active shooter preparedness and response training · 2017. 2. 6. · pw training group active...

PEACEFUL WARRIOR TRAINING GROUP

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Active Shooter Preparedness and Response Training

Peaceful Warrior Training Group

2ND EDITION


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Table of ContentsActive Shooter Statistics . . . . . . . . . . . . . . . . . . . . . . . . . . . . pages 4-5

Five Phases of an Active Shooter . . . . . . . . . . . . . . . . . . . . . . . . page 6

Prevention of Active Shooters . . . . . . . . . . . . . . . . . . . . . . . . . . page 7

Disturbing Actions/Information: Who to Tell? . . . . . . . . . . . . . . page 8

Early Warning Signs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pages 9-10

Threatening Behaviors (Imminent Warning Signs) . . . . . . . . . page 11

Indicators: Preparation to Commit a Violent Attack . . . . . . . . . page 12

Multi-disciplinary Threat Assessment Team . . . . . . . . . . . . . . . page 13

Frequent Training using Decision Making . . . . . . . . . . . . . . . . .page 13

Surviving an Active Shooter . . . . . . . . . . . . . . . . . . . . . . . . . . page 14

Move with Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .page 14

Barricade / Lockdown . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 14

Diagrams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 15

Create Distance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 16

No other Option – Engage . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 16

Treat the Injured Where and When? . . . . . . . . . . . . . . . . . . . . page 17

Tactics That Will Give You a Tactical Advantage . . . . . . . . . . . page 18

911: When to Call, What Information to Give . . . . . . . . . . . . . page 18

Once Out of Building/Area What Should You Do? . . . . . . . . . page 19

What to do When Police Arrive . . . . . . . . . . . . . . . . . . . . . . . . page 19

What Incident Commander Will Expect and Request . . . . . . . page 19

PW Training Group Active Shooter Checklist . . . . . . . . . . . . . page 20

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 21


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We pause to remember the victims and the families of the Comfort Suites,

the Sikh Gurdwara and other active shooter incidents researched here.

“In their memories, we work to prevent future tragedies.”

PW Training Group Active Shooter Preparedness and Response

PW Training Group supports and promotes the ALERRT “Don’t name them” initiative – ALERRT encourages all, (media included) to not name shooters or focus on their lives (Some shooters are motivated by a desire for fame and notoriety) . We need to focus on the victims and heroes not the shooters .


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INCIDENTS

1 . An average of 11 .4 incidents occurred annually .

2. An average of 6.4 incidents occurred in the first seven years studied, and an average of 16 .4 occurred in last seven years .

3 . 70% of incidents occurred in either commerce/business or educational environments .

4 . Shootings occurred in 40 of 50 states and the District of Columbia .

5 . 60% of the incidents ended before police arrived .

6. 63% of active shooter incidents are over in under five minutes .

CASUALTIES

1 . Casualties (victims killed and wounded) totaled 1,043 . The shooters are not counted in this total .

2 . A total of 486 individuals were killed .

3 . A total of 557 individuals were wounded .

4 . In 64 incidents (40%), the crime would have fallen within the federal guideline of “mass killing” – defined as “three or more killed” – under new federal statute .

5 . Median number of individuals killed was two, and the median number of individuals wounded in each incident was two .

6 . At least 25 (15 .6%) of the 160 incidents involved shooting at more than one location .

7 . Males acted violently against women with whom they had a romantic relationship . In 16 (10%) of the 160 incidents, the shooters targeted current, estranged or former wives as well as current or former girlfriends . In 12 incidents, the women were killed; in three incidents, the women sustained significant injuries but survived; and in one incident, the shooter could not find the woman . While perpetrating this violence, an additional 42 people were killed and another 28 wounded .

INCIDENTS WITH HIGHEST CASUALTY COUNTS

1 . Aurora, Colorado – Cinemark Century Theater July 20, 2012 – 70 (12 killed, 58 wounded)

2 . Virginia Tech – Virginia Polytechnic Institute and State University in Blacksburg, Virginia – April 16, 2007 - 49 (32 killed, 17 wounded)

3 . Fort Hood – Ft . Hood Soldier Readiness Processing Center in Ft . Hood Texas – November 5, 2009 – 45 (13 killed, 32 wounded)

4 . Sandy Hook Elementary – Sandy Hook Elementary School and a residence in Newtown, Connecticut – December 14, 2012 – (27 killed) .

SHOOTERS

1 . All but two incidents involved a single shooter .

2. In at least nine incidents, the shooter first shot and killed a family member(s) in a residence before moving to a more public location to continue shooting .

3 . In at least six incidents the shooter was female .

4 . In 64 incidents (40%) the shooters committed suicide, 54 shooters did so at the scene of the crime .

5. At least five shooters from four incidents remain at large .

TIME FRAME

1 . Of the 160 incidents, 64 (where the duration was verified) ended in five minutes or less, with 23 ending in two minutes or less . Even with law enforcement arriving within minutes, civilians often needed to make life and death decisions . Civilian training, including crisis decision-making, is critical .

2 . Of 160 incidents, at least 107 (66 .9%) ended before the police arrived .

Statistics of Active Shooters: 2000 - 2013From the Federal Bureau of Investigation – “A Study of Active Shooter Incidents in the United States Between 2000 and 2013” (September 24, 2014) – The study looked at 160 A .S .I . during this time frame .


