behavior and bullying prevention between students. In an emergency, the school will communicate through local radio and one-call systems rather than telephone lines.
LENSEC is committed to empowering our clients and partners to prevent and mitigate physical security risks. We want to help protect people and assets as well as improve operations through evolutionary and intuitive technology. We are committed to providing customers with expertise in security and software development.
Step Into Security Webinar - Threat Assessments for K-12 & University CampusesKeith Harris
This Step Into Security webinar by LENSEC will provide principles for assessing threats on campus for K-12 schools and universities. We'll introduce techniques campus administrators may engage to prevent threats.
The webinar features security expert Gary L. Sigrist, Jr. as our panelist. Gary is a former educator and law enforcement officer. As a professional expert, he brings a wealth of knowledge and experience working with school faculty and staff. Gary is the president and CEO of Safeguard Risk Solutions. The company helps its clients identify vulnerabilities, plan accordingly, train thoroughly and respond effectively.
Webinar Agenda:
•Threat Assessment Principles
•Facts About Targeted Attacks
•Five Phases Of An Active Shooter Incident
•Prevention Of The Threat
•Assessing Mental Health Risk
•Profiling For Potential Threats
You can find this and other webinars covering physical security and life safety topics on LENSEC's website: http://bit.ly/StepIntoSecurityWebinarArchive
Share this info with your colleagues and invite them to join us.
More Related Content
Similar to Step Into Security Webinar - Securing Campuses for the New School Year
The document discusses emergency lockdown, shelter-in-place, and communication procedures for schools. It emphasizes the importance of having plans in place to ensure student and staff safety during immediate threats. It provides examples of real emergency situations schools have faced and considerations for lockdown and shelter-in-place protocols, supplies, and communication with parents, staff and media. The objective is for schools to assess their current readiness and identify steps to improve emergency response procedures.
This document provides guidance and considerations for school staff regarding emergency lockdown, shelter-in-place, and communication procedures. It emphasizes the importance of having emergency plans and protocols in place to ensure student and staff safety. Key points covered include:
- Conducting regular lockdown drills and ensuring classrooms and the school are properly equipped and prepared.
- Shelter-in-place procedures such as sealing windows and doors, turning off HVAC systems, and having emergency supplies on hand.
- The importance of clear and consistent communication with staff, students, parents and the media during an emergency through established protocols and identifying a public information officer.
- Additional considerations like accounting for all students and staff,
Gloucestershire College Level 3 Construction and the Built Environment Handbo...Craig Bloxsome MCIOB
This document is a course handbook for the BTEC Level 3 Construction and the Built Environment program at Gloucestershire College. It provides information about the college campus, contact information for program staff, an overview of the program structure and outcomes, assessment guidelines, and other policies and resources to support students in their studies. The handbook aims to introduce students to important course information and signpost resources to help them develop both practical and intellectual skills over the course of the program.
Gloucestershire College BTEC Level 3 Construction and the Built Environment C...Craig Bloxsome MCIOB
This document is a course handbook for the BTEC Level 3 Construction and the Built Environment program at Gloucestershire College. It provides information about the college campus, contact information for program staff, an overview of the program structure and learning outcomes, assessment guidelines, and resources for students. It outlines students' responsibilities and explains how they can communicate with staff and access support services during their time in the program.
This document provides information about the Standard Response Protocol (SRP), which establishes a common vocabulary and response procedures for students and staff during emergencies. The SRP includes 4 actions - Lockout, Lockdown, Evacuate, and Shelter. Each action has specific procedures for students and teachers to follow in an emergency situation. Examples of potential emergency scenarios requiring each response are also described. The goal is to establish consistent expectations and responses to promote safety during emergencies.
Induction workbook safeguarding - oct 2010 finalAndy Epps
Bridgwater College is committed to safeguarding students from abuse. As staff, you have a duty to recognize, respond to, record, and report any concerns or disclosures of abuse according to college procedures. Abuse can take many forms, including physical, emotional, sexual, and neglect. If a student discloses abuse to you, take them seriously and follow the recording and reporting guidelines in the document. Maintaining professional boundaries and relationships with students helps protect staff from allegations of abuse.
This document outlines the Standard Response Protocol (SRP), which provides a common vocabulary and expectations for responding to emergencies for students, teachers, and first responders. The SRP includes 4 actions - Lockout, Lockdown, Evacuate, and Shelter. Each action has directives to secure the perimeter, lock doors/lights out of sight, evacuate to a stated location, or shelter using a stated method depending on the type of threat or hazard. Examples are provided for how students and teachers should respond to each action. Scenarios demonstrate how the SRP would be implemented in criminal activity or armed intruder situations.
Factors affecting the academic performance of college students (1)Shubham Aggarwal
This document analyzes factors that affect college student academic performance through a questionnaire of 150 respondents. It finds that students moderately listen in class and sometimes participate. They often exert more effort on difficult assignments but rarely study missed material. Teachers are sometimes disciplined and have subject mastery. Students are sometimes motivated by family but often distracted by phones. It recommends identifying all performance-impacting factors and solutions to improve student motivation and overcome barriers to learning.
This document discusses classroom management strategies for dealing with disruptive students. It begins with having teachers visualize challenging students from their classrooms and how they responded to problematic behaviors. Various classroom management techniques are then presented, including establishing clear rules and expectations, minimizing transition times between activities, and maintaining proximity and effective communication. The document emphasizes that classroom management looks different for every teacher based on their style and population. It provides tips for establishing a businesslike atmosphere at the start of the year and utilizing disclosure statements to set expectations.
The document proposes a project to teach kindergarten through second grade students alternative problem solving strategies through role-playing activities at recess in order to reduce conflicts on the playground. It analyzes the instructional needs and learner characteristics, and outlines objectives and assessments to teach students to recognize cues leading to conflicts and demonstrate walking away or breathing techniques in response. The project aims to help students control impulses and seek help from staff when issues arise.
This document provides management tips for teachers in a 1:1 classroom environment where each student has their own device. It discusses establishing clear signals for gaining students' attention, teaching password management, partnering with students to help with tech support, integrating social media into lessons, using timers and check-ins during classwork, arranging the classroom layout, setting clear expectations for computer use, and ensuring internet safety training is provided. The tips emphasize consistency, picking battles wisely, and practicing "management by walking around" to monitor students.
