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School Bus DriverSecurity Training Program

POWER POINT PRESENTATION

New Mexico Surety Task ForceNew Mexico Department of

TransportationNew Mexico Public Education

Department

Developed by:Ream Lazaro

Lazaro & Noel

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INTRODUCING THE MISSION

Module 1

3

1. Keep calm and assess the situation

2. Contact supervision

3. If required-evacuate, relocate, shelter in

place

4. Protect self and protect and assist

students

5. Identify self to/cooperate with first

responders

6. Follow school procedures;

complete documentation

SIX BASIC SECURITY MANAGEMENT STEPS:Module 1

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3 RESPONSE OPTIONS

1. Be like an ostrich

2. Overreact

3. Why we’re here

Module 1

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DEFINING THE THREAT AND RISK

Can be violent act of deranged person or international terrorist event

Best protection – identify perpetrator before violent action carried out

School bus drivers are part of the nation’s first line of defense

Module 2

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CLASSIC DEFINITION OF TERRORISM

“The threat or use of force or violence to coerce a government or civilian population, in pursuit of political or social objectives”

Federal Bureau of Investigation

Module 2

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- TERRORIST MOTIVATION

- TERRORIST ACTS

- TERRORIST TARGETS

Module 2

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DEFINING THE THREAT AND RISK

Terrorism not new phenomenon Wide variety of motives, tactics,

preferred targets Expect more terrorism in U.S. Most terrorist attacks are bombings Chemical, biological, nuclear threats will

probably increase

Module 2

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Why target school buses/facilities?

Relatively unprotected and

vulnerable

Large number of potential casualties

Schools all over the nation

Represent an emotional target

Escape relatively easy

Demoralize community, state, nation

Module 3

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Schools and buses targets of unstable people and terrorists

School bus security begins with driver

Must be able to identify and define potential security problems

Report problems and/or take actions

Module 3

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THREAT OR INCIDENT

Security threat any source that catalyzes an

event/occurrence that endangers life/property or results in loss of services/equipment.

Security incident unforeseen event/occurrence that does not

result in death/injury/significant property damage, but may result in interruption of service.

Module 3

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Heightened Security Concerns

Risk

Threat

Vulnerability

Module 3

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BEING THE EYES, EARS AND PROTECTOR OF THE COMMUNITY

Module 4

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Community’s First Line of Defense

BOLO (Be On the Look Out) for suspicious: People Activities Vehicles Packages Substances

Compare to Neighborhood Watch Program

Observe and Report

Module 4

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When need for concern:

Trust your gut reaction Do not detain individuals Do not explore unusual activities,

vehicles, packages, substances Immediately contact appropriate

authorities

Module 4

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SECURITY RELATED BEHAVIORS

Be aware of suspicious activity/behavior Notice unusual conditions of vehicles Be vigilant with respect to strange packages,

items, substances Know supervisory contacts/have numbers

available Help control access to vehicles/facilities Help students deal with aftermath of

emergencies Know how to relate to students in crisis

Module 4

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SECURITY RELATED BEHAVIORS (cont’d)

Understand your role in an emergency Recognize threats and properly handle them Stay familiar with operation of emergency

equipment Lead in a crisis Follow standard emergency operating

plans/procedures Be responsive to needs of emergency

responders

Module 4

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SECURITY PROCEDURES Be familiar with state, school district, company

security guidelines Remove keys from ignition when bus

unattended

Pre-trip/post-trip vehicle inspections

Maintain uncluttered bus

Maintain awareness of people/activities

Trust your personal gut reaction

Report any operational security weaknesses

Module 4

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INSPECTING THE BUS First act in effective security

program PREVENTION

Expand normal pre and post trip inspections

Periodic inspections while in service Practice good housekeeping

Module 5

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Inspecting the Bus (cont’d)

Look for: Marks of noticeable forced entry Unusual items attached to vehicle Opened or disturbed compartments

Inspect: Interior and interior lights Steps and wheelchair lifts Wheel wells, exhaust system, fuel/air

tanks Back and side emergency exit doors

Module 5

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BUS SECURITY CHECKLIST

Seats Lumps, bulges, damaged upholstery, suspicious packages

Floor Modifications to material, unusual thickness

Roof liner Rips, bulges

Doors, hood, trunk lid

Heavy to open/close, rusting seams, holes

Cargo compartment

Strange odor, raised floor, unusual welds/items, excess weight

Module 5

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BUS SECURITY CHECKLIST (cont’d)