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RESOLUTIONS

1 . In the majority of the 160 incidents, 90 (56 .3%) ended on the shooters initiative (the shooter committed suicide, stopped shooting or fled the scene) .

2. In at least 25 incidents, the shooter fled the scene before police arrived .

3. In four incidents at least five shooters fled the scene and were still at large at the conclusion of this FBI Study (2014) .

4 . In at least 65 (40 .6%) of the 160 incidents, citizen engagement or the shooter committing suicide ended the shooting at the scene before law enforcement arrived .

5 . In 37 incidents (23 .1%), the shooter committed suicide at the scene before the police arrive .

6 . In 21 incidents (13 .1%), the situation ended after unarmed citizens safely and successfully restrained the shooter . In two of those incidents, three off-duty law enforcement were present and assisted .

7 . Eleven of the incidents involved unarmed principals, teachers, and other school staff and students who confronted the shooters to end the threat (nine of those shooters were students) .

8. In five incidents (3.8%), the shooting ended after armed individuals (not law enforcement) exchanged gunfire with the shooters. In these incidents, three shooters were killed, one was wounded and one committed suicide .

8A . The individuals involved in these shootings included a citizen with a valid firearms permit; and armed security guards at a church, an airline counter, a federally managed museum and a school board meeting .

10 . In two incidents (1 .3%), two armed, off duty police officers engaged the shooter resulting in the shooters death . In one of those incidents, the off duty officer assisted a responding officer to end the threat .

LAW ENFORCEMENT PERSONNEL CASUALTIES

1 . L .E . suffered casualties in 21 (46 .7%) of the 45 incidents where they engaged the shooter to end the threat .

2. This resulted in nine officers killed (four were ambushed in a shooting) and 28 wounded .

3 . In three (1 .9%) of the 160 incidents, armed non-sworn security personnel were killed .

4 . In two additional incidents, two unarmed security officers were killed and two were wounded.

SHOOTER OUTCOMES

1 . In all, 64 (40%) of the shooters committed suicide .

2 . Most shooters were males acting alone .

3 . Only two (1 .3%) of the 160 incidents had more than one shooter and only six (3 .8%) involved a female shooter .

4 . Two of the 12 shootings at institutions of higher education (IHEs) were perpetrated by females

5 . Results show that only three shooters carried improvised explosive devices (IEDs) .

6 . One shooter used a Molotov cocktail .

7 . One shooter booby trapped his residence with IEDs .

8 . Six shooters wore or carried body armor .


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FANTASY STAGE

The shooter pictures himself doing the shooting . He fantasizes about the headlines and news coverage he will receive . He might draw pictures of the event and make web/blog postings . During fantasy stage the “would be shooter” very often will discuss their desires with friends and foes . This is where “Hear Something, Say Something” Program, which we will discuss, could stop a tragic event from taking place .

Signs/Indicators:

1 . History of paranoia and delusions . 2 . Experience a sense of hopelessness, depression and

despair over perceived loss or injustice . 3 . Exhibiting worsening cognitive and behavioral

personality changes . 4. Intensification of animosity, grievance and blame

towards others . 5 . Increasing social withdraw and isolation . 6 . Experiencing reduced levels of functioning and

productivity . 7 . Worsening psychological and psychiatric disorders . 8 . Begin to view violence as acceptable/desirable way

to solve problems . 9 . Begin to imagine revenge against perceived

adversaries . 10 . Begin to imagine event at which revenge will take

place . 11 . Begin to romanticize media coverage and notoriety

generated by attack . 12 . Express revenge fantasies through web postings,

writings, artwork or discussions (Sinai, 2013) .

PLANNING STAGE

The “would be shooter” is deciding who, what, when, where and how of his attack . He will often write about his plans . He will often discuss his plans with others (“Hear Something, Say Something” benefits cannot be stressed enough) . He will plan the time and location to insure the most victims, or some cases to target specific victims. He will decide how he will travel to the target and what

he will wear to conceal his weapons without arousing suspicion .

1 . Target Selection . 2 . Weaponry selection . 3 . Seek/receive some assistance . 4 . Selection of travel logistics . 5 . Consider date and time of attack (Sinai, 2013) .

PREPARATION STAGE

The subject may obtain gun powder for his improvised explosive devices . He may break into a relative’s house or even immediate family to steal weapons for the event . He may preposition weapons and explosives for the future attack . Active shooters have even been known to call friends and tell them not to go to school or work on the scheduled day of the attack in an effort to keep them out of the line of fire (More evidence that “Hear Something, Say Something” is critical; if authorities are made aware, they have a chance to stop a tragic event) .

1 . Obtains weapons and ammunition . 2. Become proficient in using weapons. 3 . Rehearse the attack . 4 . Survey the target . 5 . Preposition weapons for use during operation close to

attack location (Sinai, 2013) .

APPROACH STAGE

The closer to the event the more dangerous it is for those who intercede . The approach stage is very dangerous since the suspect has made his plans and decided to act . He will be walking, driving or riding toward his target with his tools to carry out the attack .

1 . Develop attack plan . 2 . Travel to target . 3 . Behave as though knowing he/she might be under

surveillance (Sinai, 2013) .

