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Note: In Indiana, under IC 35-47-9-1 a school board or a ‘body’ that administers a charter school may authorize an individual to carry a firearm on school property.

• There are many commercial ‘gun safety programs’. However, few if any prepare an individual to respond appropriately in an ‘active shooter’ situation. An insufficiently trained individual may very well complicate an ‘active shooter situation’. Arriving law enforcement may mistake the individual for the person perpetrating the ‘active shooter event’. The Indiana State Police Department supports a policy of allowing only an ‘Academy Trained /Sworn’ law enforcement officer to carry a firearm on school campuses.

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• The Indiana School Safety Specialist Academy frequently provides presenters on this topic. You may wish to check the Indiana Department of Education website.

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• The Indiana Department of Education Website
• Stephen Balko or Ryan Stewart may also provide information on the Academy.

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• Dr. Bernie James’ ISSSA presentations may provide an additional resource.

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• Additional information may be found by going to the Department of Education's website link

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• Kim Snyder or Tayler Workman will have this rubric

Taylor Workman, Grant Coordinator
Indiana Department of Homeland Security
Office: 317-232-3133

Kim Snyder, Grants Management Section Chief
Indiana Department of Homeland Security
Office: 317-234-8929

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• One of the first steps is to facilitate a meeting with local law enforcement and the school corporation’s legal counsel to establish a MOU/local agreement governing the process.
• A room should be provided that has electronic capabilities.
• It is critical that school corporations and law enforcement set out the specific activities that will be conducted at the ‘satellite station’. No activity should be conducted that would bring threats to the ‘satellite station’. The activities typically are filing reports, meeting with other law enforcement officers, or related activity.

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• Invite local and state law enforcement to lead a classroom discussion
• Invite local and state law enforcement to breakfasts/lunch and other academic events to introduce them to large groups of students and staff
• Establish a Satellite Police Station (see question # 12 for suggestions)
• Invite them to attend extracurricular events (not just sporting events i.e. plays, graduation ceremonies, honors programs, etc.)
• Invite them to simply visit your campuses

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• What are your qualification (qualifications of the individual/vendor that will lead the assessment)?


• Can you provide contact information for organizations you have assessed (references)?


• In your assessment process, do you meet with a cross section of school community members to become educated on the unique needs of our school community?


• Do you hold orientation meetings to enable members of the school community to better understand the assessment process?


• Do you train school community member on the assessment process to enable them to participate on the assessment team?


• Have you modified your assessment tool to meet the unique needs of our school community?


• Does your assessment tool look at policies, practices, procedures, drills, and programs as well as the physical plant?


• A facility assessment deals primarily with the physical plant and most often represents an examination of the components of the physical plant only. The facility assessment is a subcomponent of the ‘Comprehensive Threat Assessment’.


• Policies, practices, procedures, drills, programs etc. should not be omitted from the process.

• Did they request that your legal counsel participate in the process?


• Did they meet and discuss the legal foundations of the process with your legal counsel?


• Do they have plans to meet with representatives of the school community (students, teachers, parents, administration, local and state first responders, SRO, Local Clergy, etc.)?
• As a final product are you going to receive a written document that identifies vulnerabilities and provides solutions to address threats/risks?


• Will the vendor meet with the School Board, school community groups, educators, etc. to discuss results?


• Will the vendor assist in developing a staff development program, policies, drills, program revision, etc. that will address the identified concerns?

This list covers several areas; it is not a complete list of all components and services that may be found in a comprehensive risk, vulnerability and/or threat assessment. This is only an aid to assist school personnel in examining the assessment services proposed in the quoting process. The list shown above is not a complete list of items that should be examined when conducting a Comprehensive Risk, Vulnerability and or Threat Assessment. These are simply suggestions and or considerations that may be taken into account when you are beginning the assessment process and examining formal quotes.

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• It critical that a clearly distinguishable warning method be used for each emergency situation! Additionally, it is equally critical that clear signals be used which are unique to the specific emergency.
• When individuals are placed in high stress situations, fine motor skills, thought processes, etc. are diminished. Easily comprehended and distinguishable signals are necessary for successful usage of alarms in schools or school corporations.
• It is also critical that drills be developed and conducted to test and hone the response skills of all individuals in the facility.

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• It critical that a clearly distinguishable warning method be used for each emergency situation! Additionally, it is equally critical that clear signals be used which are unique to the specific emergency.
• When individuals are placed in high stress situations, fine motor skills, thought processes, etc. are diminished. Easily comprehended and distinguishable signals are necessary for successful usage of alarms in schools or school corporations.
• It is also critical that drills be developed and conducted to test and hone the response skills of all individuals in the facility.