The document discusses promoting civility in classrooms. It defines civility and incivility, exploring perceptions and causes of student incivility. Strategies are provided for fostering civility, including setting expectations, encouraging participation, and responding appropriately to uncivil behaviors ranging from annoyances to threats. Instructors are advised to document issues factually and seek assistance from the department chair when needed.
The document summarizes the key points from a fall town hall meeting at South Middle School. It discusses positive trends seen so far this year, the tardy policy, recycling initiatives, safety drill procedures, the upcoming MEAP tests and importance of doing well, testing strategies, and celebrating efforts. Upcoming events like a fun night and student-led conferences are also mentioned. The overall tone is one of encouragement and providing information to students and parents.
This document provides information from an orientation for parents at Panorama Montessori School, including the school's mission, vision, core values, rules and regulations, uniform policies, health and safety protocols, grading system, class schedules, and COVID alert levels. The school's mission is to provide a nurturing environment where students develop knowledge, empathy and skills through relationship building and respect. Uniform policies, rules on grooming, and protocols for fetching students are outlined. The K-12 grading system and contingencies for different COVID alert levels are also described.
Gloucestershire College BTEC Level 3 Construction handbook 2017Craig Bloxsome MCIOB
This document is a course handbook for the BTEC Level 3 Construction and the Built Environment program at Gloucestershire College. It provides information about the college campus, contact information for program staff, an overview of the program structure and requirements, policies on assessments and progression, and resources for students. The handbook aims to introduce students to important course details and signpost them to additional information and support.
This PowerPoint presentation is about cheating in schools and was presented by the teacher trainee Youssef Oulbrim under the supervision of the tranier Ayad Chraa in CRMEF inezgane, The academic year: 2022.
This document outlines Tulsa Community College's emergency response training and protocols. It describes four types of emergency responses: lockout, lockdown, evacuate, and shelter. For each response, it provides examples of incidents that would require that response and steps to take during the emergency. The lockout secures the perimeter when there is a threat outside. Lockdown requires barricading inside classrooms for threats inside. Evacuate moves people from one location to another. Shelter provides protection from threats like tornadoes. An active shooter could require running, hiding, or fighting as well as initiating lockout, lockdown, evacuate or shelter. The document stresses emergency preparedness and mental preparation in advance.
STOIC and CHAMPS for 21st Century CLC ACE Participant HandoutsChris Shade
This document provides an overview of STOIC and CHAMPS training for after school programs. It discusses:
- Establishing clear expectations and rules for student behavior using the CHAMPS framework. This includes defining appropriate voice levels, participation, and signals to regain attention.
- The importance of explicitly teaching, observing, and providing feedback to students about behavioral expectations to promote success. Reinforcement should emphasize positive interactions.
- Guidelines for structuring the learning environment, scheduling, and implementing routines and procedures to set students up for appropriate behavior.
The document outlines the Uniontown Elementary School Safety Plan. It discusses preparing for natural disasters, intentional threats, area emergencies, and other safety measures. The plan focuses on limiting access, conducting drills, securing emergency supplies, and providing safety education to students. Data reviews indicate the school needs to focus on improving classroom behavior and bullying prevention between students. In an emergency, the school will communicate through local radio and one-call systems rather than telephone lines.
Similar to Step Into Security Webinar - Securing Campuses for the New School Year (20)
LENSEC is committed to empowering our clients and partners to prevent and mitigate physical security risks. We want to help protect people and assets as well as improve operations through evolutionary and intuitive technology. We are committed to providing customers with expertise in security and software development.
Step Into Security Webinar - Threat Assessments for K-12 & University CampusesKeith Harris
This Step Into Security webinar by LENSEC will provide principles for assessing threats on campus for K-12 schools and universities. We'll introduce techniques campus administrators may engage to prevent threats.
The webinar features security expert Gary L. Sigrist, Jr. as our panelist. Gary is a former educator and law enforcement officer. As a professional expert, he brings a wealth of knowledge and experience working with school faculty and staff. Gary is the president and CEO of Safeguard Risk Solutions. The company helps its clients identify vulnerabilities, plan accordingly, train thoroughly and respond effectively.
Webinar Agenda:
•Threat Assessment Principles
•Facts About Targeted Attacks
•Five Phases Of An Active Shooter Incident
•Prevention Of The Threat
•Assessing Mental Health Risk
•Profiling For Potential Threats
You can find this and other webinars covering physical security and life safety topics on LENSEC's website: http://bit.ly/StepIntoSecurityWebinarArchive
Share this info with your colleagues and invite them to join us.
Step Into Security Webinar - IP Security Camera Techniques for Video Surveill...Keith Harris
This document provides information on IP security camera techniques for video surveillance. It discusses choosing the right cameras by looking at camera types (IP vs analog, indoor vs outdoor), sensors, resolutions, and lenses. It also covers determining camera settings such as frame rates, compression, and light sensitivity. The goals are to help select cameras and settings that meet surveillance needs. It includes poll questions to gauge attendee knowledge.
Step Into Security Webinar - Securing Your Facilities Using Technology Keith Harris
This document provides an overview and summary of securing facilities using technology. It discusses using choke points, IP cameras, access control systems, video analytics and other security technologies to monitor entrances, exits, hallways, offices, parking lots, perimeters and warehouses. It also covers integrating these systems, technology advances, training, customer support and maintenance to help protect people and assets.
Step Into Security Webinar - Planning for Outdoor Video Surveillance ProjectsKeith Harris
In our ongoing webinar series on physical security topics, LENSEC is offering another FREE professional development event. In the August webinar, physical security specialist Keith Harris will discuss techniques for proper planning and deployment of outdoor video surveillance equipment.
Keith has many years of experience working with cameras and consulting with customers on video surveillance project.
Webinar Agenda:
•Environmental Concerns
•Transmission of Video & Data
•Rugged Edge Devices
•Power Considerations
Please take a look at our webinar video archive for more topics on safety and physical security.
http://www.lensec.com/webinar/webinar_videoarchive.html
Step Into Security Webinar - Surveillance Solutions in Special Education Clas...Keith Harris
In our Step Into Security webinar, we are discussing the recent requirement for some schools to add cameras & microphones to their special education classrooms.