IMPLEMENTATION STAGE

The shooting/attack begins .

Five Phases of an Active Shooter Lt . Dan Marcou (La Crosse PD, retired, assisted OCPD at Comfort Suites active shooter in 2004) (Joshua Sinai in his Active Shooter: A Handbook on Prevention [2013] wrote of six stages but he included post incident mitigation by L .E .)


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Prevention of Active ShootersA. There is no definitive profile that can be used to identify an active shooter.

B . What motivates active shooters The pathway of targeted violence typically involves an unresolved real or perceived grievance and

an ideation of a violent resolution that eventually moves from thought to research, to planning and preparation .

C . Dr . John Nicoletti during the March 2014, Police Executive Research Forum (PERF) regarding The Police Response to Active Shooter Incidents explained that most active shooters are mentally ill but only a tiny fraction of persons with mental illness will become violent . Thus mental illness alone is not a good predictor of an active shooter (PERF, 2014) .

D . A better indicator is the perceived injustice active shooters have . They see themselves as avengers .

E . The injustice can be motivated by personal triggering events, such as a break up of a relationship, or work/school-based incident, such as a termination, suspension, etc . (PERF, 2014) .

F . Many shooters did or said something unsettling, but those who observed the comment/activity often minimized it using a “just” justification:

• “He was just joking .” • “That’s just the way he is .” • “He was just having a bad day .”

G . Most active shooters do not suddenly “snap” (Sinai, 2013) . Most attackers engage in some behavior prior to the incident that causes others concern and indicate a need for help (Sinai, 2013) .

H . The buildup can take months or even years – during this time they say and do things that seem odd or are alarming .

I . Many active shooters display observable pre-attack behaviors, which if recognized (“Hear Something, Say Something” program) can disrupt a planned attack .

J . Some recent studies suggest more than 50% of shooters broadcasted their intent – others studies up to 80 – 100% depending on the age and type of shooter (PERF, 2014) .

K . An ALERRT study found that all shooters engaged in some planning, with some making substantial preparation . This planning was beyond acquiring weapons and ammunition for attack, it included:

1 . Obtaining diagrams or drawings of target . 2 . Possessing a “hit list .” 3 . Wearing body armor . 4 . Acquiring equipment or supplies to trap victims or slow police response

(such as chaining the doors) . 5 . Preparing a manifesto . 6 . Blogging about the attack . 7 . Providing a “media kit” (letter, video, etc .) (Blair, Nichols, Burns, & Curnutt, 2013) .


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1 . Many active shooters display observable pre-attack behaviors, which if recognized can lead to disrupting the planned attack .

2 . In almost every active shooter case, the attacker gave acquaintances cause for concern – “Something just isn’t right” Examples: trying to get a gun, writing poems about suicide or homicide, or talking about how to poison people in a pizza restaurant (Toppo, 2007) .

3 . Bystanders - Teachers, classmates, staff, co-workers, family members, business owners, acquaintances and friends generally represent the best opportunity for detection and recognition of an active shooter prior to an attack . Bystander observation includes reporting a suspicious person in an area or building .

4 . You are not needed to identify or diagnosis the problem; you can stop a violent event by bringing concerns to someone/group that can vet the concern and, if needed, get the individual needed help .

5 . Key is information sharing – Set up internal mechanisms to forward the unsettling comment or action to the right people and get the person in crisis assistance .

6 . Cases where schools/organizations have completed threat assessment evaluations: Individuals of concern received counseling/therapy/assistance and possible violent events were averted .

7 . Empower members of your organization through: – “Permission to observe and act” – “Pattern Matching” (Safe Havens, 2014)

8 . Day to Day Organizational Security – is the responsibility of all personnel – if you see something or someone suspicious – SAY SOMETHING, NOTIFY SOMEONE . A community that shares information and concerns immediately is the safest .

We propose organizations, business and schools adopt a “Hear Something, Say Something” program .

This program is designed to allow a student/parent/staff/co-worker or friend to bring information of concern to any adult working in the school/organization . This information of concern needs to be immediately sent to a multi-disciplinary threat assessment team point of contact .

The Threat Assessment Team can be an internal administrator and can also include a counselor/psychologist and a law enforcement representative . The Threat Assessment Team would vet the concern and determine initial action . The program works best when the reporter can choose someone they feel comfortable with, thereby increasing report frequency .

9 . A thorough threat assessment necessitates a holistic review of an individual of concern including historical, clinical and contextual factors – this threat assessment needs to be conducted by qualified, trained professionals who make up your Multi-disciplinary Threat Assessment Team .

10 . Successful threat management often involves long-term caretaking and coordination between law enforcement, mental health care professionals, school/organizational officials and social services (Schweit, 2013) .

11 . Exclusionary interventions (e .g ., expulsion, termination) DO NOT necessarily represent the end of threat-management efforts (Schweit, 2013) .

12. While not every active shooter can be identified and stopped, many potential active shooters who appear to be on a trajectory toward violence can be stopped (Schweit, 2013) .

Disturbing Actions or Information: Who to Tell?


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1 . Belief that they are a victim of a real or perceived injustice .

2 . History of paranoia and delusions causing resentment, suspicion and leading to feelings of strong contempt for those around them (Sinai, 2013) .

