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{"sheet":"Instructions","index":0,"n_rows":11,"n_cols":2,"rows_kept":11,"cut":false,"hidden":false,"merged":[]}
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[null,"This U.S. Department of Homeland Security (DHS) survey is intended to help K-12 school "]
[null,"personnel evaluate their physical security current practices and identify ways to prevent and"]
[null,"protect against active-shooter threats. The questions within each section are prioritized,  "]
[null,"beginning with the most important issue. Each selected answer generates an option outlining a "]
[null,"specific course of action that school personnel may wish to consider, based on their existing "]
[null,"security practices and the resources they have available, among other factors. "]

{"sheet":"Security - Emergency Managment","index":1,"n_rows":61,"n_cols":9,"rows_kept":61,"cut":false,"hidden":false,"merged":[]}
["Security management refers to the people, plans, and procedures that a K-12 school has in place to deal with security issues, including but not limited to active-shooter issues. Factors that contribute to the effectiveness of security and emergency management efforts at schools include the designation of a security manager; existence of security and emergency operations plans; commitment to training and exercises on these plans; procedures for handling suspicious objects; and engaging in preparedness and security working groups with external partners. Schools may use different names for a security plan or incorporate elements of a security plan into broader emergency operations plans, which outline the school’s approach to operations before, during, and after an emergency. Understanding which activities occur at an individual school level and which activities occur at the school district level are important considerations for K-12 school personnel to factor into their security and emergency management practices."]
["Question","Very Low","Low","Medium","High","Very High","Options for Consideration","Sec./Em. Management Score"]
["1. Does the school have a security manager or security department?","Neither the school nor the district has a security manager or department.","The school district has a security manager who also performs other functions in addition to security management.","The school district has a security manager who has no other additional duties.","The school district has a security management department. Multiple employees are dedicated to security management at the district level, but no one within the department is assigned to manage security specifically at the school in question.","The school has a dedicated security manager or security department."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["2. Does the school have a threat assessment team to respond to behavior that raises safety concerns?","The school does not have a threat assessment team. School personnel do not recognize a need to establish a formal process for assessing potential threats.","The school has engaged in activities that indicate it recognizes the need to assess potential threats, but it has not established a threat assessment team. School personnel may have developed checklists or proposed forming a threat assessment program.","The school has established a threat assessment team. Team members may be limited to school administrators, faculty, and/or staff. They have received initial training on the threat assessment process. Written documentation of the threat assessment process exists, but it may be incomplete. The team may not meet regularly.","The school has a multidisciplinary threat assessment team that includes community partners. Team members have received extensive training on the threat assessment process. Comprehensive written plans and procedures guide the threat assessment team. The team meets regularly. The school has communicated information about the threat assessment policy to faculty, staff, students, and families, but threatening behavior generally remains unreported. ","The school has a multidisciplinary threat assessment team that includes community partners. Team members receive annual training on the threat assessment process. Comprehensive written plans and procedures guide the threat assessment team. The team meets regularly. Written materials about the team’s purpose are widely available, and the threat assessment policy has been explained to faculty, staff, students, and families. The threat assessment team receives reports about threatening behavior and investigates accordingly. "]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["3. Does the school have a security and emergency operations plan(s)?","The school does not have written security or emergency operations plans. All security and emergency response procedures are communicated verbally and may be performed on an ad hoc basis.","The school has some written documentation that addresses some safety and emergency operations policies, programs, and/or procedures (e.g., a checklist), but comprehensive plans do not exist.","The school has a security and emergency operations plan(s). The security plan or portion of the plan addresses some, but not all, of the following areas: (1) Risk assessment; (2) Identification of critical assets; (3) Physical security and security force (if applicable); and (4) Communications. The emergency operations plan or portion of the plan addresses some, but not all, of the following functional areas: (1) Hazard analysis; (2) Communications; (3) Evacuation, shelter-in-place, and lockdown; (4) Specialized response actions and communication protocols necessary for areas with unique physical characteristics (e.g., cafeteria, auditorium, portable classrooms); (5) Accounting for all persons; (6) Reunification; (7) Continuity of operations; (8) Security; (9) Recovery; and (10) Health and medical. The plan(s) addresses maintaining point-of-contact lists, training and exercises, and plan maintenance (e.g., review and revision).","The school has a comprehensive security and emergency operations plan(s) that addresses all of the areas listed previously. However, senior management has not approved the plan(s) or coordinated the plan(s) with community partners (e.g., first responders, local emergency management staff).","The school has a comprehensive security and emergency operations plan(s) that addresses all of the areas listed previously. Senior management has approved the plan(s) and has coordinated the plan(s) with community partners (e.g., first responders, local emergency management staff)."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["References:"]
["For more information:"]