In Texas and other states, there is a developing trend for lawmakers to require schools to add video and audio recording equipment to classrooms. This requirement is a result of alleged mistreatment of special education students. The requirement can include adding cameras and microphones to the special needs classrooms under certain circumstances.
LENSEC physical security expert Keith Harris will be discussing this topic and presenting solutions for meeting the requirements.
Keith is a veteran expert with extensive knowledge of security equipment. Keith has experience working with educators, law enforcement, and others developing security solutions to meet their needs.
Please feel free to share this link with your colleagues and join us for future events.
WEBINAR AGENDA:
•The Case for Video Evidence
•Requirements
•Solutions for Video/Audio
•Planning for Implementation
•FERPA & Protecting Privacy
Webinar Archive: http://www.lensec.com/webinar/webinar_videoarchive.html
Step Into Security Webinar - Physical Security Integration & Access Control -...Keith Harris
In LENSEC’s Step Into Security webinar, we take a look at integrations for physical security with a special focus on access control. In Part One, we focus on concepts and components.
Recently, access control has made big strides in technology incorporating biometrics, integrating with other security products, and moving to a digital deployment among other things. We'll provide an overview for end-users and security personnel.
LENSEC physical security expert Keith Harris will be presenting this topic. Keith is a veteran expert with extensive knowledge of security equipment. Keith has experience working with educators, law enforcement and others developing security solutions to meet their needs.
Please register for the upcoming webinar. Share this info with your colleagues and invite them to join us.
WEBINAR AGENDA:
• Access Control Deployment
• Building & Fire Codes
• Security Integration
• Choosing Components
Step Into Security Webinar Archive:
http://bit.ly/StepIntoSecurityWebinarArchive
Step Into Security Webinar - Video Surveillance in Classrooms & Around Campus Keith Harris
In LENSEC’s Step Into Security webinar, we are looking video solutions for classrooms and around the school campus. Improvements may be made over your existing video system that will greatly increase your situational awareness for priority areas. With the trend to add cameras into certain classrooms, deciding on the right system design can be confusing. We'll also talk about covering common areas and exteriors such as parking lots and bus drop-offs.
Keith Harris is our presenter for this event. Keith is a security expert with previous experience training users on video techniques and security solutions. Keith is the marketing manager at LENSEC.
Please register for the upcoming webinar. Share this info with your colleagues and invite them to join us.
WEBINAR AGENDA:
• Interior Public & Common Areas
• Classroom Cameras
• Exterior Campus
• Multi-site Campuses Across the School District
Step Into Security Webinar - Improving Physical Security on Your Campus Keith Harris
This webinar discussed improving physical security on campuses. It covered topics like IP vs analog cameras, network equipment, selecting a security integrator, video surveillance techniques, standardizing security platforms, designing security plans, and tips for successful implementations. The presenters were from LENSEC, a physical security company that provides expertise in video management software, system design and installation. The webinar provided guidance to help institutions protect people and assets through advanced security technology and practices.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
3. Webinar
Sponsor
Based in Houston, TX
Since 1998
IP Video Management
System Design
Installation
Project Management
LENSEC is committed to empowering our clients and partners to prevent or mitigate physical
security risks. We want to help protect people and assets as well as improve operations through
our evolutionary and intuitive technology. We can do this by providing expertise in security and
software development.
Our Mission
5. Today’s
Panelist
Gary L. Sigrist, Jr.
President & CEO
Safeguard Risk Solutions
30 year career as an educator, administrator, &
police officer
Nationally known speaker
Safety Consultant
Helps clients identify vulnerabilities, plan accordingly,
train thoroughly & respond effectively
6. Training
Goal
Securing Campuses for the New School Year
Topics for Webinar:
Training Staff & Students
Levels of Response
Three Outs of a Lockdown
Active Shooter Scenarios
7. Training Staff & Students
Types of Drills
Fire Drills
Severe Weather
Class Evacuation
Stay Put
Secure Perimeter
Reverse Evacuations
Intruders
Lockdown with Active Shooter
Securing Campuses for the New School Year
8. Training Staff & Students
Conducting Drills
Meet Your State Guidelines
Use the Incident Command
System (ICS)
Age Appropriate
Make Available to the Parents
Securing Campuses for the New School Year
FEMA ICS Resource Center: https://training.fema.gov/emiweb/is/icsresource/index.htm
9. Training Staff & Students
Classroom Evacuation
Incident in Classroom
Medical Emergency
Fight
Disruptive/Belligerent Student
Send Students to Another
Classroom
Teacher of the Second Room
Notifies the Office
Securing Campuses for the New School Year
10. Training Staff & Students
Make Drills More Realistic
Have a Drill Objective
1st Drill Tests Procedures
Time
Blocked Exit
Missing Staff Member or Student
Transition Period
Rapid Evacuation
After Action Review for Every Drill
Securing Campuses for the New School Year
11. Training Staff & Students
Lockdown Drills
Age Appropriate Conversations
Before the Drill
After the Drill
Why do we do these drills?
What if you were in the hall and
couldn’t get into a room?
Could we escape from this room
if we had to? How?
Securing Campuses for the New School Year
12. Training Staff & Students
Lockdown Drills
Parent Meetings to Discuss Drills
School Responsibilities
Talking Points for Parents &
Children
Securing Campuses for the New School Year
13. Training Staff & Students
Calling a Lockdown
Who Has Authority?
Cafeteria Lockdown During Breakfast
Lockdown During Class Change
When is the Lockdown Over?
Securing Campuses for the New School Year
14. Training Staff & Students
When is the Lockdown Over?
Ignore all Announcements Stating
the Lockdown is Over
Ignore the Fire Alarm
Have Your Cell Phone On Silent
Mass Notification System
Text Message Indicates All Clear
Securing Campuses for the New School Year
15. Training Staff & Students
When is the Lockdown Over?
Remove Barricades
Don’t Unlock the Door
= Immediate Help Needed
= All Clear
Officers Make Entry Using Key
Everyone is a Threat
Students Keep Hands Visible
Follow Law Enforcement Instruction
Yelling of Commands by Officers
Securing Campuses for the New School Year
16. Training Staff & Students
/
The cards don’t alert the shooter people are in
a room, they already know you are there!