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• Review the Indiana State Police Active Shooter Preparedness website: http://www.in.gov/isp/3191.htm
• Schedule a Presentation: http://www.in.gov/isp/3255.htm

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• Review the Indiana State Police Active Shooter Preparedness website: http://www.in.gov/isp/3191.htm
• Schedule a Presentation: http://www.in.gov/isp/3255.htm

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• Some school corporations have made the decision to provide the program to senior high school students. Choosing to incorporate senior high school students would be a local decision made after a discussion among all members of the school community.
• The age of the audience is a local decision but the program was developed for adults.

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• Review the Indiana State Police Active Shooter Preparedness resources: http://www.in.gov/isp/3191.htm m
• Schedule a Presentation: http://www.in.gov/isp/3255.htm

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• Ask law enforcement to review the traffic pattern around schools, in loading/unloading zones and parking areas (including ECA areas).
• Traffic must be segregated from other forms of traffic with signage and enforcement.
• ECA areas where fan buses, ECA teams, etc. are loaded and unloaded are often not included in the safety review plan for transportation.
• Designated ‘parking areas’ for students parking
• Designated ‘parking areas’ for staff
• Designated area for ‘student drop off’
• The goal is to segregate bus traffic from all other forms of vehicle traffic and prevent traffic from mingling with transportation traffic.

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• A good starting point to gather information may be found on the FEMA, US Department of Education, and United States Department of Homeland Security ‘Emergency Kits’ websites.
• The Indiana State Police recommend that schools develop these kits in cooperation with the corporation’s legal counsel, medical personnel (school nurse/physician), ‘Emergency Responders’ (EMT), School Resource Officers, Administration, Classroom Teachers, Support Personnel, etc.

• Ensure the Emergency Evacuation Kit is developed to support the unique population for which it is expected/intended to support. Classroom teacher’s ‘Emergency Evacuation Kits’ will vary depending on the unique needs of the students in the various classrooms.
• Ensure that the contents of the kits are driven by the needs of the population that the kit is intended to support.
• Remember to involve the corporation legal counsel in the process
• Various job descriptions within the school district may require unique ‘Emergency Evacuation Kits’ (i.e. kits for transportation specialists, classroom teachers, administration, support personnel, nursing staff, etc.). These kits may vary depending on the unique needs and responsibilities of the individuals for which the kits are designed.
• Parent Teacher Organizations in some schools have been utilized to assist in offsetting the cost of developing these kits.

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• Your local legal counsel, administration and school healthcare professional should be involved in the process of student information gathering and retention.

  Just as an example: ‘This is not an all-inclusive list’! Any items on this list must be reviewed by you legal counsel!

You may want to discuss with legal counsel and health care professionals the practice of developing sealed pertinent medical records (i.e. allergies, seizure issues, etc.), sealed insurance information and permission/release forms, etc.

Additionally, you may want to discuss with your legal counsel and health care professionals the practice of developing sealed pertinent medical records (i.e. allergies, seizure issues, etc.), sealed insurance information and permission/release forms, etc.). Lastly, you may want to want to discuss with your legal counsel the wording of a waiver to allow ‘backup’ (relative/neighbor) individuals to assume custody of students if the parent is unavailable.

• Full name, grade, building name, legal guardian, contact information for guardian.
• Some school corporation provide assistance to parents in the form of suggestions that they provide health care, allergies, insurance, etc. information to a backup if the guardian cannot be reached.
• Information on the unique health needs of the individuals on the bus is certainly a consideration to discuss with your legal counsel.

• It may be advisable to have identification/information bracelets, particularly with younger children.
• Basic nutritional supplies should be included
• Information should be stored in a transportable kit.
• Basic first aid information is needed as well.
• Legal counsel and administration should consult on the development of these kits.

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• Ask law enforcement to review the traffic pattern around schools, in loading/unloading zones and parking areas (including ECA areas).
• Traffic must be segregated from other forms of traffic with signage and enforcement.
• ECA areas where fan buses, ECA teams, etc. are loaded and unloaded are often not included in the safety review plan for transportation.
• Designated ‘parking areas’ for students parking
• Designated ‘parking areas’ for staff
• Designated area for ‘student drop off’
• The goal is to segregate bus traffic from all other forms of vehicle traffic and prevent traffic from mingling with transportation traffic.

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• A good starting point to gather information may be found on the FEMA, US Department of Education, and United States Department of Homeland Security ‘Emergency Kits’ websites.
• The Indiana State Police recommend that schools develop these kits in cooperation with the corporation’s legal counsel, medical personnel (school nurse/physician), ‘Emergency Responders’ (EMT), School Resource Officers, Administration, Classroom Teachers, Support Personnel, etc.