3 . Feelings of being rejected and psychologically victimized (Early Warning, 1998) .

4 . Sudden depression and severe mood swings accompanied by social withdrawal and isolation (Early Warning, 1998 & Sinai, 2013) .

5 . Worsening cognitive and behavioral changes (Sinai, 2013) .

6 . Excessive feelings of rejection (Early Warning, 1998) .

7 . Decrease in attention to appearance and hygiene (Sinai, 2013) .

8 . Being a victim of violence (Early Warning, 1998) .

9 . Feelings of being picked on and persecuted (Early Warning, 1998) .

10 . Experience bullying, teasing, and/or rejection resulting in alienation, anger, holding grudges, and fury at those regarded as persecutors (Sinai, 2013) .

11. Intensification of animosity, grievance, and blame toward others (Sinai, 2013).

12 . Blaming others for one’s short comings and feeling that others deserve severe punishment (Sinai, 2013) .

13 . Chronic, hypersensitive complaints about persecution by others, even when such complaints are unwarranted (Sinai, 2013) .

14 . Low school or work interest and poor academic or work performance (Early Warning, 1998) .

15 . Frequent talk of conspiracy theories and the need to overcome government brain washing and mind control through nihilistic actions (Sinai, 2013) .

16 . Relationship problems and lack of emotional support with family and friends (Sinai, 2013) .

17 . History of social and employment frustration and failures and inability to cope (Sinai, 2013) .

18 . Exaggerated need for often unwarranted attention and respect by others (Sinai, 2013) .

19 . High but unmet, expectations for oneself accompanied by poor coping skills and feelings of victimization by others (Sinai, 2013) .

20 . Reduced levels of functioning and productivity (Sinai, 2013) .

Early Warning SignsA good rule of thumb is to assume that these warning signs, especially when presented in combination, indicate a need for further analysis to determine appropriate intervention .


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21 . Expression of violence in writing and drawings (Early Warning, 1998) .

22 . Unexplained absenteeism (Sinai, 2013) .

23 . Uncontrolled outbursts of anger and rage (Early Warning, 1998) .

24 . Patterns of impulsive and chronic hitting, intimidating and bullying behaviors (Early Warning, 1998) .

25 . History of discipline problems (Early Warning, 1998) .

26 . History of violent and aggressive behaviors (Early Warning, 1998) .

27 . Intolerance for differences and prejudicial attitudes (Early Warning, 1998) .

28 . Drug use and alcohol use or an increase (Early Warning, 1998) .

29. Affiliations with gangs (Early Warning, 1998).

30. Inappropriate access to, possession of, and use of firearms (Early Warning, 1998).

31 . Serious threats of violence (Early Warning, 1998) .

32 . Worsening psychological and psychiatric disorders (Sinai, 2013) .

33 . Suffering a traumatic personal or professional loss or failure, which they perceived as “transformational,” and may indicate future problematic activities to redress them (Sinai, 2013) .

34 . Strong preoccupation with violent media, such as video games and music that might translate into violent activities (Sinai, 2013) .

35 . View violence as an acceptable and desired way to solve problems (Sinai, 2013) .

36 . Imagine taking revenge against perceived adversaries (Sinai, 2013) .

37 . Begin to imagine revenge takes place and romanticize media coverage, headlines and notoriety given them by event (Sinai, 2013) .

38 . Express revenge fantasies through internet web postings, writings, artwork or even discussions of the event with others (Sinai, 2013) .

The identified early warning signs apply to numerous individuals with troubled personalities who are not likely to embark on active shooter-type violence, and that appropriate preemptive counseling, psychological or psychiatric therapies are generally sufficient to treat the symptoms and enable them to lead relatively normal and peaceful lives (Sinai, 2013) .


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Threatening Behaviors (Imminent Warning Signs)1 . Threatening behaviors indicate a student/person is very close to behaving in a way that is potentially dangerous to

self or others and immediate response is required (Early Warning, 1998) .

2 . No single warning sign can predict that a dangerous act will occur . Threatening behaviors usually are presented as a sequence of overt, serious, hostile behaviors or threats directed at peers, staff, or other individuals . Usually threatening behaviors are evident to more than one staff member or family member (Early Warning, 1998) .

3 . Verbal abuse of those one comes into contact (Sinai, 2013) .

4. Serious physical fighting with peers and family members (Early Warning, 1998).

5 . Feeling that others deserve vengeful punishment for causing one’s perceived problems (Sinai, 2013) .

6 . Making jokes or offensive comments about violent acts (Sinai, 2013) .

7 . Severe destruction of property (Early Warning, 1998) .

8 . Severe rage or temper tantrums for seemingly minor reasons (Early Warning, 1998) .

9. Expressing empathy towards and identification with other individuals who commit acts of violence (Sinai, 2013).

10. Increasing talk about using firearms for unexplained reasons (Sinai, 2013).

11 . Detailed threats of lethal violence (Early Warning, 1998) .

12 . When confronted with personal failure, whether in school or work, begin talk about equating suicide with tranquility and escape from a difficult life (Sinai, 2013).

13. Possession and/or use of firearm and other weapons (Early Warning, 1998).

14 . Other self-injurious behaviors or threats of suicide (Early Warning, 1998) .