The primary concern is to get your students to a
safe area, not display a card.
Cards are used for triage after the event is over
to determine which rooms will be entered first.
Red has priority
Entry into a room will be dynamic, regardless of
the card color.
Securing Campuses for the New School Year
18. Levels of Response
Keep It Simple
Communicate
Trust Your Staff
Three Levels of Response
Stay Put
No Threat To Student/Staff Safety
Secured Perimeter – Shelter In Place
Something Outside the School Building is
Considered a Threat
Lockdown
Threat is Inside the School
Securing Campuses for the New School Year
19. Levels of Response
Stay Put
Students Need to Stay Where They Are
Medical Emergency
Maintenance Issues
Usually Occurs Right Before Class
Change
May Happen in the Middle of Class Period
Students may not be Given Hall Passes at
This Time
No Threat of Harm to Staff or Students
Parent Communications
Securing Campuses for the New School Year
20. Levels of Response
Secured Perimeter – Shelter In Place
Response to External Threat/Conditions
Weather
Crime
Reverse Evacuation
Exterior Doors Docked
Outside Windows Covered
Minor Changes to Normal Routine
Education Continues in the Building
Parent Communications
Securing Campuses for the New School Year
21. Levels of Response
Lockdown
Reserved for Highest Threat Level
Threat is Inside the Building
District Lockdown Procedures Activated
Perimeter Secured
Students in a Safe Area
If Safe Area is in the Building, the
Entrance is Barricaded
Exit the Area if it Becomes Unsafe
Securing Campuses for the New School Year
22. Three “Outs” of a Lockdown
Lock Out
Get Out
Take Out
Securing Campuses for the New School Year
23. Three “Outs” of a Lockdown
Typical Lockdown
Securing Campuses for the New School Year
Students Take Cover in French Class in Holden
Hall at Virginia Tech, next Door to Norris Hall
Photo Credit: Chase Damiano
24. Three “Outs” of a Lockdown
Lockdown
Call 9-1-1
Alert Staff/Students
Initiate Lockdown
Lock All Doors
Barricade Doors
Cover Windows
Turn Out Lights
Stay Away from Windows/Doors
No Unnecessary Noise
Securing Campuses for the New School Year
25. Three “Outs” of a Lockdown
Lock Out
Cover Windows
The Bad Guy Can’t Shoot
What He Can’t See
Don’t Put Yourself at Risk if
Your Students are Out of
Sight
Securing Campuses for the New School Year
26. Enhance Your Lockdowns
Lock all Classroom Doors
If Doors Don’t Lock, Use Belts,
Electric Cords or Ropes to Tie Door
Handles to Chairs, Flagpoles, etc.
Barricade Entry Points with Chairs,
Desks, and Furniture
Securing Campuses for the New School Year
Cover the Windows
Darken the Room
Move Away From Windows and Doors
Remain Quiet
Delay the Gunman to Buy Time
27. Enhance Your Lockdowns - Door Vulnerabilities
Securing Campuses for the New School Year
Red Lake High School Hastings Middle School
28. Enhance Your Lockdowns – More Than Just Locking the Door
Securing Campuses for the New School Year
29. Enhance Your Lockdowns – More Than Just Locking the Door
Securing Campuses for the New School Year
30. Enhance Your Lockdowns – More Than Just Locking the Door
Securing Campuses for the New School Year
Zip Ties on Door Closers
31. Enhance Your Lockdowns – More Than Just Locking the Door
Securing Campuses for the New School Year
Zip Ties on Door Closers
32. Enhance Your Lockdowns – More Than Just Locking the Door
Securing Campuses for the New School Year
Dog Leashes & Door Knobs
33. Enhance Your Lockdowns – More Than Just Locking the Door
Securing Campuses for the New School Year
Dog Leashes & Door Knobs
34. Enhance Your Lockdowns – More Than Just Locking the Door
Securing Campuses for the New School Year
Dog Leashes & Door Knobs
35. Enhance Your Lockdowns – More Than Just Locking the Door
Securing Campuses for the New School Year
Dog Leashes & Door Knobs
36. Enhance Your Lockdowns – More Than Just Locking the Door
Securing Campuses for the New School Year
Dog Leashes & Door Knobs
37. Enhance Your Lockdowns – More Than Just Locking the Door
Securing Campuses for the New School Year
Dog Leashes & Door Knobs
38. Enhance Your Lockdowns – More Than Just Locking the Door
Securing Campuses for the New School Year
Dog Leashes & Door Knobs
39. Securing Campuses for the New School Year
Three “Outs” of a Lockdown
Get Out
Move to Safe Areas
Exit by Whatever Means
Possible
Break Windows if Necessary
Be Prepared
Evaluate Available Items
Used to Break a Window
40. Securing Campuses for the New School Year
Three “Outs” of a Lockdown
Caution on Self Evacuation
It is very important to point out that
extensive research by fire service
professionals demonstrates that
when people in groups run inside a
building, mass casualty loss of life is
more likely to occur.
While it may be best for people to
run when in small groups or alone,
larger groups can jam doorways
causing mass casualty loss of life.
42. Securing Campuses for the New School Year
Three “Outs” of a Lockdown
Take Out
Gain Control of the Person Armed
With a Deadly Weapon
This Presumes Emergency Personnel
and First Responders Aren’t Present
Teachers & Students are Left to Deal
With a Shooter in Their Midst… Alone
Students & Teachers Might Have to
Physically Attack a Gunman
43. Securing Campuses for the New School Year
Three “Outs” of a Lockdown
Take Out – Trapped with Gunman
Don’t Provoke the Shooter
If They Aren’t Shooting
Do What They Say
Don’t Move Suddenly
Only You Can Draw the Line
What Will You Do to Preserve Life?
What Won’t You Do to Preserve Life?
If Shooting Starts, Make Your Own Choice
Stay Still & Hope They Don’t Shoot
Run for an Exit Zig-Zagging
Attack the Shooter
NOTE: This is not a recommendation to fight but rather
a choice to fight where there are no other options.
