 Robbery - Elementary School (Lock Out)
 In the afternoon in Northern Utah, a Subway reported an armed intruder at their restaurant to the police. This Subway was located in close proximity to an elementary. The police immediately used DIR-S to reverse alert the school and put them into “Lockout." Within a few seconds this alert went to all teachers and specified district personnel associated with the Elementary. The exterior doors were secured and teachers continued teaching in their classrooms. The District Safety Officer was on vacation and received the alert through his smart watch and called the school immediately to check their status. Throughout the incident, clear and concise information was shared by the Police. The Principal could see a room by room status of her school to ensure everyone knew what was going on. Students were unaware of the incident and continued on with their day without interruption  The alert was lifted when the situation was resolved within the hour and the day continued on.
After Action Review: DIR-S provided immediate awareness to a situation that could have potentially impacted the school or people coming to and from the school close to the Subway. Correct information allowed for the school community to avoid the situation and be prepared in case something escalated.
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 Mom..Dad, what should I do if someone at school starts shooting? How would you answer? Unfortunately, this question may be asked and you will need to rise to the occasion and have an answer. The day has passed that you can brush it off and respond, “not to worry.” We are living in it now. We suggest the following basic responses to your children by helping them understand three encompassing scenarios:
 Scenario 1 – See but CANNOT Hear If you can see a weapon but CANNOT hear anything (it is not being used), do the following: Leave the area immediately and get somewhere where big, heavy stuff (cover) is between you and the person with the weapon. Your kids need to know if there is something that can potentially harm them, they need to get somewhere safe. This step creates distance and cover between them and a potential threat. Report it immediately to a teacher or responsible adult.As soon as possible, while leaving the area, kids need to know the importance of reporting to the first adult they see. Get as safe as possible. Continually get as far away from the danger as possible and keep as much big, heavy stuff between you and the person with the weapon. Being truly safe is a continual process. As things change, so does the level of safety. Teaching this correctly allows for kids to have the mindset of always getting to a safer and more secure position, keeping a few steps ahead of potential danger at all times. If you can’t leave, stay quiet and hide. If you are not able to go anywhere or do so safely, secure and barricade your location as much as possible.
Scenario 2 - See AND Hear If you can see someone with a weapon AND hear them using it, do the following: Protect yourself by getting behind something big and heavy (cover). If nothing is available, get behind something that can hide you from view (concealment). The primary objective is to get safe by finding the nearest cover and/or concealment. Leave the area as soon as safely possible. Use big, heavy stuff to protect your movement or other items to hide your movement. In this situation, there is most likely less of a need to report the danger, since it may be very clear to everyone the danger is present. The goal here is to instill a mindset of getting as from danger as possible. It does not do any good to sit and become a victim. However, if a child is hiding and is clearly not going to be discovered, this may be the best place to stay. Get as safe as possible. Continue to get as far away as possible from the danger and keep as much big, heavy stuff between you and the person with the weapon. Being truly safe is a continual process. As things change, so does the level of safety. Teaching this correctly allows for kids to have the mindset of always getting to a safer and more secure position, keeping a few steps ahead of potential danger at all times. If you can’t leave, stay quiet and hide. If you are not able to go anywhere or do so safely, secure and barricade your location as much as possible.  Scenario 3 – Hear but CANNOT See