["4. Are faculty and staff trained on the security and emergency operations plan(s)?","The school does not train faculty and staff on the plan(s).","The school provides some information or training to some, but not all, faculty and staff at initial employment. The school may provide refresher training at the beginning of the school year but no other follow-up throughout the year.","The school provides training to some, but not all, faculty and staff at initial employment, as well as refresher training at the beginning of each school year and recurring training throughout the year. Although faculty and staff are trained on the appropriate emergency actions for their primary locations (e.g., classrooms), they may not be aware of what to do if an incident occurs when they are somewhere else in the school building (e.g., gymnasium, hallways).","The school provides comprehensive training to all faculty and staff at initial employment. Faculty and staff are trained on appropriate emergency actions regardless of their location in the school building. The training may include refresher training at the beginning of the school year but no other follow-up throughout the year. ","The school provides comprehensive training to all faculty and staff at initial employment, as well as refresher training at the beginning of each school year and recurring training throughout the year. Faculty and staff are trained on appropriate emergency actions regardless of their location in the school building."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["References:"]
["For more information:",null,null,null,null,null,"Provide training to all students at least at the beginning of the school year.","1900-01-01"]
["5. Are students trained on elements of the security and emergency operations plan(s)?","The school does not train students on elements of the plan(s) (e.g., evacuation routes). ",null,"The school provides some training to students at the beginning of each school year. Although students are trained on the appropriate emergency actions for their primary locations (e.g., classrooms), they may not be aware of what to do if an incident occurs when they are somewhere else in the school building (e.g., gymnasium, hallways).",null,"The school provides comprehensive training to students at the beginning of each school year and recurring training throughout the year. Students are trained on appropriate emergency actions regardless of their location in the school building."]
["Select Option:",null,null,null,null,null,null,null,0]
["Reference:"]
["For more information:"]
["6. Does the school exercise the security and emergency operations plan(s)?","The school does not exercise the plan(s) on an annual basis. The school may conduct fire, tornado, or earthquake drills. ","The school exercises the plan(s) at least once annually. Exercises do not include community partners (e.g., first responders, local emergency management staff). The school may not develop an after-action report. The school may conduct fire, tornado, or earthquake drills. ","The school exercises the plan(s) at least once annually. Exercises are tabletop or drills. Exercises include community partners (e.g., first responders, local emergency management staff). The school develops an after-action report and uses it to improve plans and procedures. The school may conduct fire, tornado, or earthquake drills. ","The school exercises the plan(s) at least once annually. Exercises are functional. Exercises include community partners (e.g., first responders, local emergency management staff). The school develops an after-action report and uses it to improve plans and procedures. The school may conduct fire, tornado, or earthquake drills. ","The school exercises the plan(s) at least once annually. Exercises are simultaneous functional exercises. Exercises include community partners (e.g., first responders, local emergency management staff). The school develops an after-action report and uses it to improve plans and procedures. The school may conduct fire, tornado, or earthquake drills. "]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:",null,null,null,null,null,"Install a public address system to provide a means of mass communication and to provide warning and alert information, along with actions to take before and after an incident.","1900-01-01"]
["7. Does the school have mass notification capabilities?","The school does not have a way to alert the entire school of impending danger. ","The school has a public address system to communicate audible warnings onsite. However, the school does not have a system for sharing critical information in a timely manner with members of the school community (e.g., parents).","The school has a public address system for onsite emergency communications but lacks ways to communicate warnings effectively to staff and students with sensory or cognitive disabilities. The school has an emergency mass communication system for the offsite school community, but it does not periodically test the system.","The school has both audio and visual mass notification systems for onsite emergency communications, as well as a dedicated emergency mass communication system for the offsite school community. However, not all classrooms have capabilities for two-way verbal communication with the school’s administrative or security offices.","The school has both audio and visual mass notification systems for onsite emergency communications inside and outside the building. They are unique and separate from communications channels used for routine announcements. A dedicated emergency mass communication system for the offsite school community exists. Every classroom has two-way classroom communication capabilities."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:",null,null,null,null,null,"Create a crisis response kit to provide first responders and key school administrators that contains the information and equipment needed for effective management of a major critical incident. At a minimum, the kit should include the following information: (1) Camera locations; (2) Accurate floor plans; (3) List of key personnel and phone numbers (senior staff, facilities, security, etc.); (4) Master key(s), elevator key(s), and master access control card(s); (5) Building/security force radio (if applicable); and (6) Evacuation routes and assembly area locations.","1900-01-01"]
["For more information:"]
["8. Does the school coordinate with first responders for enhanced emergency preparedness?","The school has not coordinated with first responders regarding emergency preparedness.","The school has provided the security and emergency operations plan(s) to first responders, but has not solicited or implemented their input on the plan. The school has not shared critical information about the building or facilities (e.g., floor plans, location of critical assets or areas, and notification and contact lists).","The school has coordinated the security and emergency operations plan(s) with first responders and has provided critical building and facilities information. The school has not created crisis response kits for first responders to use in an emergency.","The school has coordinated the security and emergency operations plan(s) with first responders; has provided critical building and facilities information; and has a crisis response kit for first responders. However, the school has not coordinated with first responders regarding the contents of the kit. The school may keep the kit in an unsecured location. The school has not designated an emergency response team to meet first responders as they arrive onsite in a major critical incident to provide them with the crisis response kit. The school has not implemented a facility numbering system.","The school has coordinated the security and emergency operations plan(s) with first responders; has provided critical building and facilities information; has a crisis response kit for first responders; and has implemented a facility numbering system that was developed in coordination with first responders. The contents of the crisis response kit were developed in coordination with local law enforcement and fire response agencies. The school keeps the kit in a secure but easily accessible location. The school has designated an emergency response team to meet and assist first responders as they arrive onsite in a major critical incident. The school also has interoperable radios with law enforcement."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["References:"]
