Florida Educational Facilities Planners Association, Inc. Security in the Classroom

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1 FEFPA Florida Educational Facilities Planners Association, Inc. Security in the Classroom Presented by: Steven J. Klein President & COO American Security & Investigations, L.L.C.

2 Principles of Security: Plan, Prepare, Respond Planning Prevention Strategies Measuring Protection Capabilities Establishing Response Procedures

3 Statistics: Over 157 school shootings Over 350 deaths Over 500 wounded Over 1,000 persons Psychologically impacted for life.

4 Where do Rapid Mass Shooting incidents occur? 38% Schools (Pre-school and K-12) 17% Colleges and Universities 10% Church/Religious Facilities 8% Restaurants/Coffee Houses 6% Mall/Shopping Centers 4% Hospitals/Nursing Homes

5 Profile of an Active Shooter 96% carried out by a male. 98% carried out by a single perpetrator Majority of school shootings perpetrated by 15 to 19 year olds. Highest casualty attacks on school campuses. 36% of attacks involved more than one weapon usually stolen from a relative or friend. Perpetrator: Does not take hostages. Does not negotiate. Avoids police by racing to completion.

6 What is effective security in the classroom? Planning Prevention Strategies ( Human Factor) What am I looking for outside of school? What can I be looking for in my classroom? Measuring Protection Capabilities ( Physical Security) How can I improve the physical security of my class room? Establishing Response Procedures ( Incident Procedures) Do I know what to do in the event of a incident?

7 Effective Security The Classroom 7

8 Why we have Prevention Strategies? Improves life safety in our schools Empowers administrators, faculty, staff, and students to take responsibility for safety in our schools Increases the level of understanding of the importance of prevention Communicates a strong message to the community: schools value safety for their faculty, staff, and students

10 Formula for Violence Two factors necessary for any act of violence: Harmful Intentions Means for the Attack

11 Proactive Security Approach Intelligence Public Non-Security Personnel Security Law Enforcement Response Timeline 1 Month 5 Years 10 Minutes - 72 Hours

12 Terrorism & Pre-Incident Cycle Target Selection Intelligence Collection Surveillance Planning Means Collection Rehearsal Execution Escape (optional)

13 Active Shooter Statistics 80% of Active Shooters follow a well designed plan before an attack 20% of Active Shooters are spontaneous Individualized Targeting Five Stages of Active Shooters: Fantasy 95% Planning 93% Preparation 100% Approach Implementation 95% developed the idea to harm others 93% planned out the attack in advance 100% were familiar with the target/s Sources: Minnesota Joint Analysis Center; Secret Service; Department of Justice

14 Suspicion Indicators Recognition

15 Name: Seung-Hui Cho Date: April 16, 2007 Case Study AMO: Surveillance, Planning, Rehearsal & Execution PMA: Shooting Target: Students and faculty of the Virginia Polytechnic Institute and State University

Case Study April, 2006 - Target Selection & Planning Paper in an English Literature class describing the attack February 2 nd March 13 th, 2007 Acquires Handguns and Ammunition March 12 April 12

16 Case Study April, Target Selection & Planning Paper in an English Literature class describing the attack February 2 nd March 13 th, 2007 Acquires Handguns and Ammunition March 12 April 12 Records Videos in a rented van. March 22 nd, 2007 Initiates Firearms Training April 14 th -An Asian male wearing a hooded garment, acting suspicious and appearing out of place, is seen by a faculty member in Norris Hall. One of the students notifies faculty member that the doors were chained.

Case Study April 16 th, 2007-6:47 a.m. Cho is spotted by a student waiting outside the West Ambler Johnston (WAJ) residential hall entrance. He appeared out of place. April 16 th, 2007 8:20a.m. A person, fitting Cho s description is seen near the Duck Pond on campus.

17 Case Study April 16 th, :47 a.m. Cho is spotted by a student waiting outside the West Ambler Johnston (WAJ) residential hall entrance. He appeared out of place. April 16 th, :20a.m. A person, fitting Cho s description is seen near the Duck Pond on campus. The person who saw Cho later described him as unusual. April 16 th, :15 9:30 a.m. Cho is seen outside and then inside Norris Hall, an engineering building. He chains the doors shut on the three main entrances from the inside and proceeds to open fire.