15 . Has presented detailed plan (time, place, method) to harm or kill others – particularly if the student has a history of aggressive or has attempted to carry out threats in the past (Early Warning, 1998) .

16 . Triggering or precipitating traumatic event that results in unpredictable and worrisome events (Sinai, 2013) .

17. Is carrying weapon, particularly a firearm, and has threatened to use it (Early Warning, 1998).

18 . Make vengeful comments that advocate vengeful violence as a solution to all personal problems (Sinai, 2013) .

19 . Make threatening gestures or verbal threats against peers, colleagues or employers (Sinai, 2013) .

It is critical to understand that spotting a potential active shooter or someone who may commit a future act of violence is not easy and straightforward . It is possible, and even likely, that the majority of individuals displaying early warning signs and/or threatening behaviors will not become violent . What is guaranteed when an early warning sign or threatening behavior is displayed: The individual needs help and can benefit from professional intervention/assistance .


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Indicators: Preparation to Commit a Violent Attack Early warning signs and threatening behavior observed in conjunction with the following

substantiates a possible act of violence and needs to be seen as strong threat indicator to planning/preparation for a violent act . These are indicators in an active shooter’s pre-incident “incubation” period and they are not linear or sequential (Sinai, 2013) . Some active shooters can bypass indicators or combine into one single phase of preparation (Sinai, 2013) . In Joshua Sinai’s book Active Shooter (2013) he outlines these indicators as part of the six phases .

1 . Target selection .

2 . Weapons selection

3 . Seek/receive assistance – known or unknown .

4 . Selection of travel logistics .

5 . Consider date and time of attack .

6 . Obtain weapons (buying, stealing, etc .)

7 . Practice with weapons .

8 . Rehearse attack .

9 . Reconnaissance of target (in person, internet, etc)

10 . Preposition weapons close to target .

11 . Develop attack plan .

12 . Deploy weapons and supplies .

13 . Travel to target location .

14 . Behave as though knowing he/she may be under surveillance .


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Multi-disciplinary Threat Assessment Team 1 . First obstacle - To create a program that is not about labeling or identifying the next “active shooter .” As

we discussed, positively identifying an active shooter is extremely difficult, so that cannot be the sole purpose . A program focused on getting those in crisis assistance will save lives .

2 . Form a multi-disciplinary threat assessment team – composed of administrator, human resources rep, psychologist, law enforcement rep - depending on organization structure .

3 . It is important to have numerous pathways for reporting items of concern, with some allowing anonymous reporting (“safe to tell” phone lines, text, web-based mechanisms) .

4 . Have an established and trained policy that all personnel, students and parents are well versed in regarding reporting – can be accomplished through staff trainings, student-parent meetings, etc .

5 . CRITICAL - Any information about violent events, early warning signs indicators or threatening behaviors MUST be reported immediately to Multi-disciplinary Threat Assessment Team Point of Contact .

6 . Concerning information cannot wait (even minutes) – you don’t know if possible actions or threat is credible and if it could quickly evolve into a violent incident .

7 . Recommended to have up to three Points of Contact for Multi-disciplinary Threat Assessment Team to ensure a contact is always available .

8 . Training for Multi-Disciplinary Threat Assessment Team: Since 2000, the Secret Service and the U .S . Department of Education have trained many thousands of educators, police and mental health professionals (U .S . Education Department’s Safe and Drug Free Schools)

Train and Practice Your Responses1 . Practice frequent decision making scenarios .

2 . Train and practice on all hazard approaches .

3 . Don’t teach employees to wait to be told what to do . Trust and train them to make decisions on best response .

4 . The more effective training through drills, simulations and mental scripts, will make for better responses .

5 . It may be necessary and life saving for an employee to violate policy to save their lives . Let them know this is okay . Permissions to Live (Dorn, 2014)


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Surviving an Active Shooter Best way to survive is to know the #1 sign of an active shooter (GUNFIRE) and react to it –

HAVE A PLAN AND WORK YOUR PLAN! (Develop your active shooter script)

Move with Purpose The context/facts of your situation will determine what’s your purpose . (options are not linear - context dictates) Purposes may be: Barricade/Lockdown Create distance Secondary exit Only when no other option is available, engage . Your plan must incorporate the ability to switch and choose as well as combine, options . If no other options then engage .

IMMEDIATE ACTION PLAN – “Ripple of Safety”1 . You get safe2 . Notify those around you so they can get safe3. Activate your organization’s emergency notification4 . Call 911

For use in allemergencies

1 . To be effective in your response you need to understand the factors that affect how many casualties result from an active shooter .

2 . The ALERRT Center at Texas State University in their studies of active shooters across the country found the number of casualties are a function of the following factors . (You can partially or even drastically reduce casualties by taking preventative measures {laminated glass, hardened entrances, secured doors, video monitored, etc .} pre-incident

to reduce elements of these factors) (Blair, Nichols, Burns, & Curnutt, 2013)

A . The amount of time the shooter has to perform the attack .

B. The rate at which the shooter can find targets.

3 . Initiating your Immediate Action Plan (waiting can cost lives) Immediate action will reduce both factors . Move with purpose, barricade/lock down or put distance and obstacles between you and shooter . If you don’t know where the shooter is or where gunfire is coming from, running is not a good option - lock-down .

1 . Biggest error when locking down is not doing it quickly enough – do it immediately - waiting can cost lives .

