Ironton City
Schools Serious Threat Response Plan
Weapons in schools constitute dangerous situations that are best left to trained law enforcement officers. However, if you find yourself trapped in a situation with no alternatives, you may choose to follow these suggestions, at least until assistance arrives. No person or agency can guarantee that applying this information will prevent bodily injury or death. The best course of action is always prevention.
I. If you are confronted with a weapon –
A. Despite our best efforts at prevention and detection, incidents may still occur. If you find yourself confronted, here are some guidelines to follow until professional assistance arrives:
1. Stay calm and try not to aggravate the situation. Remember that the person who is threatening you most likely has not yet decided what to do.
2. Keep in mind that the assailant is probably as afraid as you are.
3. Avoid rushing or trying to disarm an armed person.
4. Negotiate. Try to get as many “yes’s” as possible. “Is it ok if I step back?” Work toward small agreements. The more talking, possible the less action. Try to avoid discussing their points of anger. Discuss their family or yours, mutual interests, even hobbies, etc.
5. Negotiate several steps away form any armed person. Distance may help reduce anxiety and lessen accuracy of the weapon.
II. If someone else is confronted with a threat of violence –
A. The most likely victim of violence in a school is not a staff member, but another student. If you walk into such a situation, keep in mind that responding does not require you to step in front of a student with a weapon. In fact, that may only make the situation worse.
1. Quickly assess the life/safety issues. How many people are involved? What are the size and strength of the individuals? What types of weapons are involved? How many weapons are there?
2. Provide immediate emergency medical care.
3. Notify the principal or the principal’s designee with as many details as possible. How many, who, type of threat, immediacy of situation, etc. Trust your instincts.
4. The principal will notify 911 and announce either Code Green or Code Red over the PA or other communication system.
a. Code Green – (inside or outside the building if known) Suspected trouble, apparent threatening activities, probable threat of serious violence:
· Move students to their assigned rooms immediately.
· Secure all interior and exterior doors, turn off lights, create appearance that the room is vacant.
· Conduct and record your room’s attendance as soon as practicable.
· Keep students calm and quiet; be prepared to begin evacuation if directed to do so.
· Remain “invisible” until all clear is announced by a familiar voice for the second time.
b. Code Red – (inside or outside of the building if known) Urgent situation, clear threat of immediate physical harm:
· Move students to nearest safe room immediately.
· Secure all doors, turn off lights, and create appearance that the room is vacant.
· Conduct and record your room’s attendance as soon as practicable.
· Keep students calm and quiet; be prepared to begin evacuation if directed to do so.
· Remain “invisible” until all clear is announced by a familiar voice for the second time.
5. Activate your emergency response plan. Notify your school’s Crisis Response Team.
6. Alert persons in charge of various information systems to avoid confusion and misinformation.
III. If you become a hostage –
A. Verbal/Nonverbal Responses – active listening, empathetic, preserve person’s self-esteem and dignity, recognize their emotional state, encourage them to talk, try to get even small concessions or “yes’s” to your inquiries or requests.
B. Stockholm Syndrome – use to your advantage. People under these highly stressful situations tend to bond over a relatively short period of time. Especially if you are applying techniques described above, you will soon begin to feel a sincere interest in the assailant’s well being. You need this person to care about your well being, but you must guard against becoming their accomplice in your own demise.
C. Slow down the action by feigning misunderstanding, poor hearing, pretend to be dense, ill, ask for favors, repeat yourself, change the subject – Remember, time and delay are in your favor.
D. Remember details – this will aid in your remaining alert and more able to predict upcoming events or opportunities to escape or overcome.
E. Remain ready to react to unexpected opportunities for escape or communication with those who may be trying to assist.
IV. Crisis Response Team –
A. Members (minimum)-
1. Principal or assistant principal to communicate with superintendent
2. Secretary who knows where to find information.
3. Nurse with medical information and authority.
4. Janitor with complete building knowledge and access.
5. Guidance counselor with knowledge of behavior disorders.
6. Other indirect service staff for observers and assistants, depending upon size of building or student body.
B. Function –
1. Assess life/safety issues immediately.
2. Immediately address emergency medical needs.
3. Notify the principal or designee.
4. Announce Code Green or Code Red (inside or outside the building)
5. Assure that 911 is being or has been contacted.
6. Work to assure student and staff safety.
a. Relocate students and/or staff if/when necessary and safe.
b. Secure building or rooms to restrict movement and isolate threat.
c. Remove onlookers and possible weapons from area.
d. Secure all areas and restrict movement.
e. Implement evacuation and/or other relocation procedures to protect students and staff from harm. Avoid dismissing students to unknown care.
f. Adjust bell schedule to ensure safety and avoid confusion during the crisis.
g. Alert persons in charge of various information systems to prevent confusion and misinformation. Notify parents.
h. Monitor and maintain school’s overall emergency preparedness status.