Exterior surface Missing screws, unusual scratches/welds, signs of tampering, recent paint job

Undercarriage Items taped/attached to frame, fresh undercoating

Engine compartment

Odd wires/liquids, unusual welds, new tape

Tires Unusual odor from air valve

Fenders Unusual thickness

Module 5

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FACILITIES AND SURROUNDINGS

Observe anything unusual Noticeable changes Suspicious people or vehicles

Report concerns immediately

Module 5

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IDENTIFYING ANDREPORTINGUNUSUAL BEHAVIOR

Module 6

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Module 6

Suspicious Behavior – should not be based on stereotypes of race, color, ethnicity (profiling)

Suspicious Activities – anything noted to be unusual or out of place

Any suspicions should be reported immediately

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POSSIBLE SUSPICIOUS ACTIVITIES

Appearing extremely interested in school facilities, school buses, surroundings

Repeatedly sighted within school/school bus environment

Having the appearance of rehearsing Soliciting information on school facilities,

buses, schedules Taking photographs/video of staging areas Looking lost; wandering around school bus

stops/on school grounds

Module 6

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POSSIBLE SUSPICIOUS ACTIVITIES (cont’d)

Exhibiting disruptive/potentially distracting behavior

Showing unusual interest in employees/ students

Abandoning item; leaving area quickly Wearing uniform and not involved in

appropriate activity Openly possessing weapon/dangerous

item

Module 6

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SUICIDE BOMBERS MAY: wear irregular/disproportionate

clothing for body type or weather repeatedly pat chest or stomach carry irregular, inappropriate,

overweight luggage/bags move about without purpose sweat or act extremely nervous avoid eye contact be non-communicative/uncooperative

Module 6

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REACTING TO UNUSUAL BEHAVIOR

Only approach a suspicious person if you are comfortable doing so

Helpfully challenge the person – ask if they need assistance or directions

If questioning a person and they refuse to respond or respond aggressively, withdraw

Never be confrontational or try to physically detain anyone

Notify authorities

Module 6

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EyesEyes

EarsEars

Mouth/NoseMouth/Nose

Hair/Facial HairHair/Facial Hair

ForeheadForehead

Cheeks/ChinCheeks/Chin

NeckNeck

ComplexionComplexion

Body Shape/SizeBody Shape/Size

HatHat

JewelryJewelry

Shirt/Blouse/DressShirt/Blouse/Dress

CoatCoat

Pants/SkirtPants/Skirt

Socks/ShoesSocks/Shoes

Oddities/TattoosOddities/Tattoos

General General AppearanceAppearance

AccessoriesAccessories 

CHARACTERISTICS TO NOTE FOR REPORTING

Module 6

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IDENTIFYING AND REPORTINGUNUSUAL VEHICLES

Module 7

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VEHICLE BOMBS Extremely popular terrorist tool:

Can contain large amount of explosives

Easy to obtain and deploy Inconspicuous and difficult to attack Can be driven or parked near target Difficult to render safe Can create mass casualty situation

Module 7

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INDICATORS OF SUSPICIOUS VEHICLES

repeatedly seen in vicinity

following or shadowing school buses

parked in out of ordinary/unauthorized locations

parked for extended periods in unusual place

riding low on springs, especially in rear

large containers, such as drums, in rear or back seat

Module 7

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INDICATORS OF SUSPICIOUS VEHICLES (cont’d)

wires, string, ropelike material strung from front seat to rear or from small containers on front floorboard

accompanied by unusual odors, such as fertilizer, diesel fuel, nitro methane or other fuel like odors

occupants show signs of stress, are deceptive/reluctant to answer questions, tell conflicting stories, have no legitimate purpose to be in area

Module 7

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INFORMATION TO NOTE FOR REPORTING

Location, if it is parked Direction, if it is moving Color Year Make Model License plate number and state Identifying features, e.g., convertible,

damage, excessive rust, etc. Description of occupants

Module 7

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REACTING TO SUSPICIOUS VEHICLES

After reporting: Refrain from cell phone use within

300 feet

Evacuate bus and/or students from location

Module 7

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UNDERSTANDINGTHE WEAPONS

Module 8

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CONVENTIONAL BOMBS OR IED’S

Reasons for use:

dramatic, low risk, draw attention low cost/high yield few skills needed attacks executed remotely large groups not required little forensic evidence

