Surviving an Active Threat: Run. Hide. Fight PER-375 Course Design

Surviving an Active Threat: Run. Hide. Fight. PER-375 Course Design Document April 2019

Surviving an Active Threat: Run. Hide. Fight. Version 1.1

This material may not be reproduced, displayed, modified or distributed without the express prior written permission of the copyright holder. For permission, contact [email protected].

This project was supported by Cooperative Agreement Number EMW-2017-CA-0032-501 administered by the United States Department of Homeland Security. Points of view or opinions in this document are those of the author and do not necessarily represent the official position or policies of the United States Department of Homeland Security.

FEMA’s National Training and Education Division (NTED) offers a full catalog of courses at no cost to help build critical skills that responders need to function effectively in mass-consequence events. Course subjects range from weapons of mass destruction (WMD), terrorism, cyber security, and agro terrorism to citizen preparedness and public works. NTED courses include multiple delivery methods: instructor-led (direct deliveries), train-the-trainer (indirect deliveries), customized (conferences and seminars), and web-based. Instructor-led courses are offered in residence (at a training facility) or through mobile programs, in which courses are brought to state and local jurisdictions that request the training. A full list of NTED courses can be found at http://www.firstrespondertraining.gov.

Surviving an Active Threat: Course Design Document (CDD) Run. Hide. Fight.

Course Description

Overview

This course aims to train non-traditional first responders, including civilian employees, students, faculty, staff, patrons, and any other individuals, who live, work, or visit any location where an active threat incident may occur. The course focuses on the various components of the Run. Hide. Fight. response paradigm, which is widely accepted and taught as one of the primary response paradigms regarding active threat incidents. Participants will learn about ways the Run. Hide. Fight. response paradigm can be applied in any active threat incident, regardless of the location or other factors involved.

During the course, participants will discuss the three primary tenets of the response paradigm, evaluate how the paradigm can be incorporated into existing building emergency action plans, complete a practical exercise in which they will demonstrate the response options, and become familiar with notable case studies in which the response options were either implemented or could have been implemented to prevent or mitigate the attacks. The course includes lecture, group discussion, and practical application of course material and seeks to prepare the target audience for an active threat incident by providing participants with plausible and effective response options.

Core Capabilities

The terminal learning objectives of this course align with the following core capabilities: • Environmental Response/Health and Safety • On-Scene Security, Protection and Law Enforcement

Scope

This course addresses the Run. Hide. Fight. response paradigm and guides non-traditional first responders in the various ways these methods can be employed. Because active threat incidents can occur anywhere, participants are encouraged to apply principles from this course to plans and procedures in their workplaces. The course covers the basic principles of the response paradigm as it pertains to response in the event of an active threat incident.

This course has the following options for methods of delivery.

Direct Delivery (DD) format is taught by NCBRT instructors; this format is appropriate for anyone who is interested in the content of the course. Participants receive credit for the course but are not certified to instruct.

Train-the-Trainer (TTT) delivery enables individuals designated by the agency to attend the course, become certified course instructors, and deliver the course to their coworkers and their organizations’ employees. Upon request, NCBRT can provide all necessary instructional

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materials to certified trainers who want to provide instruction to their organizations. The Train- the-Trainer delivery method is designated for law enforcement participants only.

Indirect Delivery (ID) format is taught by someone who has passed the train-the-trainer version of the course and is intended for anyone who is interested in the content of the course. The instructor of this type of course delivery is not directly employed by NCBRT. Participants receive credit for the course but are not certified to instruct.

Target Audience

Because of the nature of active threat incidents, this course is open to anyone who works, visits, lives, or frequents places such as schools, houses of worship, malls, offices, or government offices. Example audience members and disciplines include the following: • Citizens or community volunteers • Education personnel • Emergency Management personnel • Governmental administrative personnel • Healthcare personnel

Prerequisites

To enroll in this course, participants must be US citizens and must possess or obtain a FEMA student identification number (SID).

Course Length

This course is designed for presentation over one day. Beginning and ending time for instruction can be adjusted to accommodate local requirements at the training location. However, the schedule should permit one 10-minute break approximately every hour and a 1-hour lunch break. Total instructional time is 8.0 hours for five standard modules. Train-the-trainer participants will attend an additional 8-hour delivery.