2 . Shut and lock/barricade the door – make it look like no one is in the room (turn off lights, cover any

door windows, silence your cell phone so shooter can’t see or hear your location) .

3 . If you do not have a good way to barricade your lo-cation speak to your employer/manager to improve the situation . There are numerous options available to quickly barricade your location .

4 . Practice and pre-position items you would use if you needed to barricade your room – door wedges, rope or cable cords, etc .) .

5 . Practice and envision barricading your location and where to position yourself (avoid the fatal funnel) (create an active shooter lockdown script) .

6 . If necessary identify a secondary exit out of room (open/break window, etc .) .

7 . If multiple people are in a barricaded room, and no secondary exit available do not huddle together; spread out so the group cannot be shot with very lit-tle weapon movement – stack and position yourself to attack shooter – “Defend Your Room” “Bracket the Door”

If the shooter is not in your immediate location and you can lockout shooter - Barricade/Lockdown


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“Defend your Room” Position – “Bracketed” – One on both sides of door .(Lt . Murphy using the “Samurai Position” on left .)

Team Tactics - Capt . Bolender controls the weapon and the shooters arm, Battalion Chief Pulvermacher utilizes the “Warrior Harness” until he believes the threat is gone .

Metering and Quick PeakTechniques are intended to give you protective tools to check an area - IF YOU HEAR GUN FIRE OR SEE THE SHOOTER YOU NEED TO GO THE OTHER WAY - always have a plan of what you will do if you encounter the shooter .

Avoid the fatal funnels (any opening (doors) that may attract gunfire whenever possible

Quick Peeks before Entering an Unknown Area

Use of Metering to Check an Unknown Area


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No Other Option: Engage

1 . If you are not able to barricade from the shooter and you could not create distance away from shooter, YOUR LAST RESORT is to ENGAGE . But if you can barricade or create distance- do it .

2 . Preplan your Engage – Identify possible improvised weapons, distractions, disorientating tools, etc . . . (Fire extinguisher, chairs, stapler, hole punch, lap top, chair leg, etc .)

A . Locate the improvised weapon and plan how to hold and use it . B . Preposition for quick access if you need to quickly move to position just off frame of door (2-3 ft .)

(Defend your Room Position – See photo page 15) .

3 . Plan and talk with co-workers to prepare one of your best weapons – your numbers, if applicable .

4 . If you have barricaded or locked yourself in a room, identify a secondary exit – open a window and get out – a locked door is sometimes only a delay tactic .

5 . If you cannot get out a secondary exit, position yourself in the “Defend your Room” Position in case shooter breaches your room .

6 . Remember your use of force must be reasonable .

7 . Engage the shooter includes a wide spectrum of possibilities, including affecting shooter’s environment, distracting and disorientating tactics, physical tactics, etc . . . (Light distraction, throwing items at shooter’s head, attention drawers, etc . . .)

1 . Put heavy objects and distance between you and shooter .

2 . Try to create 90° angels with shooter, corners, alcoves, rooms .

3. Incorporating an emergency notification system that gives clear communication on what and where the shooter is will assist in everyone making a correct tactical decision – i.e., if you hear the shooter is on the 3rd floor and you are on the first – you should consider getting out, move with purpose.

4. Preplan Your Response – Know exit routes in your office, room at school, areas you frequent. (Takes away the thinking/figuring out; preplan where you are going to go).

5 . Thinking through your exit routes can save your life .

6. Create your own active shooter script – just like fire drills, locate your different exits and walk through them once a week .

7 . If you are unsure it is safe to go into an area or where the shooter is, barricade/lockdown is a good default in your response plan .

8 . When you choose an option of creating distance, move in a brisk, controlled pace, running in an uncontrolled manner can cause choke points to an exit, crushing injuries and even slow evacuations, unless you are under direct fire.

Create DistanceIf shooter is in your immediate area, moveaway with purpose from shooter .


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Treat the Injured With You Once You are Safe 1 . #1 Rule of Active Shooter First Care / Aid – Get Safe First! Once SAFE, you can treat the injured .

2. Never treat under fire – If gun shots are ringing out and you are out in the open, it’s time for feet or fists, not applying a tourniquet . “Get off the X”

3. Get out, do not add to injured – getting out and telling police and fire where injured are will greatly benefit rescue task forces in their aid of victims .

4 . If you are with injured or injured yourself and shooter is not present (in your immediate location) and you cannot get out, move, position or drag injured into a room that can be secured or barricaded .

5 . If you cannot get out, generally try not to treat in open area or hallway, move to room or location you can barricade . “Get off the X”- avoid treating or staying in stairwells, hallways or open areas .

6 . Position injured in barricaded room out of line of sight (avoid Fatal Funnel) but in location that if you have to move to door frame to “Defend Your Room Position,” you are not crossing door/fatal funnel .

7 . Position injured with their head toward the corner and you facing the door .

8 . Barricade door and then treat .

9 . Most injuries in active shooter are bleeding/hemorrhage type injuries .

10 . Treat and Go Kit Training and Kits are a must – contact PW Training Group for Active Shooter First Care Training .

11 . Prepare staff to treat bleeding/hemorrhage control – tourniquet application, hemostatic gauze application, chest seals and compression bandages .