If you can hear someone using a weapon but CANNOT see them, do the following: Protect yourself by getting behind something big and heavy in the opposite direction of the sound. If nothing is available, get behind something that can hide you from view. For this third scenario, a kid’s first step is always to get safe. This situation is slightly different, since we do not know exactly where the danger is coming from yet. Look around and listen to identify where the shooting/danger could possibly be coming from. There is a definite need to identify the direction of danger. Move in the opposite direction of the shooter/danger if able to identify the location, and it is safe to do so. Again, get as far away as possible and keep as much big, heavy stuff between you and the shooter/danger. Like the above scenarios, distance and cover is always best if you are able to do so safely. If you can’t leave, stay quiet and hide. If you are not able to go anywhere or do so safely, secure and barricade your location as much as possible. For each scenario the best option is to always do your best to get safe and stay safe. We suggest parents role-play each scenario with their children. Talk through potential dangerous objects that would be of concern, show them how they can hide and conceal themselves, and identify different objects that are big and heavy and explain how they can be used for protection. Also, explain how to hide and be quiet until someone they trust gives them direction to come out. It is important for kids to be willing to follow directions from teachers or those responsible for their care. The value of going through each scenario is that it gives a child an “if this,” then “do this” plan. Caretakers are potentially not trained, not able to manage the situation, or not present. Therefore, as a parent, be proactive by teaching and reinforcing solid principles that can be used time and time again to keep your children safe.  We strive for simplicity. We have spent countless hours testing and developing, and testing and testing and more testing to create the simplest user interface for school security. "...Recognize that under stress you’re not going to be at your best, and you should put systems in place." - Dan Levitan In this post you can read an interesting article below to see how the brain reacts under stress, this will help you understand why we go to great lengths to give our end-users (teachers and first responders) the easiest and simplest way to communicate in an emergency. As you can see in the image, in three simple steps you can send out a custom alert to teachers, administration and law enforcement. In a matter of seconds, DIR-S relays the locations of users, critical information about the alert and access to electronic emergency plans. Simplicity plays a key role in our company - Get safe. Stay safe. At a TED talk in September, neuroscientist Daniel Levitin told a story of how a few years ago he broke into his own house.
After having driven home around midnight in winter, Levitin found that he didn’t have his keys. “In fact, I could see them through the window, lying on the dining room table where I had left them,” he said. “I ran around and tried all the other doors and windows, but they were locked tight. I couldn’t go back to my friend’s house for the night because I had an early flight to Europe the next morning, and I needed to get my passport and my suitcase. “I found a large rock and broke through the basement window. I figured that in the morning, on the way to the airport, I could call my contractor and ask him to fix it. Now, I know a little bit about how the brain performs under stress. It releases cortisol that raises your heart rate, it modulates adrenaline levels and it clouds your thinking. So the next morning, when I woke up on too little sleep, worrying about the hole in the window, a mental note that I had to call my contractor, the freezing temperatures, and the meetings I had upcoming in Europe, my thinking was cloudy.” Needless to say it wasn’t until he got to the airport that he realised he didn’t have his passport. So he raced home in the snow, got his passport, raced back to the airport, and made it just in time – due to his late arrival however, his pre-booked seat had already been given away to someone else. “Well, I had a lot of time to think during those eight hours and no sleep,” he said. “And I started wondering whether there were things I could do that would prevent bad things from happening. Or at least if bad things happen, will minimise the likelihood of it being a total catastrophe. But my thoughts didn’t crystallise until about a month later. I was having dinner with my colleague, Nobel Prize winner Danny Kahneman, and I told him about having broken my window. Kahneman shared with me that he’d been practicing something called prospective hindsight. “It’s something that he had gotten from the psychologist Gary Klein, who had written about it a few years before, called the pre-mortem. Now, you all know what the postmortem is. Whenever there’s a disaster, a team of experts come in and they try to figure out what went wrong. Well, in the pre-mortem, Kahneman claimed you look ahead and you try to figure out all the things that could go wrong, and then you try to figure out what you can do to minimise the damage. “There are some things we can do in the form of a pre-mortem. Some of them are obvious, so i’ll talk about the not so obvious ones. Remember, when you’re under stress, the brain releases cortisol. Cortisol is toxic, and it causes