Required Materials and Facilities

NCBRT-Provided The following equipment and materials are required to support instruction in this course: • Instructor Guide • Presentation slides • Audiovisual kit • Projection screen • Attendance sheets • Black markers • Pre-test answer sheet • Post-test answer sheet

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• Module 4 Practical Exercise Facilitation flipcharts • 3 portable radios • 2 metal detectors • 2 blank guns • Blank gun ammunition (3 boxes; 150 rounds total) • 1 ammunition bag • 3 sets of electronic hearing protection • Eye protection (per participant) • Ear protection (per participant) • 3 rolls of warning or hazard tape • 3 rolls of orange gaffer’s tape • 3 orange instructor vests with “Instructor” printed on the back • 35 participant, observer, or role player vests with “In Training” printed on the back • 15 “Exercise in Progress” signs with stands • 3 sets of the following barricading and fortifying materials: ▪ Rope ▪ Wooden door wedge ▪ Rubber door stop ▪ Length of fire hose ▪ Extension cords • One per participant of the following items: ▪ Participant Guide (for direct delivery participants) ▪ Instructor Guide for (train-the-trainer participants) ▪ Registration form and test answer sheet ▪ Pre-test ▪ Post-test ▪ DHS Student Assessment of Course and Instructors evaluation form ▪ Pencil ▪ Tent name card

Host-Provided The host agency will be required to provide the following classroom and logistical needs: • Classroom for the number of participants plus 10 instructional support personnel, environmentally controlled (heating, ventilation, and air conditioning, or HVAC), with movable round or rectangular tables (not an auditorium with fixed seating) arranged in classroom-style seating and with room for course materials and notetaking • At least 3 breakout rooms immediately off a main hallway or corridor • 3 additional tables for display materials and as a projector surface • 2 easels and easel pads with markers • Audiovisual equipment: projection screen or area in classroom for projection • 8 power outlets in the classroom for audiovisual components and computers used by the instructional support personnel and participants during the course • Instructor access the day before the class start date for classroom setup • Adequate security to prevent having to reset the classroom daily • Adequate participant and instructor parking

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The lead instructor should coordinate with the POC to notify any non-participating building occupants that a practical exercise containing the firing of a blank gun will be taking place. The POC is responsible for notifying local law enforcement of the training and relaying to them that a blank gun will be fired, though there is no actual emergency or need for response.

Testing and Certification

Participants will take two tests—a pre-test administered during the first module (prior to instruction) and a post-test administered during the last module (after completion of instruction). Each test will include questions that reflect the course objectives and assess participants’ understanding of the learning objectives. Participants who perform successfully on the post-test (scoring 70% or better or 80% for train-the-trainer deliveries) will receive a Certificate of Completion. Participants who do not achieve a passing score can re-test. Participants may request a Certificate of Attendance if they require documentation of their presence at the class.

Instructors will evaluate individual participation in classroom activities and discussions to determine participants’ achievement of affective goals.

Reference List

ALERRT (Advanced Law Enforcement Rapid Response Training) Center at Texas State University) and DOJ (US Department of Justice), FBI (Federal Bureau of Investigation). 2018. Active Shooter Incidents in the United States in 2016 and 2017, April. Washington, DC. https://www.fbi.gov/file-repository/active-shooter-incidents-us-2016-2017.pdf/view.

Chappell, Bill. 2018. “’I’m Not a Hero,’ Says James Shaw Jr., Acclaimed as Hero of Waffle House Attack.” National Public Radio. April 23. https://www.npr.org/sections/thetwo-way /2018/04/23/604879633/im-not-a-hero-says-james-shaw-jr-acclaimed-hero-of-waffle -house-attack.

CNN. 2018. “2015 Paris Terror Attacks Fast Facts.” CNN Library. May 2. https://www.cnn.com /2015/12/08/europe/2015-paris-terror-attacks-fast-facts/index.html.

COE HSEM (Center of Excellence, Homeland Security Emergency Management). n.d. “National Incident Management System (NIMS).” National Preparedness Cycle. http://www .coehsem.com/emergency-management-cycle/#plan.

Correal, Annie, and William K. Rashbaum. 2017. “Details Emerge in Deadly Shooting at Bronx- Lebanon Hospital Center.” The New York Times. July 2. https://www.nytimes.com/2017 /07/02/nyregion/details-emerge-in-deadly-shooting-at-bronx-lebanon-hospital-center .html.

DHS (US Department of Homeland Security). 2012. “Plan and Prepare for Disasters.” June 19. https://www.dhs.gov/plan-and-prepare-disasters.