44. Securing Campuses for the New School Year
Three “Outs” of a Lockdown
Take Out – Ending The Event
Immediately Stop the Active
Shooter
Stay Alive
Don’t Hold Back
Attack With Strength
If Shooting is Justified, Deadly
Force is Justified
45. Securing Campuses for the New School Year
Three “Outs” of a Lockdown
Take Out – Preparing to Take Out
46. Securing Campuses for the New School Year
Three “Outs” of a Lockdown
THREE OUTS AREN’T LINEAR
STAFF MEMBERS
MUST HAVE CHOICES
TAKE OUT
47. Securing Campuses for the New School Year
Three “Outs” of a Lockdown
What Will Determine Your
Response?
Are You in Direct Contact With
the Shooter?
Are You & Your Students Safe
in Your Location?
Can You Escape From Your
Location if You Come in Direct
Contact With the Shooter?
48. Securing Campuses for the New School Year
Active Shooter – In the Hallways
Get Into a Room
Secure It Unless Already Secured
Don’t Run Through a Long Hall to
Get To An Exit
You May Encounter the Gunman
or Hostage Taker
Don’t Hide in Restrooms
49. Securing Campuses for the New School Year
Active Shooter – In Class or Office
If You Are in a Classroom, Room
or Office…
Stay There
Secure the Door
If the Door Has no Lock…
Barricade
Place a Door Wedge Under the
Door
If the Door Has a Window…
Cover the Window if Possible
50. Securing Campuses for the New School Year
Active Shooter – In Class or Office
Turn Off the Lights
Silence your Phones
Attempts to Rescue Others Outside
Only Attempt if it Doesn’t Endanger
People Inside the Secure Area
Have Someone While You Help
Students Out of Ground Floor Windows
Maintain Quiet in the Room
51. Securing Campuses for the New School Year
Active Shooter – If You Do Get Out…
Move Toward Police On Scene
Hands on Head
Do Exactly What Police Command
If No Police Are On Scene
Move Well Away From the School
Find Safe Cover Positions
Do Not Go to the Parking Lots
Wait for Police to Arrive
52. Securing Campuses for the New School Year
Active Shooter – In Large Rooms
If the Gunmen or Hostage Takers
Aren’t Present…
Move To External Exits
Exit if Safe
Move Toward Police On Scene
Hands on Head
Do Exactly What Police Command
53. Securing Campuses for the New School Year
Staff Responsibility
Be Sure You Know & Are Trained in
Your Emergency Response Plan (ERP)
The Quickest & Most Effective Way to
Keep Yourself & Students Safe it to
Barricade the Door
If Your Location Is Unsafe…
Get To a Safe Area
Whatever it Takes
You Have the Choice to Fight Back
Step Into Security Webinar Archive: http://bit.ly/SIS4-16
57. SIS9-16 Webinar – Securing Campuses for the New School Year
Poll Question #1
If a classroom has windows, what actions are important to take to keep everyone safe?
1) Stay away from doors/windows
2) Cover windows
3) Turn off the lights
4) Move everyone away from the door
5) All the above
Poll Question #2
Taking out the bad guy should always be your first choice.
1) True
2) False
Questions and Answers
Q. How do we let the first responders know that we are safe or in trouble in our barricaded
room?
A. As covered in a previous webinar, we recommend barricading during an event to keep staff and
students safe. These are not devices that attach to the door or frame to prevent the door from ever
being opened, but the use of belts, flagpoles, furniture, etc to ‘delay, deter, and deny’ the shooter entry
until Law Enforcement has arrived. Based on events at Sandy Hook, we recommend that after the
shooter has been stopped, the school uses their mass notification system, an email sent from outside
the building affected, or the First Responder vehicle PA systems to announce the shooter has been
stopped. Teachers will then remove the barricades, but leave the door locked. If there is a need for
immediate assistance, slide a red card under the door. If everyone is safe slide a green card under the
door. Working with your local First Responders, they will know to go to the red card doors first when
moving room to room. This increases the chance for those injured to get medical help within the
Golden Hour.
Q. How do you have the message come from outside the building to let staff know the lockdown
if over?
A. This response isn’t relevant if you’re a one building school district. Generally, you have multiple
schools. Even if it’s a small district, you’ll have an elementary, a middle school, and a high school. I work
with a smaller district where the board office is located in the high school. Maybe, if you’re lucky, you’re
central office is located offsite. If there is an event that is happening at the high school, you could
contact the principal at the middle school if it’s a separate location. Administration at the off-site
location could send the message from the mass notification system. Or, if you don’t have a mass
58. notification system, the off-site personnel could send an email to everyone in the affected building that
the event has concluded. They could notify staff to take the barricades, but don’t unlock your doors.
You definitely don’t want the message to come from inside the school. When I was a teacher, my email
was up all day. If I had the bad guy in the room, he could send the email message saying it’s safe and
everyone should come out into the hallway. That opens up staff and students to harm because the
message came from inside the building.
Q. How do we maintain best practices and the policies to reflect these standards? How do you
get FEMA/government support for our school security?
A. It is important to remember the model for Emergency Management is a circle, not a straight
line. Prevention/Mitigation, Planning, Response, and Recovery is a continuous cycle. Working with First
Responders, reviewing your plans, training your staff, and conducting exercises are an ongoing process.
Just like our great schools that have made student achievement and success a cornerstone of their
school culture, school safety must also me a part of a school’s culture. Bullying prevention, anonymous
reporting systems, and training parents, students, and the staff is part of that culture.
LINK: FEMA Guide for Developing High-Quality School Emergency Operations
Plans http://www2.ed.gov/about/offices/list/oese/oshs/rems-k-12-guide.pdf
Q. ALICE training or Run, Hide, Fight? A.L.I.C.E. Training when and when not to use it and how do
you teach students?
A. I have attached an article I wrote for Campus Safety Magazine on Run, Hide, Fight and its
application for schools. The bottom line: Even the producers of the video acknowledge that it was not
developed for schools.
I am an ALICE instructor. I was trained by the founder. There are some very good components of ALICE
which I use with my clients. However, as taught by ALICE instructors per the curriculum design, I do not
recommend ALICE for schools.
ARTICLE: Campus Safety Magazine, “Is ‘Run, Hide, Fight’ Applicable in the K-12 Setting?” by Gary L.
Sigrist, Jr. (attached below)
Q. How to fortify school buildings especially doors and have the Fire Marshall approve the
changes or the use of temporary devices?