cloudy thinking. Part of the practice of the pre-mortem is to recognise that under stress you’re not going to be at your best, and you should put systems in place... To read the entire article click here: https://realbusiness.co.uk/hr-and-management/2015/12/30/how-to-stay-calm-when-you-know-youll-be-stressed/  During the time she was held hostage, Emily sent her parents these text messages: "I love you guys" and "I love u guys. k?" On September 27th, 2006 a gunman entered Platte Canyon High School, held seven girls hostage and ultimately shot and killed Emily Keyes. Emily's kindness, spirit, fierce joy, and the dignity and grace shown by the Keyes family following this tragic event define the core of The "I Love U Guys" Foundation. MISSION The "I Love U Guys" Foundation was created to restore and protect the joy of youth through educational programs and positive actions in collaboration with families, schools, communities, organizations and government entities.  KIDS AND SCHOOLS After extensive research, The "I Love U Guys" Foundation developed the Standard Response Protocol (SRP), a classroom response to any critical incident. In 2012 the Foundation introduced the Standard Reunification Method (SRM), a practice that helps schools reunite students and parents with greater accountability and less uncertainty.  How it Works Any school, district, department, agency or organization can use the materials FREE of charge. All we ask is that the Foundation is notified - srp@iloveuguys.org Download Now http://iloveuguys.org/srp_the_paperback.html Sources:
http://iloveuguys.org/how_it_works.html http://iloveuguys.org/response.html What Are Incident Report Systems? |
 Safer School |  Happier Students and Staff |  Better Educational Experience |
Fantasy stage
This is the stage where the shooter only dreams of the shooting. He fantasizes about the headlines and the news coverage he’ll receive. He pictures breaking the death count record of the previous active shooter, and going out in a blaze of glory. He may draw pictures of the event, make Web postings and even discuss these desires with friends and foes alike. If these fantasies are passed on to law enforcement, police intervention can take place prior to the suspect’s attack. In this case, there may even be zero casualties.
This is the stage where the shooter only dreams of the shooting. He fantasizes about the headlines and the news coverage he’ll receive. He pictures breaking the death count record of the previous active shooter, and going out in a blaze of glory. He may draw pictures of the event, make Web postings and even discuss these desires with friends and foes alike. If these fantasies are passed on to law enforcement, police intervention can take place prior to the suspect’s attack. In this case, there may even be zero casualties.
Planning stage
The suspect is still a potential active shooter at this stage. He is determining logistics – the who, what, when, where and how of the infamous day. He may put plans down in writing and will often discuss these plans with others. A time and location will be decided upon – one that will ensure the greatest number of victims or, in some cases, target specific individuals. The potential shooter will determine the weapons needed and how they will be obtained. He will decide how to travel to the target location and how to dress to conceal his weapons without arousing suspicion. If the police are tipped off at this time, intervention may be made with zero casualties.
The suspect is still a potential active shooter at this stage. He is determining logistics – the who, what, when, where and how of the infamous day. He may put plans down in writing and will often discuss these plans with others. A time and location will be decided upon – one that will ensure the greatest number of victims or, in some cases, target specific individuals. The potential shooter will determine the weapons needed and how they will be obtained. He will decide how to travel to the target location and how to dress to conceal his weapons without arousing suspicion. If the police are tipped off at this time, intervention may be made with zero casualties.
Preparation stage
A law enforcement agency can still intervene during the preparation stage. The suspect may be obtaining gun powder or other chemicals for his improvised explosive devices. He might break into a house to steal weapons and ammunition and/or hide them away in a designated place closer to where he plans to attack. He may also do a practice run or walkthrough of the operation, gearing himself up for the assault. Potential shooters have been known to call friends and tell them not to go to school or work on a certain day, in order to keep them out of the line-of-fire. If one of these people informs police of their concerns, there is another opportunity for law enforcement to intervene before the event. If this is the case, there is a real possibility that there may be zero casualties.