——–. n.d. Active Shooter Pocket Card. https://www.dhs.gov/sites/default/files/publications/ active_shooter_pocket_card_508.pdf.

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DOJ (US Department of Justice), FBI (Federal Bureau of Investigation). 2015. Active Shooter Event Quick Reference Guide. https://www.fbi.gov/file-repository/active-shooter-event -quick-reference-guide_2015.pdf/view.

——–. 2018. Active Shooter Incidents in the United States from 2000–2017. April 27. https://www.fbi.gov/file-repository/active-shooter-incidents-2000-2017.pdf/view.

Domonoske, Camila. 2018. “Fort Lauderdale Airport Shooter Is Sentenced To Life In Prison.” National Public Radio. August 17. https://www.npr.org/2018/08/17/639591328/fort -lauderdale-airport-shooter-is-sentenced-to-life-in-prison.

FBI (Federal Bureau of Investigation). n.d. “Quick Look: 250 Active Shooter Incidents in the United States From 2000 to 2017.” Office of Partner Engagement. https://www.fbi.gov /about/partnerships/office-of-partner-engagement/active-shooter-incidents-graphics.

——–. n.d. “Columbine High School.” The Vault. https://vault.fbi.gov/Columbine%20 High%20School%20.

FEMA (Federal Emergency Management Agency). 2010. Developing and Maintaining Emergency Operations Plans: Comprehensive Preparedness Guide (CPG) 101. Version 2.0. November. https://www.fema.gov/media-library-data/20130726-1828-25045-0014 /cpg_101_comprehensive_preparedness_guide_developing_and_maintaining _emergency_operations_plans_2010.pdf.

———. 2013. Homeland Security Exercise and Evaluation Program (HSEEP). April. https:// www.fema.gov/media-library-data/20130726-1914-25045-8890/hseep_apr13_.pdf.

———. 2016. “Preparedness Cycle.” February 5. https://www.fema.gov/media-library/assets /images/114295.

———. 2018. “National Preparedness Goal.” May 2. https://www.fema.gov/national- preparedness-goal.

———. n.d. “The Unthinkable: Lessons from Survivors.” Discussion Guide. PrepTalks. https://www.fema.gov/media-library-data/1522759539862-22ae23bc844 45771ba40877e5882a120/PrepTalks_DiscussionGuide_Ripley.pdf.

Green, Sara Jean. 2017. “Arcan Cetin, Man Accused of Killing 5 in Cascade Mall Shooting, Dies in Jail.” The Seattle Times, April 17. https://www.seattletimes.com/seattle-news/crime /accused-cascade-mall-shooter-dies-in-snohomish-county-jail/.

Jacobo, Julia. 2017. “A Look Back at the Aurora, Colorado, Movie Theater Shooting 5 Years Later.” ABC News, July 20. https://abcnews.go.com/US/back-aurora-colorado-movie -theater-shooting-years/story?id=48730066.

Kuo, Vivian, and Phil Gast. 2010. “Rambling Gunman Dead after Opening Fire at Florida School Meeting.” CNN, December 14. http://www.cnn.com/2010/CRIME/12/14/florida.meeting .shooting/index.html.

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Merriam-Webster. n.d. “Conditioning.” https://www.merriam-webster.com/dictionary /conditioning.

NFPA (National Fire Protection Association). 2016. NFPA 1600, Standard on Disaster/Emergency Management and Business Continuity/Continuity of Operations Programs. https://www.nfpa.org/codes-and-standards/all-codes-and-standards/list-of -codes-and-standards/detail?code=1600.

OSHA (Occupational Safety and Health Administration). 2002. “Emergency Action Plans.” 29 CFR §1910.38. https://www.osha.gov/pls/oshaweb/owadisp.show_document?p_table =STANDARDS&p_id=9726.

———. n.d. “State Plans.” https://www.osha.gov/dcsp/osp/index.html.

OSU DPS (Ohio State University Department of Public Safety). 2017. After Action Review: Active Aggressor Attack: November 28, 2016. Summary of Incident Details, Lessons Learned & Corrective Actions. March 10. Division of Emergency Management.

Ripley, Amanda. 2008. “The Unthinkable: Who Survives When Disaster Strikes – and Why.” June. Crown Publishing Group.