A. There are some good devices on the market for using as a barricade. However, National
Building and Fire Codes prohibit the use of most devices. I struggle to advise schools to buy such devices
because they simply will never be needed and if such a device were needed, there are things in most
classrooms that will be just as effective.
59. If your school or district is considering making such a purchase, use the relationship with your first
responders, especially your Fire Department, to evaluate the products before purchase. Your first
responders should be part of your safety plan, training, and exercises.
Because of fire code, you can’t use a barricade that takes more than one motion to open. We talked to
fire marshals about some of the ideas presented in this webinar. They all said, “These are temporary
devices. These are all devices we could defeat if we had to.” Fire experts don’t approve of permanent
barricades because they are unsafe. If an offender is a student in a classroom with a barricade that can’t
be easily removed by law enforcement, then life safety is affected and people can’t get the help they
need.
Q. How do we maintain a calm environment during a crisis?
A. The simple answer is following the Four Phases of Emergency Management. Think about
yourself if you have ever been in an emergency situation. If you were trained and had a plan, you were
better prepared to respond to the emergency. In a crisis we respond in the manner in which we trained.
We use this graphic to show the difference between being prepared and not being prepared.
Q. How to train elementary school teachers to react confidently to a myriad of dangers? It is
much easier with a high school.
A. Unfortunately, we have Sandy Hook to look to if we need to demonstrate the need for an
elementary staff to be prepared for such an event. Older students are more capable of responding with
little instruction than elementary students. During training with older students, age appropriate
discussions are more detailed and realistic situations can be introduced. We do not recommend
teaching elementary students Intruder Exercises like we do Fire Exercises, but rather teaching them a
behavior to follow when instructed by their teacher, without telling them why teachers are conducting
the exercise. First, they are too young to comprehend the situation. Second, it may cause fear and
panic in older elementary students.
Q. How do we keep a safe campus without turning it into a "prison"?
A. Excellent analogy! We could turn our schools into prisons and almost 100% guarantee the
safety of the staff and students. But, who would want to work or learn in a prison environment? School
Safety and Security is a layered process. We build layers of security using an All Hazards approach. Our
goal is to build a castle. Castles were structures designed to keep the people inside safe, yet everyone
still wanted to be in the castle.
60. Q. What do we do about parents who panic and want to flood the school to pull their child out
even if there is a lockdown?
A. This goes back to our earlier question regarding the importance of training our students, staff,
and parents. At the beginning of the school year, during Open House, in monthly newsletters, or when a
school incident occurs in another part of the country, use these opportunities to reinforce with your
parents your relationship with First Responders, the types of training you’ve conducted with staff and
First Responders, and your commitment to the safety of their child while they are at school. Parents
tend to forget that while they are concerned about one child, schools are concerned about every child.
It is important for them to know that if they rush to the school during event they may cause a traffic
issue that prevents First Responders from getting to the school or prevents First Responders from
getting from the school to the hospital. Your school needs to develop both a training program for your
parents and a PR campaign to show you have worked with First Responders to create an All Hazards
Emergency Response Plan, a training program for staff and students, and an exercise schedule to test
your plan.
Q. School intruders are my main concern. We are located in a not so nice part of town.
A. I will go back to the layered approach. Unfortunately, there is no ‘one thing’ to solve this
problem. Have you worked with First Responders to discuss the issue and develop possible solutions?
Have you invited your local Law Enforcement agency to do frequent visits during the week, much like
they do business checks? Have you offered a place for officers to complete crash reports and the use of
your copy machine? Do you have signage that states all visitors on school property must check in at the
office? Does everyone on your staff (and students middle school and up) wear a school ID? (These can
be furnished for free by most school picture companies.) Have you taken advantage of funding sources
available to put a camera and buzzer system at your main entrance?
Q. Lessening the amount of lockdowns so class time is not interrupted - how do we decide
perceived versus actual threat?
A. Training takes time. Although we teach barricading, we do not recommend using class time to
barricade during a drill. In high school and middle school it is possible to design safety lessons across the
curriculum that meet both the needs of Student Learning Objectives and prepare students for events
that may happen at school.
If you perceive a threat you should respond to the threat. If during your After Action Review
you believe the response was incorrect, you will need to re-evaluate your plan and/or your training.
Q. Are we doing enough to be prepared?
A. We can always do more, but the fact that so many of you took time out of your busy day to
attend the webinar shows a commitment to School Safety and Security. If you just remember safety is
61. not a sprint or even a marathon, but a continual process you are doing more than many schools. Keep
up the great work.
Q. How do I know I am doing the right thing at the moment?
A. Are you taking an action? If a crisis is taking place and you are doing nothing then you are not
doing the right thing at the moment. This is why we train for the events most likely to occur in a school.
It teaches us we must always take actions to protect life, prevent the event from getting worse, and
protect assets. If you do the same thing in an event you were not prepared for you are still doing the
right thing.
Q. We are a small school. Is it correct to think that we do not have a lot of concerns like a larger
school?
A. Sandy Hook was a small school in a nice community. I do not believe in promoting or selling fear
to schools, but it is the responsibility of every school to be prepared for all events that could occur using
the All Hazards approach.
Q. How do we make sure we are prepared, trained, policies written and the staff is educated?
A. Are you documenting your efforts to keep your students and staff safe? Are you working with
First Responders? Is there an After Action Review and an After Action Report after every event? Are
you sharing and comparing your efforts with your colleagues in other schools? Are you following best
practices? Are you taking time out of your busy day to attend webinars? Answer “Yes” to these
questions and you know you are committed to the Safety and Security of your school.
Q. How do we differentiate the different types of emergencies and procedures?
A. Just a little clarification. Emergencies are defined in your All Hazards Emergency Response Plan.
You can zero in on specific hazards at your school with the use of a Security and Vulnerability
Assessment. Your procedures are the actions taken during the emergency.
Q. What if an irate parent or citizen comes in with a weapon what should we do?
A. Initiate your Intruder in the School plan. Call 9-1-1. We believe in empowering the staff and
recommend three choices when faced with this decision: Lock out. Keep the intruder away from staff
and students using a secured perimeter, locked doors, and barricading. Get out. If you are in an unsafe
area or in direct contact with the shooter, put as much distance between you and the shooter as
possible. Take out. As a last resort, staff attacks the shooter. Remember, this is not linear. A staff
member’s first choice might be to attack the shooter.