A law enforcement agency can still intervene during the preparation stage. The suspect may be obtaining gun powder or other chemicals for his improvised explosive devices. He might break into a house to steal weapons and ammunition and/or hide them away in a designated place closer to where he plans to attack. He may also do a practice run or walkthrough of the operation, gearing himself up for the assault. Potential shooters have been known to call friends and tell them not to go to school or work on a certain day, in order to keep them out of the line-of-fire. If one of these people informs police of their concerns, there is another opportunity for law enforcement to intervene before the event. If this is the case, there is a real possibility that there may be zero casualties.
Approach stage
The closer the time to the planned event, the more dangerous it will be for an officer taking action. By the approach stage, the suspect has made his plans and has committed himself to carry out the act. At this point, he is actually moving toward the intended target and will most likely be carrying the tools that he’ll use for the massacre.
Officers may come into contact with the suspect at this stage because of a citizen complaint, a traffic stop or something simialr. A thorough investigation can lead to an arrest of the suspect before he brings down a multitude of innocent people in a shooting or bombing. However dangerous the stop, an alert and armed officer has a final chance to intervene if he is prepared and aware during every street contact. This contact could become a lifesaver and may end in zero casualties.
The closer the time to the planned event, the more dangerous it will be for an officer taking action. By the approach stage, the suspect has made his plans and has committed himself to carry out the act. At this point, he is actually moving toward the intended target and will most likely be carrying the tools that he’ll use for the massacre.
Officers may come into contact with the suspect at this stage because of a citizen complaint, a traffic stop or something simialr. A thorough investigation can lead to an arrest of the suspect before he brings down a multitude of innocent people in a shooting or bombing. However dangerous the stop, an alert and armed officer has a final chance to intervene if he is prepared and aware during every street contact. This contact could become a lifesaver and may end in zero casualties.
Implementation stage
Once, the shooter opens fire immediate action must be taken. Initial responding officers need to immediately proceed to the suspect and stop the threat. If he is not stopped, the active shooter will continue to kill until he runs out of victims or ammunition. Remember, the active shooter is unique because he is going for the “top score,” or the highest number of kills on record for an active shooter incident. It is almost like a bizarre video game, except it’s real.
Once, the shooter opens fire immediate action must be taken. Initial responding officers need to immediately proceed to the suspect and stop the threat. If he is not stopped, the active shooter will continue to kill until he runs out of victims or ammunition. Remember, the active shooter is unique because he is going for the “top score,” or the highest number of kills on record for an active shooter incident. It is almost like a bizarre video game, except it’s real.
The sooner someone – anyone – effectively intervenes through an act of courage, the fewer funerals will result. In past incidents, active shooters have been thwarted by police officers, security guards and school teachers.
In October 2006, Principal John Klang of Weston High School in Cazenovia, Wis., died wrestling an armed 15 year-old student to the floor. Klang saved every life in the school – except his own.
In October 2006, Principal John Klang of Weston High School in Cazenovia, Wis., died wrestling an armed 15 year-old student to the floor. Klang saved every life in the school – except his own.
Mom..Dad, what should I do if someone at school starts shooting? How would you answer?
Unfortunately, this question may be asked and you will need to rise to the occasion and have an answer. The day has passed that you can brush it off and respond, “not to worry.” We are living in it now.
We suggest the following basic responses to your children by helping them understand three encompassing scenarios:
Unfortunately, this question may be asked and you will need to rise to the occasion and have an answer. The day has passed that you can brush it off and respond, “not to worry.” We are living in it now.
We suggest the following basic responses to your children by helping them understand three encompassing scenarios:
- See but CANNOT Hear
- See AND Hear
- Hear but CANNOT See.
Scenario 1 – See but CANNOT Hear
If you can see a weapon but CANNOT hear anything (it is not being used), do
the following:
Leave the area immediately and get somewhere where big, heavy stuff (cover) is between you and the person with the weapon.
Your kids need to know if there is something that can potentially harm them, they need to get somewhere safe. This step creates distance and cover between them and a potential threat.
Report it immediately to a teacher or responsible adult.As soon as possible, while leaving the area, kids need to know the importance of reporting to the first adult they see.