7. Assign available staff to:
a. Address medical needs.
b. Document events and staff functions in detail.
c. Handle incoming calls.
d. Check restrooms, clinic, auditorium, outside gym classes, begin accounting for every student.
e. Check on substitutes in building.
8. Update 911 while awaiting arrival of first responders or law enforcement.
9. Monitor/access threat.
10. Contact additional community resources.
11. Assist law enforcement when they arrive.
12. Assure building security prior to announcing “all clear” with instructions:
a. all clear . . . all clear . . . all students and staff prepare to . . .
· assemble in the (announce location) for Q&A debriefing to control rumors
· school should not be dismissed until after a debriefing to reduce staff and student trauma or community panic; and only when approved by law enforcement
13. Make preparations for mental health counseling as needed.
C. Assembly point locations – (minimum of two recommended)
1. Primary – other than principal’s office if possible, equipped with:
a. in-house communications capabilities and a cell phone
b. more than one lockable entrance/exit
c. floor plans
d. first aid kits
e. student roster
f. bullhorn
g. master key
h. pens and note pads
i. copy of emergency procedures
2. Secondary – same description and supplies as primary, if possible.
V. 911 actions
A. Receive, log and forward original call to appropriate authorities.
B. Contact district superintendent.
C. Contact county superintendent.
Ironton City
Schools
Serious Threat
Prevention Strategies
1. Weapon prevention and detection strategies to consider –
A. Dealing with the issue of weapons in schools should begin with an individual assessment of your school, and your classroom. Each situation is different.
B. Security measures range from very simple and inexpensive to those that require significant investments. Strategies to help prevent or detect weapons in schools can be divided into three categories.
1. Alter the existing environment –
a. Require that students use clear or mesh book bags to make concealment of weapons more difficult.
b. Remove doors from restrooms to limit opportunities to sell drugs or exchange weapons or participate in other activities where weapons may be involved.
c. Implement a dress code to cut down on fashion, and gang related crime and make it more difficult to conceal weapons.
d. Remove lockers – the most common hiding place for weapons.
e. Require that all personal work areas as well as common areas are kept clean and uncluttered.
2. Utilize human resources –
a. Set up anonymous hotline for reporting of weapons and other disruptive or threatening behaviors.
b. Conduce random locker searches as a deterrent.
c. Search (according to school policy/procedure) student’s possessions, such as purses or book bags if you suspect that a certain student has a weapon.
d. Use security guards or encourage local law enforcement to stop in often.
3. Implement electronic security devices
a. Use metal detectors at school entrances to find and discourage weapons being brought to school.
b. Install video cameras in restrooms to monitor possible illegal activities.
c. Establish a computerized card entry system to identify authorized attendance.
II. Recognizing other potential weapons -
A. None of the above strategies are foolproof, partly because violent incidents in schools often involve the use of objects that are not commonly thought of as weapons. To increase your personal safety at school, you should:
1. Identify potential weapons before they are used.
a. Common objects can be used as weapons, e.g., pens, pencils, tape dispensers, staplers, etc.
b. Clothing and jewelry such as ties, scarves, hoop earrings, hatpins and broaches.
2. Assess your defensive shields
a. Try to deflect weapons to avoid injury.
b. Utilize whatever is available such as notebooks, clipboards, even your desk or a chair.
III. Personal prevention strategies –
A. In addition to steps that schools can take, individual staff members can also utilize prevention strategies, which can help to minimize their involvement or injury in incidents involving weapons.
1. Use strategic visualization.
a. Mentally rehearse the way you would respond to a violent incident. Have a plan.
b. Visualize the student, the weapon, possible escape routes, how you night negotiate, etc.
2. Position yourself for safety.
a. Arrange your desk near the door so you will not be trapped in a classroom or an office.
b. Enter and exit the school building with a co-worker.