Module 8

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IED COMPONENTS

Uses battery as power supply Switch/timer provides delay in detonation;

can be electrical/chemical/mechanical Detonator/initiator, either electric or non-

electric, provides initial trigger explosive to detonate main charge

Main explosive charge high/low in nature; low explosives create heat/fire; high explosives create large blast

Module 8

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ADDITIONAL IED INFORMATION

Sometimes packed with additional materials

Can be small as pipe bomb or large as car bomb

required evacuation distance only significant difference

Can be used to detonate and disperse CBR weapons

Module 8

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EFFECTS

blast overpressure falling structural material flying debris asphyxiation pressure wave throwing body bomb fragments burns inhaling toxic fumes

Module 8

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SECONDARY EXPLOSIVE DEVICES

Tactic that magnifies damage/casualties

Detonating larger/deadlier device

after public safety personnel respond to first smaller incident

in identified bomb-threat evacuation assembly area

Module 8

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CBR’s or WEAPONS OF MASS DESTRUCTION

Chemical

Biological

Radiological

Module 8

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ENTER HUMAN BODY THROUGH:

Inhalation

Ingestion

Absorption

Injection

Module 8

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REACTING TOSUSPICIOUSITEMS, DEVICES, SOUNDS

Module 9

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SUSPICIOUS PACKAGES OR OBJECTS

Placed in out-of-way locations where not easily seen

Accompanied by threatening message

Looks like it could be a bomb Has visible wires, batteries, timers

attached

Module 9

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SUSPICIOUS PACKAGES OR OBJECTS (cont’d)

Abandoned by someone quickly leaving scene

Has tanks, bottles, bags visible Accompanied by suspicious cloud,

mist, gas, vapor Common object in abnormal

location Uncommon object in common

location

Module 9

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REACTING TO SUSPICIONS

Evacuate bus from area or students from bus, preferably upwind

Stay calm Never touch object Avoid cell phone or radio use within 300

feet of object Contact appropriate authorities Report reason for suspicion and description

of object If object accidentally touched, do not put

hands near face; wash well with soap/water

Module 9

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TO AVOID INJURY:

Do not touch, move, cover suspicious

object/device use radio or cell phone within 300 feet

of object/deviceDo

move as far from object as possible without being in danger from other hazards, e.g., traffic or secondary sources of explosion

Module 9

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TO AVOID INJURY (cont’d):

Do Stay out of object’s line-of-sight

Stay away from glass windows

Remain alert for additional/secondary explosive devices in immediate area

Module 9

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REACTING TODANGEROUSSUBSTANCES

Module 10

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DANGEROUS SUBSTANCES

Can be in many forms and states Consider all serious and life

threatening Avoid all suspicious substances Evacuate area immediately Call for emergency assistance

Module 10

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CHEMICAL AGENT INDICATORS

Existence of a threat Sick or dead birds, animals or people Large quantity dead insects or

absence of insects Foliage abnormally changing or

dying Unusual liquid, spray or vapor in air Suspicious devices or packages

Module 10

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CHEMICAL RELEASE SYMPTOMS

If two or more people are observed:

experiencing difficulty breathing or coughing uncontrollably

suffering a collapse or seizure complaining of nausea complaining of blurred vision complaining of an unusual and

unexplainable odor

Module 10

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BIOLOGICAL AGENT INDICATORS

Existence of a threat

Sick or dead birds, animals or

people

Unusual illnesses within the region

Unusual liquid spray or vapor in air

Suspicious devices or packages

Module 10

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RADIOLOGICAL AGENT INDICATORS

Existence of a threat

Presence of radiological equipment, e.g., spent fuel canisters

Nuclear warning materials along with unexplained casualties

Module 10

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OVERALL SIGNS OF RELEASE

Unexplainable pungent odor

Suspicious package emitting

vapor/odor/oily liquid

Abandoned aerosol/manual spray

devices

Cloud, mist, fine powder, liquid, fog

with no identifiable suspected source

Module 10

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EVACUATINGRELOCATINGSHELTERING IN PLACE

Module 11

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RISK FACTORS FOR CBR’s Time – how long individual was exposed