Get as safe as possible. Continually get as far away from the danger as possible and keep as much big, heavy stuff between you and the person with the weapon. Being truly safe is a continual process.
As things change, so does the level of safety. Teaching this correctly allows for kids to have the mindset of always getting to a safer and more secure position, keeping a few steps ahead of potential danger at all times.
If you can’t leave, stay quiet and hide. If you are not able to go anywhere or do so safely, secure and barricade your location as much as possible.
If you can see a weapon but CANNOT hear anything (it is not being used), do
the following:
Leave the area immediately and get somewhere where big, heavy stuff (cover) is between you and the person with the weapon.
Your kids need to know if there is something that can potentially harm them, they need to get somewhere safe. This step creates distance and cover between them and a potential threat.
Report it immediately to a teacher or responsible adult.As soon as possible, while leaving the area, kids need to know the importance of reporting to the first adult they see.
Get as safe as possible. Continually get as far away from the danger as possible and keep as much big, heavy stuff between you and the person with the weapon. Being truly safe is a continual process.
As things change, so does the level of safety. Teaching this correctly allows for kids to have the mindset of always getting to a safer and more secure position, keeping a few steps ahead of potential danger at all times.
If you can’t leave, stay quiet and hide. If you are not able to go anywhere or do so safely, secure and barricade your location as much as possible.
Scenario 2 - See AND Hear
If you can see someone with a weapon AND hear them using it, do the following:
Protect yourself by getting behind something big and heavy (cover). If nothing is available, get behind something that can hide you from view (concealment).
The primary objective is to get safe by finding the nearest cover and/or concealment.
Leave the area as soon as safely possible. Use big, heavy stuff to protect your movement or other items to hide your movement.
In this situation, there is most likely less of a need to report the danger, since it may be very clear to everyone the danger is present. The goal here is to instill a mindset of getting as from danger as possible. It does not do any good to sit and become a victim. However, if a child is hiding and is clearly not going to be discovered, this may be the best place to stay.
Get as safe as possible. Continue to get as far away as possible from the danger and keep as much big, heavy stuff between you and the person with the weapon.
Being truly safe is a continual process. As things change, so does the level of safety. Teaching this correctly allows for kids to have the mindset of always getting to a safer and more secure position, keeping a few steps ahead of potential danger at all times.
If you can’t leave, stay quiet and hide. If you are not able to go anywhere or
do so safely, secure and barricade your location as much as possible.
If you can see someone with a weapon AND hear them using it, do the following:
Protect yourself by getting behind something big and heavy (cover). If nothing is available, get behind something that can hide you from view (concealment).
The primary objective is to get safe by finding the nearest cover and/or concealment.
Leave the area as soon as safely possible. Use big, heavy stuff to protect your movement or other items to hide your movement.
In this situation, there is most likely less of a need to report the danger, since it may be very clear to everyone the danger is present. The goal here is to instill a mindset of getting as from danger as possible. It does not do any good to sit and become a victim. However, if a child is hiding and is clearly not going to be discovered, this may be the best place to stay.
Get as safe as possible. Continue to get as far away as possible from the danger and keep as much big, heavy stuff between you and the person with the weapon.
Being truly safe is a continual process. As things change, so does the level of safety. Teaching this correctly allows for kids to have the mindset of always getting to a safer and more secure position, keeping a few steps ahead of potential danger at all times.
If you can’t leave, stay quiet and hide. If you are not able to go anywhere or
do so safely, secure and barricade your location as much as possible.
Scenario 3 – Hear but CANNOT See
If you can hear someone using a weapon but CANNOT see them, do the following:
Protect yourself by getting behind something big and heavy in the opposite direction of the sound. If nothing is available, get behind something that can hide you from view.
For this third scenario, a kid’s first step is always to get safe. This situation is slightly different, since we do not know exactly where the danger is coming from yet.
Look around and listen to identify where the shooting/danger could possibly be coming from. There is a definite need to identify the direction of danger.