62. Q. You do not recommend training students to attack a gunman. Why?
A. When my own children were in school I taught them to follow the directions of the teacher, but
I also trained them attack a gunman as a last resort, whether at school, a movie theater, the mall, or
church. It was my responsibility as a Dad. I am sure most of the parents of my students would have
been pretty upset if I gave the same advice to their children. We recommend during a school meeting
or Open House discussing with parents the Three Outs and give them talking points for their children.
Let the parents decide how they want their children to respond as a last resort. Remember, in every
instance where a student attacked a gunman, the student had no ‘formal’ training.
Q. How much information should you give parents/staff when sending out a notification, like the
threat of potential shooting at school? How much do you tell them when you believe school is safe?
For example, do we tell them we had a threat for a shooting and here is what we did or do we say
something else?
A. As A.J. Morgan from SchoolMessenger likes to remind everyone, the message you want parents
to hear is your school’s message. If your school does not put out a message, the message they will hear
and believe is the one they hear from their child or read on Facebook. You do not always need to be
specific, but you always need to give them the truth and the facts. For example:
Yesterday afternoon at Carter Middle School, a note was discovered written on the bathroom
wall indicating an act of violence would occur at the school this Friday. We immediately notified the
Chase County Sheriff’s office and met with a deputy and her supervisor. An investigation is now
underway separate from actions being taken by the school. As per school policy, we brought together
our school Threat Assessment Team and began conducting a threat assessment. Based on our findings
and input from the Chase County Sheriff’s Office, we do not believe the threat is credible. School will
remain open of Friday. We take the safety and security of our students and staff very seriously.
Although we do not believe the threat is credible, the Sheriff’s Office has assigned a deputy to the school
for the day. If you have any questions, please do not hesitate to contact my office.
Q. How do you practice with young students without frightening them?
A. All training must be age appropriate. You know your students, talk to them on their level. We
do not have to tell younger students why you are having an Intruder in the School exercise; just train
them what to do when instructed by their teacher.
Q. Is there a mass notification system that you recommend?
A. I’m familiar with SchoolMessenger. They’re one of the largest mass notification systems in the
United States. They have a very robust system that allows you to do more than just school messages
during an emergency. They allow you to notify parents about activities, school emails, etc.
When I did my research, I found SchoolMessanger located in St. Louis, in California, and they do work in
Canada.
63. Q. Is it a good idea to allow concealed carry on K-12 campus?
A. My standard answer is “No.” When I was a teacher and a safety director, I was also a police
officer at the same time. I was legally allowed to carry a gun to school. I never did. Here’s a couple of
reasons why. If you’re a teacher carrying a gun, where are you going to keep the gun? When I carry off-
duty, 99% of the time my gun is on my hip because that’s where I carried it when I was on-duty.
Sometimes a carry it in an ankle holster. I always think, “What would my eighth grade students have
done if they saw me carrying a gun every day?” They would have been focusing on the gun.
The other reason is the possibility that even though I’m a pretty big guy, if 5 or 6 students swarm me,
they would be able to take my gun from me. It would be a struggle because of the holsters that I carry,
but they could get my gun away from me.
And the third reason: In the state of Ohio, we use a training technique called SORAT – Single Officer
Response to Active Threats. In this, police officers train responding by ourselves. We respond to activity
by ourselves. They set us up to expect failure. I entered the building from one side and, unknown to me,
another officer entered from another side. There was a lot of confusion because we used a sound
system so that you hear screaming, gunfire, fire alarms, etc. I came around the corner and looked into a
classroom and saw the gunman and was engaging the gunman. The other law enforcement officer came
around the corner and all he saw was me shooting somebody. I was responding as a police officer. He
was responding as a police officer and he shot at me. We had that happen throughout the afternoon.
Officers were shooting each other in training. Granted, we weren’t in uniform. But, it kind of proves the
point.
If I’m a police officer and I get a call that there is a man with a gun at the elementary school. When I go
in and see somebody with a gun, I’m not going to know if that person is a staff member or a bad guy. I’m
going to shoot him and it’s because that’s what we’re trained to do.
Now let’s back up a minute. I was working with a school where the response time for law enforcement
agency was 45 minutes. I recommended they have guns in lock boxes in various parts of the building
that different staff members could get to. In other words, they had a firearm present but nobody carried
a gun.
Q. Can we get a copy of the written notes? I took notes, but could not write everything down
fast enough.
A. We always provide attendees a copy of the presentation after the webinar is over. We’ll email a
link to you to download the presentation slide deck and view the video of the webinar. We archive the
webinar video on our website. You can find previous topics in the LENSEC Step Into Security Webinar
archive.
WEBINAR VIDEO ARCHIVE: http://bit.ly/StepIntoSecurityWebinarArchive.
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SELECTING THE RIGHT ACTIVE SHOOTER RESPONSE PLAN
IS ‘RUN, HIDE, FIGHT’
APPLICABLE IN THE
K-12 SETTING?
“Lock Out, Get Out, Take Out” active shooter
response may be more appropriate for schools.
By Gary Sigrist Jr.
WHETHER TEACHING HOW TO RESPOND to workplace violence in
an office, factory/retail setting or college campus, our consulting firm
uses the “Run, Hide, Fight” video as part of our curriculum. The only
additional information we add is a reminder that “Run, Hide, Fight”
is not linear. You may be in a situation when confronted by an active
shooter, and the only logical choice is to fight before you can run or hide.
After a discussion about the video, people often ask if “Run, Hide,
Fight” should be taught in the K-12 setting. The short answer to the
question is, “No.” The long answer is much more complicated.
Schools Must Keep ‘In Loco Parentis’ in Mind
It is important to remember “Run, Hide, Fight” is shown in an office
setting, not a school. Everyone depicted in the video is an adult
responsible for themselves and their own decisions. At 1:45 in the
video, viewers are instructed to: “First and foremost, if you can get out,
do. Always attempt to escape and evacuate, even when others insist on
staying. Encourage others to leave with you, but don’t let them slow you
down with indecision.”
K-12 schools operate under a different set of rules than business.