Schweit, Katherine W. 2016. Active Shooter Incidents in the United States in 2014 and 2015. Federal Bureau of Investigation, US Department of Justice. Washington, DC. https://www.fbi.gov/file-repository/activeshooterincidentsus_2014-2015.pdf/view.

Silva, Daniella, Rima Abdelkader, Pete Williams, and Phil McCausland. 2017. “Texas Church Shooting: More Than Two Dozen Parishioners Killed.” NBC News, November 6. https://www.nbcnews.com/storyline/texas-church-shooting/several-casualties-reported -texas-church-shooting-n817751.

System Planning Corporation, TriData Division. 2009. Mass Shootings at Virginia Tech: Addendum to the Report of Review Panel. November. https://scholar.lib.vt.edu /prevail/docs/April16ReportRev20091204.pdf.

University of Florida Division of Public Safety. 2018. “Active Shooter / Assailant.” Take Action. June. https://emergency.ufl.edu/takeaction/active-shooter/.

Evaluation Strategy

Participants are required to complete a course evaluation at the end of the course, which focuses on the following issues: • Value of materials in supporting the course goal and module objectives • Effectiveness of instruction (instructors presented content in an understandable manner, used relevant examples, encouraged participation, and answered questions in a clear and concise manner) • Relevance of instruction to each participant’s assessment of real-world requirements and concerns

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Course Structure/Content Outline

Module 1: Course Overview

• Welcome • Introductions • Registration Form • Testing • Course Overview • Planning for Active Threat Incidents

Module 2: Run. Hide. Fight. Response Paradigm

• Introduction • Case Study: Columbine High School • Human Reaction to Disaster • Case Study: Virginia Tech • Run. Hide. Fight. Response Paradigm • Run. • Case Study: Paris Terrorist Attack • Case Study: Panama City School Board Meeting • Hide. • Fight. • When Law Enforcement Arrives

Module 3: Run. Hide. Fight. and the Preparedness Cycle

• Preparedness • Plan • Activity 3.1: Plan Promulgation • Organize and Equip • Train • Exercise • Evaluate and Improve • Synthesis of Run. Hide. Fight. and the Preparedness Cycle • Conditioned Response vs. Unconditioned Response

Module 4: Practical Exercise

• Introduction • Safety • Roles and Responsibilities for Instructors • Activity 4.1: Run. Hide. Fight.

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Module 5: Testing and Evaluation

• Introduction • Course Conclusion • Post-Test • Course Evaluation

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Course Design Matrix

Module 1: Course Overview

Scope Statement In this module, participants and instructors introduce themselves by engaging in a brief opening activity. Participants complete a registration form and a pre-test. The pre-test is a self-scored assessment designed to assist participants in determining their level of knowledge regarding the course material before the course begins. Instructors introduce the course modules by name and briefly describe the primary focus of each module.

Terminal Learning Objective By the end of this module, participants will be able to describe the need for an effective response paradigm to combat active threat incidents.

Enabling Learning Objectives 1-1 Describe the importance of planning for an active threat incident. 1-2 Discuss notable active threat incidents. 1-3 Describe the impact of bystander intervention.

Lesson Topics Welcome, Introductions, Registration Form, Testing, Course Overview, Planning for Active Threat Incidents

Instructional Strategy Lecture, Pre-Test

Assessment Strategy • Instructor observation of participants’ involvement in the classroom discussion • Instructor-led discussion to ensure participants understand how instructors will evaluate performance • Instructor administration of a pre-test to assess participants’ prior knowledge of course materials

Practical Exercise Statement Not applicable

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Module 2: Run. Hide. Fight. Response Paradigm

Scope Statement In this module, participants will explore the three phases of human reaction to an active threat incident. They will learn about the Run. Hide. Fight. response paradigm and determine how to effectively employ its techniques during an active threat incident. Finally, this module presents various case studies to evaluate how the Run. Hide. Fight. response paradigm has been applied appropriately.

Terminal Learning Objective By the end of this module, participants will be able to employ the principles of the Run. Hide. Fight. response paradigm in the event of an active threat incident.

Enabling Learning Objectives 2-1 Identify the three phases of human reaction to an active threat incident. 2-2 Describe the Run. Hide. Fight. response paradigm. 2-3 Discuss how to effectively run, hide, and/or fight during an active threat incident.