• Ensure the Emergency Evacuation Kit is developed to support the unique population for which it is expected/intended to support. Classroom teacher’s ‘Emergency Evacuation Kits’ will vary depending on the unique needs of the students in the various classrooms.
• Ensure that the contents of the kits are driven by the needs of the population that the kit is intended to support.
• Remember to involve the corporation legal counsel in the process
• Various job descriptions within the school district may require unique ‘Emergency Evacuation Kits’ (i.e. kits for transportation specialists, classroom teachers, administration, support personnel, nursing staff, etc.). These kits may vary depending on the unique needs and responsibilities of the individuals for which the kits are designed.
• Parent Teacher Organizations in some schools have been utilized to assist in offsetting the cost of developing these kits.

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• Your local legal counsel, administration and school healthcare professional should be involved in the process of student information gathering and retention.

  Just as an example: ‘This is not an all-inclusive list’! Any items on this list must be reviewed by you legal counsel!

You may want to discuss with legal counsel and health care professionals the practice of developing sealed pertinent medical records (i.e. allergies, seizure issues, etc.), sealed insurance information and permission/release forms, etc.

Additionally, you may want to discuss with your legal counsel and health care professionals the practice of developing sealed pertinent medical records (i.e. allergies, seizure issues, etc.), sealed insurance information and permission/release forms, etc.). Lastly, you may want to want to discuss with your legal counsel the wording of a waiver to allow ‘backup’ (relative/neighbor) individuals to assume custody of students if the parent is unavailable.

• Full name, grade, building name, legal guardian, contact information for guardian.
• Some school corporation provide assistance to parents in the form of suggestions that they provide health care, allergies, insurance, etc. information to a backup if the guardian cannot be reached.
• Information on the unique health needs of the individuals on the bus is certainly a consideration to discuss with your legal counsel.

• It may be advisable to have identification/information bracelets, particularly with younger children.
• Basic nutritional supplies should be included
• Information should be stored in a transportable kit.
• Basic first aid information is needed as well.
• Legal counsel and administration should consult on the development of these kits.

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• The team is a standing group that serves to provide assistance and possibly early intervention services to those individuals that are exhibiting ‘Early Warning Behaviors’.
  Remember: Then the first phase of the ISP Unarmed Response to an Active Shooter Event Model is prevention.
  In a school of fourteen hundred, the Indiana State Police Department would recommend that the facility have more than one Intervention Team.

• The Intervention Team may be a subcommittee or a standalone committee.intervention services to those individuals that are exhibiting ‘Early Warning Behaviors’.
• Typically these are made up of educators, SRO, local and state law enforcement, health care professionals, etc.
• These employees are trained on the mission, policies and procedures for governing the committee as well as the Early Warning Behaviors.
• The committee assists in monitoring the school community.
• The individuals on this committee must be trained on how to handle and communicate a concern voiced by the individual from the school community.
• The committee serves as a point of contact for individuals to express concerns.
• The committee assists in obtaining intervention resources for individuals exhibiting concerning behaviors (i.e. Early Warning Behaviors).

• A cross section of employees typically serve on the Intervention Team.
  This section is usually made up of educators, SRO, local and state law enforcement, health care professionals, etc.
• These employees are trained on the mission, policies and procedures for governing the committee as well as the Early Warning Behaviors.
• The committee assists in monitoring the school community.
• The individuals on this committee must be trained on how to handle and communicate a concern voiced by the individual from the school community.
• The committee serves as a point of contact for individuals to express concerns.
• The committee assists in obtaining intervention resources for individuals exhibiting concerning behaviors (i.e. Early Warning Behaviors).

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• Educate staff members supervising students with unique medical, emotional, psychiatric, etc. needs.
• Develop emergency plans, including 24 hours of medication and treatment equipment, for students with chronic health conditions such as life-threatening allergies, asthmatic conditions, seizure disorders, diabetes, tube feedings, tracheostomies, catheterizations, transferring immobile students from mechanical to portable wheelchairs, transporting immobile students from second to first floor, and emergency electricity source if applicable (students on ventilators) etc.
• Assign and train staff regarding their role in the triage procedures i.e. training for large numbers of students that are ill or injured (assign roles and practice)

• CPR Technique Review
• Typically these are made up of educators, SRO, local and state law enforcement, health care professionals, etc.
• AED Location and Use
• Heimlich Method
• Basic First Aid Procedures
  Note: Staff can receive Professional Growth Points from the IDOE to apply towards license renewal if the training is performed by a Registered School Nurse.
• Include the Nursing Staff on the Corporation and Building level Safety Teams (i.e. Intervention Team, Comprehensive Safety Team, Assessment Teams, etc.)
• Include the Nursing Staff in the development of the ‘Evacuation Kit’ content:
  - Stock Emergency Medications
  - PRN (As Needed) Emergency Medications Stored in the Clinic for Specific Students – Epinephrine, Albuterol, Diastat, Glucagon, etc.
  - Water
  - Daily Medications
  - Students with Diabetes – snacks; charged meter and strips; back up insulin, needles and syringes; and copy of most recent insulin formulas (in case unable to charge CGM, cell phone or Pump failure)
  - First Aid Kit and Supplies
  - Hard Copy Binder of Student Information – allergies, medical conditions, emergency contact numbers, list of providers
• Include the Nursing Staff in the ECA policy development (ECA safety policies i.e. concussion, heat & poor hydration threats, sudden cardiac arrest, managing students with chronic health conditions, etc.)