3. School personnel should recognize that the student with the weapon will probably be someone with whom they have had prior contact. All previous interactions with that student become critically important in determining the outcome of the incident. No one can guarantee that if you treat students well, they will never attempt to use a weapon against you. But, if you interact with students in a consistent, fair, and respectful manner, you are much less likely to become that target of student violence.
4. Trust your instincts.
IV. Reviewing school policies –
A. Your school’s policies dealing with weapons should address the following areas, make sure that you are familiar with them:
1. What constitutes a “weapon”.
2. Possession and use of weapons. Make sure you enforce your school’s “zero tolerance” policy.
3. Search and seizure within school facilities, i.e., lockers, coat racks, student and staff automobiles, etc. Remain vigilant.
4. Search of student’s and their personal possessions and seizure of any contraband.
5. Procedures to follow after the arrival of law enforcement on the scene.
V. County-wide preparedness –
A. Individual districts will encourage and provide opportunities for staff to be trained in non-violent crisis prevention strategies.
B. Ironton City Schools will maintain one or more staff members who are trained in crisis prevention and response.
1. These staff members will meet with district staff to:
a. Monitor and advise as to individual district concerns.
b. Respond to and assist with serious crisis situations at any school location.
c. Act as media contact when requested by the local district superintendent.
d. Offer training and assistance to each school’s crisis response team as requested.
e. Offer crisis prevention training to educational and support staff.
Ironton City
Schools
Serious Threat
Response
Quick
Reference
· Do not approach or provoke if you observe a weapon
· Quickly notify principal or office of situation with as many details as possible
· Separate others from threat area
· Address serious medical emergencies
· Communicate Code Green or Code Red (inside or outside of the building)
· Notify 911
· The nature and extent of the trouble
· Where law enforcement officials should concentrate their attention upon arrival
· Give facts: who, what, where, when, why and how
· Alert and gather available staff for assistance, e.g., secretaries, counselors, custodians, psychologists, cafeteria staff, etc.
· Assign tasks: medical, handle incoming calls, check isolated areas for students or strangers, etc.
· Secure building
· Monitor, report and record events
· React to Code Green by securing all students in their assigned rooms or;
· React to Code Red by gathering all students in the closest, safe room and lock doors
· move students to safest area in room away from doors and windows
· turn out lights
· address any medical emergencies
· take roll
· stay quiet and calm
· ignore any regularly scheduled bells or class changes
· remain prepared to begin immediate relocation if instructed to do so
· await second “all clear” announcement with instructions to report to . . . .
· Principal should meet with staff and student body to:
· check roll and physical welfare
· assign staff to assist with law enforcement efforts if needed
· give situational details and immediate schedule to help with rumor control
· allow time to vent emotions and share experiences
· give suggestions on how everyone can help
· dismiss when proper transportation is available
· meet with staff to collect suggestions, log proficiencies, record deficiencies, identify concerns of both students and staff
· prepare to restore and return to normalcy
· provide mental health professionals for group and individual counseling as needed
No strategy is foolproof, partly because violent incidents in schools often involve the use of objects that are not commonly thought of as weapons. To increase your personal safety at school, you should:
1. Identify potential weapons before they are used.
a. Common objects can be used as weapons, e.g., pens, pencils, tape dispensers, staplers, etc.
b. Clothing and jewelry such as ties, scarves, hoop earrings, hatpins and broaches.
2. Assess your defensive shields.
a. Try to deflect weapons to avoid injury.
b. Utilize whatever is available such as notebooks, clipboards, even your desk or a chair.
In addition to steps that schools can take, individual staff members can also utilize prevention strategies, which can help to minimize their involvement or injury in incidents involving weapons.
1. Use strategic visualization.
a. Mentally rehearse the way you would respond to a violent incident. Have a plan.
b. Visualize the student, the weapon, possible escape routes, how you might negotiate, etc.
2. Position yourself for safety.
a. Arrange your desk near the door so you will not be trapped in a classroom or an office.
b. Enter and exit the school building with a co-worker.
3. School personnel should recognize that the student with the weapon will probably be someone with whom they have had prior contact. All previous interactions with that student become critically important in determining the outcome of the incident. No one can guarantee that if you treat students well, they will never attempt to use a weapon against you. But, if you interact with students in a consistent, fair, and respectful manner, you are much less likely to become the target of student violence.
4. Trust your instincts.
Adopted: 02-28-00