Lesson Topics Introduction, Case Study: Columbine High School, Human Reaction to Disaster, Case Study: Virginia Tech, Run. Hide. Fight. Response Paradigm, Run., Case Study: Paris Terrorist Attack, Case Study: Panama City School Board Meeting, Hide., Fight., When Law Enforcement Arrives

Instructional Strategy Lecture

Assessment Strategy • Instructor observation of participants’ involvement in the classroom discussion • Instructor administration of a post-test to assess knowledge participants have gained from each module

Practical Exercise Statement Not applicable

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Module 3: Run. Hide. Fight. and the Preparedness Cycle

Scope Statement In this module, participants will assess how the Run. Hide. Fight. response paradigm can be incorporated into the five phases of the preparedness cycle. The module describes the preparedness cycle, including its five primary phases and how each can benefit from inclusion of the Run. Hide. Fight. response paradigm. The module addresses the ways the Run. Hide. Fight. response paradigm can be incorporated into building emergency action plans to enhance campus planning efforts. The module concludes by assessing how application of the preparedness cycle can foster a conditioned response among the whole campus community and increase the chances of surviving an active threat incident.

Terminal Learning Objective By the end of this module, participants will be able to synthesize the preparedness cycle with the Run. Hide. Fight. response paradigm to improve the chances of surviving an active threat incident.

Enabling Learning Objectives 3-1 Describe the preparedness cycle as it pertains to campus preparedness. 3-2 Discuss how the Run. Hide. Fight. response paradigm can be incorporated into each of the five phases of the preparedness cycle. 3-3 Identify the ways in which the Run. Hide. Fight. response paradigm can help enhance building emergency action plans. 3-4 Evaluate how application of the preparedness cycle yields a campus community that is likely to exhibit a conditioned response to an active threat incident.

Lesson Topics Preparedness, Plan, Activity 3.1: Plan Promulgation, Organize and Equip, Train, Exercise, Evaluate and Improve, Synthesis of Run. Hide. Fight. and the Preparedness Cycle, Conditioned Response vs. Unconditioned Response

Instructional Strategy Lecture

Practical Exercise Statement Not applicable

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Module 4: Practical Exercise

Scope Statement In this module, participants will participate in various active threat incident scenarios. They will receive information and apply the principles of the Run. Hide. Fight. response paradigm appropriately. The module is intended to prompt participants to quickly process the information received and respond accordingly using the skills taught in the course. Following each scenario, instructors will conduct a hotwash in which participants are evaluated on their response actions and are able to ask any questions that they may have.

Terminal Learning Objective By the end of this module, participants will be able to apply the Run. Hide. Fight. response paradigm based on active threat incident characteristics.

Enabling Learning Objectives 4-1 Process information regarding an active threat incident. 4-2 Run, hide, and/or fight based on the information received. 4-3 Participate in a hotwash following each scenario.

Lesson Topics Introduction, Safety, Roles and Responsibilities for Instructors, Activity 4.1: Run. Hide. Fight.

Instructional Strategy Practical Exercise

Practical Exercise Statement Participants will process information and apply the Run. Hide. Fight. response paradigm for a given active threat incident. Scenarios include simulated gunfire, screams and shouts, and use of various weapons. Using the information from this course, participants will appropriately run, hide, and/or fight based on the information they have received. Instructors will evaluate response actions among participants and provide feedback as needed.

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Module 5: Testing and Evaluation

Scope Statement In this module, participants complete an objectives-based post-test. They must score a 70% or greater to receive a Certificate of Completion. Participants who do not achieve a passing score can re-test. (They may also request a Certificate of Attendance as documentation of class attendance.) Participants also complete a course evaluation form and provide feedback about the course instruction, content, and materials.

Terminal Learning Objective In this module, participants will complete a comprehensive post-test and course evaluation.

Enabling Learning Objectives 5-1 Complete a comprehensive post-test with a score of 70% or greater (80% or greater if train-the-trainer). 5-2 Provide feedback by completing a course evaluation form.

Lesson Topics Introduction, Course Conclusion, Post-Test, Course Evaluation

Instructional Strategy Lecture, Post-Test, Course Evaluation

Assessment Strategy

• Instructor administration of a post-test to assess knowledge participants have gained from each module

Practical Exercise Statement Not applicable

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Course Agenda

Module # Module Title Module Duration Module 1 Course Overview 1.0h Module 2 Run. Hide. Fight. Response Paradigm 2.0h Module 3 Run. Hide. Fight. and the Preparedness Cycle 1.5h Module 4 Practical Exercise 2.5h Module 5 Testing and Evaluation 1.0h

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