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• Sample letters may be developed ahead of time to assist educators in communicating with various members of the school community.

• Letters to parents regarding the death or serious injury of a student, faculty, member of the school community and or support staff member
• Letters in parents address a student suicide
• Letters regarding a bomb threat
• Letters regarding a health issue at school
• Letters relating to substance abuse issues
• Letters relating to the closing/delays/early dismissal of school due to funeral arrangements
• Letters relating to an accident at school

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• All too often the comprehensive safety plan for severe weather, bomb threat, active shooter attack, etc. fails to address the ECA environment.
• Signage, public address announcements, etc. on the location of emergency personnel and the location of law enforcement at ECA events are often absent.
• A coordinated crowd control system with a designated coordinator is absent.
• Clear and distinctive alarm/warning systems are not present and or tested.
• Indoor evacuation sites for outside events are not established and published.
• Highly trained, uniformed and armed law enforcement may not be found in abundance at all ECA events (especially non athletic events i.e. graduation, Board Meetings, school plays, honors programs, etc.).

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• Sheltering yourself and others in a safe site may be your best option if the location is secure. The ‘ISP Model’ recommends you should not leave a secure site for an unknown.
• If you do not know the location of the shooter and you have a well barricaded and secure location, ‘Locking Down’ may be your best option.
  - In the ISP model taking shelter in a secure place is called ‘Lockdown or Locking Down’ rather than just hiding.
• The best response option to exercise in the ‘ISP Model’ is determined by the circumstances or external stimuli of the event.

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• Badge under, visual identification, predetermined identification secured and established by administration, etc.
• Arriving law enforcement will always have articles of clothing, badges, vests, campaign hats, etc. to identify them.

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• Indiana State Police Active Shooter Preparedness page; click here to go to this page.
• Schedule a Presentation by clicking here

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• Organizations often select an ‘Assessment Tool/Inventory’ and utilize it without modifying it to meet the unique needs of the ‘School Community’ (for which they plan to assess).
• If an organization selects a ‘commercial tool’, it should be modified to meet the unique challenges faced by the ‘School Community’. Every school or school corporation is different. Members of the school community know the unique challenges they face better than anyone. The Indiana State Police Department believes that members of the school community should be trained in the assessment process and then apply that training in selecting the appropriate assessment tool.

• The results of the ‘Assessment’ should drive the development of the ‘Comprehensive Safety Plan’.
• The ‘Comprehensive Safety Plan’ should reflect the finds of the ‘Assessment’.
• School Corporations sometimes give up the critical responsibility or ownership to an outside source in the assessment process.

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• Fine motor skills are often diminished and a practiced response becomes critical.
• Freezing in place and taking no action is a common mistake in an ‘Active Shooter Event’.
• Training exercises often provide an opportunity to examine or test your program.

• Your safety programs are never complete.
• Programs should be tested and modified as new information is discovered.
  - The information garnered from the ‘testing program’, tabletop exercises should be applied to modify and improve the safety program.

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• The circumstances of the event.
• The actions they took that worked.
• The actions they took that did not work.
• The actions they recommend that individual take if involved in a like situation.

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• Indiana State Police Active Shooter Preparedness; click here to view resources.
• Schedule a Presentation; click here to schedule a presentation.

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• Transport individuals
• Shelter individuals
• Feed individuals

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• Student’s legal guardian emergency contact information.
• An alternate emergency contact (with guardian’s signature authorizing the alternate contact).
• Student’s family physician information.
• Signed medical treatment consent to treat form.
• Student health related information reviewed by the school nurse.
• Wrist bands are recommended (especially with elementary students).
• School administration contact information (administrator on call).
• Emergency protocol for the driver (actions to be taken in various emergency).

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• Responding law enforcement will need to gain entry as rapidly as possible. If an active shooter is in the building time is critical.

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• The downside of a singular approach is that a school cannot carry on business as usual. However, if we are concerned enough to call for a “Lockdown,” shouldn’t we be concerned enough to take serious action? A “Soft Lockdown” results in glass doors standing as the only barrier between students/staff and the threat. Given that most intermediate and elementary students will open the door for an adult (if motioned to do so), the “Soft Lockdown” option, in reality, may pose no barrier at all to protect students and staff.
• A second option to discuss with your “School Safety Specialist” might be to establish a first level lockdown some call “shelter in place” which means nobody in or out of the classroom.