No tactic or plan is foolproof in these dangerous and dynamic situations, but a prepared individual with the right mind set, plan, preparation and practice can make a difference .


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PW Training Group Active Shooter Response Concepts/Tactics that Will Give You a Tactical Advantage

1 . In your plan and response look to utilize Speed, Surprise and Violence of Action – the use of SSV will give you an advantage .

2 . In your plan and response, look to utilize action (inaction/freezing will get you killed), causing the shooter to react to you whenever possible . Action is always faster than reaction . Action will save your life, inaction will not .

3 . The Book from ALERRT Active Shooter Events and Response (2013) explains two concepts: A. Gun fire is the #1 sign of an active shooter – You hear what could be gunfire, initiate your active

shooter response script/plan – Now! Don’t normalize it, don’t deny it!

B . The two factors that determine the number of casualties during an active shooter are (1) amount of time the shooter has to perform the attack and (2) the rate at which the shooter can access suitable victims .

In your organization adopt an active shooter protocol that reduces these two factors . It will save lives .

4 . Utilize the “Defend your Room” and “Bracket” Positions whenever trapped and need to engage .

5 . Utilize “Improvised Weapons”, “Warrior Harness” and “Front Squeeze Choke” when you are trapped with no options and defending yourself as a team and have to fight for your life.

6. Once you are safe, notify those around you, activate organization’s emergency notification and call 911.

When Safe: Call 911

1 . When safe, call 911; If time is limited, upon immediate contact with dispatch, clearly state these three priorities:

• your location, address if you know it (business or school) • city you are located in and that • there is an active shooter

Some 911 calls go to county dispatch; they may not readily know your location . 2 . If possible, give info regarding shooter/s, description, how many shooters and location .

3 . If you do not know, give your location and how many are with you along with number of injured .

4 . If you have stopped the shooter tell them that information .

5 . If you are aware of injured, tell the 911 dispatcher where the injured are located .

6 . Give dispatch your phone number and keep your phone “silenced” in case dispatch needs to call you back for more information .


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Once Out of the Building/Area1 . External rally points are they far enough away – several blocks?

2 . Rally points provide some cover? (Cover will stop bullets – large heavy buildings/items )

3 . Train staff on awareness of surroundings and possible threats when moving to and arriving at external rally points – attacker may know your plans .

4. If threat of improvised explosive identified: Are protocols in place to move to alternative location? (Propane tank IEDS, pressure cooker IEDs, suspicious containers, etc .)

5 . How will employees communicate and be accounted for?

6 . Does management have a tracking list of those to be accounted for?

7 . Can this list be accessed once you have been evacuated?

8. List of personnel, floor plans, access keys for building that can be accessed from outside facility.

9 . Is there a plan/system to notify other employees, contractors, deliveries, other sites or campuses of attack and danger zones (places to avoid or what to look out for)?

10 . Some attackers have caused evacuation to ambush victims, be aware and ready to respond . (Reverse evacuation) .

When Police Arrive 1 . Hold your hands high above your head with nothing in your hands, palms toward officers, fingers splayed open.

2 . Stay toward sides of hallway as police contact teams are entering to allow contact teams to move freely past you .

3 . Do NOT run through Police Contact Team – these initial teams will bypass you and the injured, the priority is to locate the shooter and stop deadly actions .

4 . Obey all police commands – whatever told – do it immediately .

5 . If you know where the shooter is or what he/she looks like, relay information to police .

6 . If you know where victims are, relay information quickly to police .

What Police Incident Commander will Expect and Request1 . A representative from your organization will be asked to report to command post to give information regarding

building layout, personnel, and site logistics .

2. Provide floor plans, personnel roster and accountability plan/list.

3 . Provide internal and external keys so all doors can be accessed – or they will be breached .

4 . Coordination of press release with Incident PIO – one message, no info given to press without approval of incident commander .

5 . Train supervisors/employees (if applicable) and identify organizational team leaders in incident command structure (NIMS) to prepare your organization to work within that structure . Several courses are available: www .training .fema .gov/IS/NIMS .asp www .fema .gov/national-incident-management-system-training www .training .fema .gov/is/crslist .asp

6. Plan with law enforcement for reunification of employees who are uninjured with family members. Prior to event, establish a reunification plan.

7 . Initiate organization Continuance of Operation Plan (COOP Plan) to assure essential functions happen .


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Active Shooter Checklist

NUMBER ONE SIGN YOU ARE IN AN ACTIVE SHOOTER IS GUN FIRE

YOU HEAR ANYTHING SOUNDING LIKE GUNFIRE, YOU MUST ACT INITIATE YOUR ACTIVE SHOOTER RESPONSE PLAN!

IMMEDIATE ACTION PLAN: (To be used for any emergency) You get safe and then notify those around you so they can get safe.

Activate organization’s emergency notification, call 911.

MOVE WITH PURPOSE1. Barricade/Lockdown • Barricade your location . • Make it look like no one is home . • Silence your cell phone . • Identify secondary exit from your location – get out, if not . . . • Position yourself to defend your room – 2-3 feet from door frame . Avoid fatal funnel . • Arm yourself with anything that can be used as a weapon . Improvised weapon .