Distance – how far immediately able to get away

Shielding – whether agent was blocked from entering body

Module 11

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RESPONSE PRIORITIES

Protect yourself

Notify appropriate authorities

Protect students and others

Quarantine victims

Assist students and others

Assist emergency responders

Module 11

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PROTECT YOURSELF

DON’T

take risks

assume anything

forget about secondary devices

taste, eat, smell, touch anything

suspicious

become a victim

Module 11

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NOTIFY AUTHORITIES

Explain your exact location and condition type of injuries and/or symptoms victim locations and positions indicators of activities and objects wind direction, weather on scene witness statements/observations existing/potentially dangerous

conditions

Module 11

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PROTECT OTHERS

Explosive device outside bus:

Open doors and windows stay on vehicle

If vehicle can be safely moved: relocate vehicle upwind away from

danger

Module 11

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PROTECT OTHERS (cont’d)

CBR release is outside bus: stay on vehicle shut off HVAC close windows and doors

If vehicle can be safely moved: relocate vehicle upwind away from

danger

Module 11

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PROTECT OTHERS (cont’d)

Explosive device/CBR release is inside bus:

evacuate students 1,000 feet upwind and upgrade from vehicle

prohibit use of cell phones within 300 feet of vehicle

Module 11

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ASSIST OTHERS

DO enlist assistance of students/others to

help victimsDON’T

move injured victims unless they are in danger of further harm or exposure

do things you are incapable of doing or are not trained to do

Module 11

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MANAGING STUDENTSAND THE SCENE

Module 12

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ACTIONS BEFORE HELP ARRIVES

Get as far away from source as possible

Recruit students to assist Report incident to dispatch Be alert for secondary explosive device Keep calm; reassure passengers No cell phone/radio use within 300 feet Gather witness contact information

Module 12

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ASSIST EMERGENCY RESPONSE

Identify self to first responders Inform responders

nature of hazard/threat location/number victims and injury types

Explain what was done so far Await direction from Incident

Command Remain available to assist

Module 12

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HANDLING CONFLICTACTS OF VIOLENCEON BUS

Module 13

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TO PROTECT SELF AND PASSENGERS

Stay calm; maintain control; don’t overreact

Look for ways to diffuse situation Look for ways to alert emergency

response Park in public place Open doors Look for ways to escape vehicle Do not attempt to grab weapon or

make sudden movements

Module 13

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TO PROTECT SELF AND PASSENGERS (cont’d)

Cooperate with assailant If violence directed to student, contact

dispatch, intervene only if safe to do so Provide information to emergency

response location nature of incident description of assailant weapons

Complete required forms/documentation

Module 13

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HOSTAGE SITUATION

Module 14

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TO AVOID VEHICLE BEING COMMANDEERED

Survey staging areas, pick up/drop off points for suspicious people/activities

Avoid boarding suspicious looking people Report concerns of suspicions – drive out of area If suspicions aroused when stopped, do not open

doors Communicate through window, determine

proper action At RR Crossing don’t open doors wide enough to

allow entry – contact dispatch Avoid boarding individuals suspected of carrying

weapons/dangerous packages

Module 14

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IF VEHICLE IS COMMANDEERED

Do not confront individual carrying a weapon

Stay calm and focused Pretend bus broken down, if possible Follow all instructions; don’t show

outward panic If parked, open all doors to allow escape;

ask if students can de-board; don’t push too hard to end situation

Module 14

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IF VEHICLE COMMANDEERED (CONT’D)

If in motion, stay on route but make no regular stops

Attempt to alert authorities Take no action to increase risk to

self/others Talk to hijacker; try to create

relationship Be patient and assertive Use common sense; follow

instructions of hijacker

Module 14

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SUMMARY

Module 15

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KEY ISSUES Threats of terrorism and violence Being eyes and ears of community School bus driver as first line of defense Inspecting buses and surroundings Reacting to and reporting unusual

behavior/vehicles Potential weapons Reacting to and reporting suspicious

items/devices Reacting to and reporting dangerous substances Evacuating, relocating, sheltering in place Managing students and the incident scene Handling conflict and threats of violence Surviving a hostage situation

Module 15

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• Keep calm and assess the situation• Contact supervision • If required - evacuate, relocate, shelter in

place• Protect self and protect and assist

students• Identify self to/cooperate with first

responders • Follow school procedures; complete

documentation

SIX BASIC SECURITY MANAGEMENT STEPS:

Module 15