Businesses must provide training for their employees to meet OSHA
regulations for safety, but the adults are expected to use that training
and act as, well, adults. Courts have ruled that schools and school
personnel are In loco parentis, or in the place of a parent. This gives
the schools both responsibilities and consequently, liability in regards to
their actions for keeping students safe.
Not only are schools responsible for training students for an
emergency, but also for leading the students in an emergency. Therefore,
in the event of an active shooter, a teacher cannot instruct their students
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SELECTING THE RIGHT ACTIVE SHOOTER RESPONSE PLAN
to run for the nearest exit, yet not make sure the students are actually
trying to exit. Nor should a teacher leave behind a student who is too
frightened to leave an area, especially when the child is very young.
Barricades Compensate for Weak Locks,
Doors and Windows
Hide is currently taught in schools under the term “lockdown.” When an
active shooter is inside a school, staff members are generally instructed
to lock their classroom door, cover the window if possible, turn out the
lights and move the students to an area in the room where they are less
likely to be hit with gun fire if the shooter fires through the door.
Although this has been shown to be an effective method for keeping
students out of harm’s way, many feel simply locking the door is not
enough. Teachers are now being taught to barricade the room using
existing furniture, extension cords or commercial products designed
specifically to keep a room secure during an active shooter event. This
enhanced technique of barricading overcomes weaknesses in doors such
as large windows to the side of the door frame or large windows in the
door itself.
Don’t Teach Children the ‘Fight’ Component
Fight is viewed as a last option when in direct contact with the shooter
or if you do not have the option to run or hide. Should we be teaching
children to fight a person with a gun? NO! There are several good
reasons why this shouldn’t be taught to them.
First, the active shooter event in school is rare. Depending on
the age of the child, we could be causing them unnecessary fear by
preparing them for something that is unlikely to affect them.
Although we could have age appropriate conversations with older
students about what their choices could be, parents may not agree with
the message we give their child. It is better to give the parents talking
points so they can have the discussion with their children.
When my children were still in school, I gave them specific training
on what to do in an emergency at school, church, the mall, etc. As
a police officer, I have a different perspective and skill set than most
parents. I could see some parents being extremely angry if I told their
children what I told mine. However, I was exercising my responsibility as
a parent, not a school employee.
What About Teachers and Administrators?
Should we teach staff members to fight? Maybe. First, we must let them
know it is their choice whether or not to attack the shooter.
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SELECTING THE RIGHT ACTIVE SHOOTER RESPONSE PLAN
For example, post 9-11, if anyone gets the least bit out of order on
a plane, they are usually beaten by fellow passengers and duct taped to
a chair. Do all the passengers attack? No. Some choose to attack, and
others choose not to attack.
This is what we need to teach our staff; they have a choice. If they
want to learn techniques for fighting, we should use our relationship
with our local law enforcement to provide the training to attack a
shooter.
How ‘Lock Out, Get Out, Take Out’ Works
So what do we teach in schools? There are many programs and many
“experts” willing to sell their sure-fire strategy for keeping students and
staff safe. Almost all are time consuming, and many are expensive. Two
things schools are short of are time and money. There is little time for
training and almost no budget. Strategies must be easy to learn, easy to
remember and easy to use. These strategies must give staff choices and
allow them to make choices based on their training and the situation.
LOCK OUT: Since Sandy Hook, many schools are securing the
perimeter of the buildings and using a camera and buzzer system to
control entry to the building after the start of the school day. This is not
a fool-proof method of keeping bad people out of the building, as we
saw in the fall of 2013 at the McNair Discovery Learning Center when
the gunman entered the building behind a parent who had been buzzed
in. However, this does add one more layer to a school’s plan to keep
their building secure.
It is recommended that all classroom doors be locked at all times,
even when class is in session and if the door is open. In the event of a
threat inside the building, the door is already secured or just needs to be
pulled shut. The teacher does not need to find their keys, step outside
of their room into the hallway, and attempt to engage fine motor skills
while potentially facing a shooter.
Steps can now be taken to barricade the door. Should the teacher
attempt to lead their students out of the building at the onset of the
event? Are they in direct contact with the shooter? Do they know the
exact location of the shooter and where the shooter is heading? Do they
know they have safe passage to get outside? Can they move all of their
students quickly and at once? Do they have enough information to make
a good decision to leave a place where they are safe and move to an
area where they may not be safe?
With so many questions, it reinforces the need to train our staff and
allow them to decide a course of action based on their training and the
circumstances.
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SELECTING THE RIGHT ACTIVE SHOOTER RESPONSE PLAN
GET OUT: When in direct contact with an active shooter, you should
do everything possible to get your students and yourself out of harm’s
way as quickly as possible. This means everything from heading to the
nearest exit to using a chair to break a classroom window and tossing
students out the window. Or, you may be in a barricaded room and no
longer feel the room is safe. Get out anyway possible.
TAKE OUT: A teacher is on the third floor of an old school. They
have successfully barricaded their classroom and did not attempt
to leave because they had limited information on the location of the
shooter. But, this is not an active shooter event. A noncustodial parent
has already killed his ex-wife and is at the school to murder his child
and commit suicide. He knows the police are on the way and has
not wasted any time getting to his child’s classroom. He has brought
the tools necessary to breach the door. It is unlikely that you or your
students can survive unharmed from a jump from the third story. If that
teacher chooses to take out the shooter, there are no rules. They may
use anything in their room as a weapon and do whatever it takes to keep
their students safe. However, if they choose to remain passive, that is
also their choice.
Just as “Run, Hide, Fight” is not linear, neither is “Lock Out, Get
Out, Take Out.” Staff members are trained in their choices and allowed
to make their choice based on that training and the current situation.
However, it should be stressed that when in contact with the active
shooter, lockout is not a choice. Staff and students should put as much
distance between themselves and the gunman, or the staff member
should do whatever is necessary to take out the shooter.
“Run, Hide, Fight” is an excellent training tool when working in
colleges, office settings and factories. However, with the responsibility
schools have for their students and range of ages of the students in
schools, “Run, Hide, Fight” should not be the model used for school
safety.
Gary L. Sigrist Jr. is the CEO and president of Safeguard Risk Solutions.
He previously served as the readiness and emergency management
in schools (REMS) project director for the South-Western City School
District in Grove City, Ohio.