18 RECOGNITION

19 The SIRA TM Method 19

20 Case Study Names: Dylan Klebold & Eric Harris Date: April 20, 1999 AMO: Planning, Rehearsal & Execution PMA: Shooting and Placement of IEDs Target: Students and faculty of the Columbine High School

21 Case Study Planning: April 26, 1998 planning began. - Harris outlines in his journal plans for attack - Intended to harm as many people as possible Planning: April 1998-April 1999 Planned step-by-step their attack Created a website with detail plans of constructing bombs and killing people Discussed their plans with others

Case Study Weapons Acquisition: April 1998-December 1998: Constructed over 90 explosive devices December 1998: Acquired the semiautomatic handgun and shotguns Rehearsal

22 Case Study Weapons Acquisition: April 1998-December 1998: Constructed over 90 explosive devices December 1998: Acquired the semiautomatic handgun and shotguns Rehearsal (January-April, 1999) Practiced shooting Detonated pipe bombs Several times before the incident, entered the schools wearing trench coats(potentially concealing weapons) carrying large duffle bags

23 Case Study February 1999: Dylan wrote an essay to his English teacher detailing an attack on a high school by someone in a trench coat. March 1999: Created videos of training and expressed intent to carry an acts of violence.

24 Case Study Execution: April 20 th, :10:Eric and Dylan arrived to the parking lot of Columbine high school. 11:14: Eric and Dylan wearing large trench coats, military pants and carrying two large duffle bags containing 20kg propane bombs. On their way to the cafeteria they were defined as unusual and suspicious by another student. They placed their bags at the cafeteria and walked away. 11:17: When the bombs failed to detonate they entered the school to start the massacre.

25 The SIRA TM Method 25

26 Remember! Prevention starts with perception we need to begin with clear communication.

27 What is effective security in the classroom? Planning Prevention Strategies ( Human Factor) What am I looking for outside of school? What can I be looking for in my classroom? Measuring Protection Capabilities ( Physical Security) How can I improve the physical security of my class room? Establishing Response Procedures ( Incident Procedures) Do I know what to do in the event of a incident?

28 Layers of Security Perimeter Security Entry Points Detection Technology Interior Security Access Control Security Personnel Metal Detectors, ETD, X-Ray, X CCTV Security Personnel Security Personnel, Perimeter Fence, Standoff Distance

29 Systems / Services Cloud-based security monitoring. Areas of concealment (safe rooms). Timed locking hardware. Alarm monitoring and duress buttons. Emergency call stations. Security site assessment. Campus lockdown procedures. HVAC Building Automation Services. Electronic System (power interruption.

30 What is effective security in the classroom? Planning Prevention Strategies ( Human Factor) What am I looking for outside of school? What can I be looking for in my classroom? Measuring Protection Capabilities ( Physical Security) How can I improve the physical security of my class room? Establishing Response Procedures ( Incident Procedures) Do I know what to do in the event of a incident?

31 Establishing Response Procedures Crisis Management Plan Crisis Impact Plan Crisis Recovery Plan Crisis Communication Plan

32 Consider the following questions Are written procedures in place before an incident occurs? Are responding resources available -Police, Security, and the Threat Assessment Team? Is there a plan of action for each level of security response -Level 1, Low Response, Level 2, Medium Response, and Level 3, High Response? Is the training of faculty, staff, and students considered a high priority? Is there a method in place to continually communicate concerns as well as provide a method for updates, or for receiving suggestions? Does your security apparatus have different threat protocols in place that will deter, detect, and respond as necessary? Is there a standard to reviewing procedures, and are new changes to procedures regularly communicated to all faculty, staff, and students

33 Marsden Services Powered by

34 Real-Time Situational Awareness Service that enables campus staff and emergency responders to share vital information regarding local and national potential threats, emergency situations, and critical assets.

35 Integrate and monitor emergency alert feeds such as 911, Amber Alerts, etc. Monitor safety & severe weather updates Publish your own internal alerts to campus staff or filtered alerts to 3 rd party organizations such as law enforcement, security personnel, news media etc. Monitor social media to identify potential threats, protests or other issues nearby. Integrate hosted video sources to visualize the current situation Integrate GPS tracking systems and real-time in-vehicle surveillance video to track personnel and key vehicle assets Monitor news media

36 Aggregate public feeds, social media, 911 alerts and vendor / partner applications (American Security) into a unified dashboard or command center.

37 Grid Gadgets display alerts and assets in a sortable grid.

38 Content Types - RSS Feeds - News Feeds Content Filter Options - Keywords (News) Content Examples - Local, National and Global News Organization RSS Feeds - Blogs - Twitter - Facebook - Youtube - 3 rd Party Social Media

39 View vehicle drop off and access points in real-time. Enable Smart Phone surveillance app s to assist with incident capture and provide command centers with live-view access anywhere on campus.

40 Display real-time data feeds, such as sex offenders in the immediate vicinity. If the data feed is available for the area, this can be pulled in and displayed in a gadget, including names, locations, photos and convictions.

41 The Cameras dashboard displays the customer s cameras as Assets on a map gadget. Iveda links and image gadgets display alerts and information related to the Iveda system and cameras.

42 Data feeds available as overlays on the map gadget include: NOAA Weather Alerts USGS Earthquake and Natural Disaster alerts Local 911 feeds (where available) Local police & crime feeds (where available)

43 FEFPA Florida Educational Facilities Planners Association, Inc. THANK YOU.

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