Move in the opposite direction of the shooter/danger if able to identify the location, and it is safe to do so. Again, get as far away as possible and keep as much big, heavy stuff between you and the shooter/danger.
Like the above scenarios, distance and cover is always best if you are able to do so safely.
If you can’t leave, stay quiet and hide. If you are not able to go anywhere or do so safely, secure and barricade your location as much as possible.
If you can hear someone using a weapon but CANNOT see them, do the following:
Protect yourself by getting behind something big and heavy in the opposite direction of the sound. If nothing is available, get behind something that can hide you from view.
For this third scenario, a kid’s first step is always to get safe. This situation is slightly different, since we do not know exactly where the danger is coming from yet.
Look around and listen to identify where the shooting/danger could possibly be coming from. There is a definite need to identify the direction of danger.
Move in the opposite direction of the shooter/danger if able to identify the location, and it is safe to do so. Again, get as far away as possible and keep as much big, heavy stuff between you and the shooter/danger.
Like the above scenarios, distance and cover is always best if you are able to do so safely.
If you can’t leave, stay quiet and hide. If you are not able to go anywhere or do so safely, secure and barricade your location as much as possible.
For each scenario the best option is to always do your best to get safe and stay safe.
We suggest parents role-play each scenario with their children. Talk through potential dangerous objects that would be of concern, show them how they can hide and conceal themselves, and identify different objects that are big and heavy and explain how they can be used for protection. Also, explain how to hide and be quiet until someone they trust gives them direction to come out. It is important for kids to be willing to follow directions from teachers or those responsible for their care.
The value of going through each scenario is that it gives a child an “if this,” then “do this” plan. Caretakers are potentially not trained, not able to manage the situation, or not present. Therefore, as a parent, be proactive by teaching and reinforcing solid principles that can be used time and time again to keep your children safe.
We suggest parents role-play each scenario with their children. Talk through potential dangerous objects that would be of concern, show them how they can hide and conceal themselves, and identify different objects that are big and heavy and explain how they can be used for protection. Also, explain how to hide and be quiet until someone they trust gives them direction to come out. It is important for kids to be willing to follow directions from teachers or those responsible for their care.
The value of going through each scenario is that it gives a child an “if this,” then “do this” plan. Caretakers are potentially not trained, not able to manage the situation, or not present. Therefore, as a parent, be proactive by teaching and reinforcing solid principles that can be used time and time again to keep your children safe.
It's not always easy to think on your feet in an emergency situation. Having a well though-out plan is the best way to prepare. According to the "i Love U Guys" foundation, the appropriate lockdown standard response is locks, lights, out of sight. In addition to schools' standard emergency protocols, there are things teachers can do during incidents to keep their students extra safe. Here are a few of those things teachers may want to keep in mind in the event of a school-wide lockdown.
Remember, preparation is key. Keep these simple points in mind during your school's lockdown drills so that you and your students can be as safe and prepared as possible!
- The first priority is to get yourself and those you are responsible for safe.
- Do your best to put distance and protection between you and the threat.
- Become a hard target. Locked doors, staying out of sight, and remaining silent are examples of this.
- When safe, communicate critical information to those in charge - the number of people with you, any injuries, or anything else essential. Aside from what's absolutely essential, keep communications to a minimum.
- Remember those with special needs and those who struggle with mobility and following instructions. Give clear, concise directions.
- Identify vulnerabilities in your teaching environment - windows, doors and poor quality walls. Keep people out of a direct line of these areas.
- Spread out - It's better than massing together in most cases.
Remember, preparation is key. Keep these simple points in mind during your school's lockdown drills so that you and your students can be as safe and prepared as possible!
This is a quick guide to help parents understand a lockdown situation from different perspectives. This is only a reference guide and in any given scenario these suggestions can change. Overall, use your best judgement.
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Author
Preston Keller.
Mover. Shaker. Creator.
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