2. Create Distance • If you know where shooters are, or are under direct fire, create distance. • Put 90° angles between you and shooter - alcoves, hallways, rooms, etc . . . • Move so heavy, large objects are between you and shooter • Keep your hands visible when police arrive – obey police commands . • Once you are safe call 911 – 1 . Location/City, 2 . Active Shooter .

4. Engage (No other options) • Affect shooter’s environment, disorientate the shooter, throw objects • Use Speed, Surprise & Violence of Action – Surprise, Strike & Keep Attacking – if you have no other option .

• Don’t let him breathe once you attack - keep attacking . • Throw anything at subjects face/head to give you an advantage as you attack or create distance . • Use team tactics – one, control weapon/arm and point in a safe direction; two access the shooters neck . Lock on with arms and squeeze until threat is no longer present .

5. Help/First Care If you cannot get out to notify police where the injured are, get in barricaded location and control injured bleeding . Get trained in Tactical Emergency Casualty Care (TECC) - PW First Care Class for civilians . With this training you can save lives .


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ReferencesBlair, P. J., Martindale, M. H., & Nichols, T. (2014, January). Active Shooter Events from 2000 to 2012. Retrieved from FBI Law Enforcement Bulletin http://www.fbi.gov/2014/january/active- shooter-events-from-2000-2012?utm_campaign=e.

Blair, P. J., Nichols, T., Burns, D., & Curnutt J.R. (2013). Active Shooter Events and Response. Boca Raton, FL: CRC Press.

Blue Sheepdog. (2013). Safe Window Breaking – Types of Glass. Retrieved from http://www.bluesheepdog.com/window-breaking.

Commonwealth of Virginia, Virginia Tech Review Panel & TriData Division System Planning Corporation. (2009). Mass Shootings at Virginia Tech Addendum to the Report of the review Panel. Retrieved from scholar.lib.vt.edu/prevail/docs/April16ReportRev20100106.pdf.

Dwyer, K., Osher, D., and Wagner, C. (1998). Early Warning, timely response: A guide to safe schools. Washington, D.C: U.S. Department of Education.

FBI. (September 9th 2014). Study on Active Shooter Incidents 2000 – 2013. Retrieved September 26th 2014 from http://www.fbi.gov/news/stories/2014/september/fbi-releases-study-on-active-shooter-incidents.

Gaffney, J.P. (2014, April, 19). Can Police Prevent an Active Shooting Incident? Law Enforcement Today Retrieved April 23, 2014, from http://www.lawenforcementtoday.com/2014/04/19/can-police-prevent-an-active-shooter-incident-?

Grossman, D. (2008). On Combat: The Psychology and physiology of Deadly Conflict in War and Peace, 3rd ed. Millstadt, IL. Warrior Science Publications.

International Association of Campus Law Enforcement Administrators. (2008, April 18). Overview of the Virginia Tech Tragedy and Implementation for Campus Safety. IACLEA Special review Task Force. Retrieved from http://www.iaclea.org/.../VT-taskforce-report_Virginia-tech.pdf.

Marcou, D. (2013). 5 Phases of the “Active Shooter.” Retrieved from School Resources & Training Institute.

Mueck, R. P., (2013, May). Active Shooter issues in CI/KR. The CIP Report (Vol. 11 #9). Retrieved from http://cip.gmu.edu.

New York Police Department. (2012). Active Shooter Recommendations and Analysis for Risk Mitigation. New York City, N.Y: NYPD Printing Section.

Office of the State’s Attorney Judicial District of Danbury. (2013, November 25). Report of the State’s Attorney for the Judicial District of Danbury on the Shootings at Sandy Hook Elementary School and 36 Yogananda Street, Newton, Connecticut on December 14, 2012. Retrieved from www.ct.gov/csao/lib/csao/Sandy_Hook_Final_Report.pdf

Paparazzo, J., Eith, C., & Tocco, J., (2013). Strategic Approaches to Preventing Multiple Casualty Violence: Report on the National Summit on Multiple Casualty Shootings. Washington, D.C. U.S. Department of Justice, Office of Community Oriented Policing Services.

Police Executive Research Forum, (2014, March). Critical Issues in Policing Series: The Police Response to Active Shooter Incidents. Washington, D.C. U.S.

Ripley, A. (2008). The unthinkable: who survives when disaster strikes and why? New York: Three Rivers Press.

Schweit, W. Katherine. (2013, May). Addressing the Problem of the Active Shooter. Retrieved from FBI Law Enforcement Bulletin http://www.fbi.gov/stats-services/publications/law-enforcement-bulletin/2013/May/activeshooter.

Sinai, J. (2013). Active Shooter A Handbook on Prevention. Alexandria, VA: ASIS International.

Tarighi, A. (2013). Average-Police-Response-Time to a 911 call? Retrieved from http://www.sefl-defense-mind-body-spirit.com/average-police-response-time.html.

Toppo, G. (2007, April 19). Experts ponder patterns in school shootings. USA Today. Retrieved from http://usatoday30.usatoday.com/news/education/2007-04-18-school-shootings.html.

Dorn, M., Shepherd, S., Dorn, C. (2014). Staying Alive - How to Act Fast and Survive Deadly Encounters. Hauppauge, New York. barrons Educational Series.

Contact us to learn more or to schedule an assessment of your training needs:

414-573-9588 PWtraininggroup.com [email protected]

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