["For more information:"]
["9. Does the school provide security information to faculty and staff?","The school does not provide security information to faculty and staff.","The school provides information about specific security incidents to faculty and staff. The school does not provide security awareness information.","The school provides information about specific security incidents as well as security awareness information to faculty and staff on a recurring basis. However, security awareness information is limited in scope and availability (e.g., provided occasionally at meetings).","The school provides information about specific security incidents as well as security awareness information to faculty, staff, and students on a recurring basis. Security awareness information is detailed and comprehensive but limited in availability (e.g., emails only). ","The school provides information about specific security incidents as well as security awareness information to faculty, staff, and students on a recurring basis. Security awareness information is comprehensive and communicated through a variety of formats (e.g., emails, posters, announcements, regular meetings)."]
["Select Option:",null,null,null,null,null,null,null,0]
["Reference:"]
["For more information:"]
["10. Does the school have procedures for suspicious packages (including mail)? ","The school does not have procedures for suspicious packages.","The school has some written documentation that addresses suspicious packages, but detailed, comprehensive procedures do not exist.","The school has suspicious package procedures, but some information may be lacking. The school may not effectively communicate these procedures to faculty or staff. Students are aware that if they encounter a suspicious package, they should leave it alone and notify faculty or staff.","The school has detailed, comprehensive suspicious package procedures that define characteristics and outline appropriate response actions. The school effectively communicates these procedures to faculty and staff but does not provide any training. Students are aware that if they encounter a suspicious package, they should leave it alone and notify faculty or staff.","Detailed, comprehensive procedures define common characteristics of suspicious packages and outline appropriate response actions. The school communicates these procedures to faculty and staff, and provides training as appropriate. Students are aware that if they encounter a suspicious package, they should leave it alone and notify faculty or staff."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["11. Does the school have policies for conducting searches for weapons, drugs, and other contraband?","The school lacks search policies.",null,"The school has some written documentation for conducting searches, but detailed, comprehensive policies and procedures do not exist.",null,"The school has detailed, comprehensive policies for conducting searches. Security personnel have access to this information and receive training."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["12. Does the school participate in any external security or emergency preparedness working groups?   ","The school does not participate in any federal, state, local, or private sector security or emergency preparedness working groups.","School personnel are connected with a federal, state, local, or private sector security or emergency preparedness working group. They may not regularly attend meetings, but they receive information.","School personnel are connected with a security or emergency preparedness working group. They regularly attend meetings and receive information.","School personnel are connected with a security or emergency preparedness working group. They regularly attend meetings and receive information. They may participate in special events or activities that the working group sponsors. They may have leadership positions in the group.","School personnel are connected with two or more security or emergency preparedness working groups. They regularly attend meetings and receive information. They may participate in special events or activities that a working group sponsors. They may have leadership positions in a group."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:",null,null,null,null,null,null,"1960-05-01"]
["For more information:",null,null,null,null,null,null,"23 / 60"]
[null,"The questions are listed in order of importance.",null,null,null,"Total Overall Security/Emergency Management Score:",null,"0 / 60"]

{"sheet":"Security Force","index":2,"n_rows":63,"n_cols":9,"rows_kept":63,"cut":false,"hidden":false,"merged":[]}
["A security force is a group of school employees or contractors whose sole responsibilities are to provide security at a school. A security force does not include general school personnel who are trained in security awareness (i.e., observe and report) in addition to their regular duties. Security forces at schools may include school resource officers (SROs), who are sworn law enforcement officers responsible for safety and crime prevention in schools. A local police department, sheriff's agency, or school system typically employs SROs who work closely with school administrators in an effort to create a safer environment. The responsibilities of SROs are similar to regular police officers in that they have the ability to make arrests, respond to calls for service, and document incidents that occur within their jurisdiction. Some schools may have a dedicated SRO who is assigned full-time to an individual school. Other schools may have SROs who balance responsibilities at multiple schools within a district. Other models may involve full- or part-time private security personnel serving in security force roles, or school officials serving in multiple roles that include but are not limited to security. In this section, a school is considered to have security force only if it has people whose sole responsibilities are to provide security. "]
["Question","Very Low","Low","Medium","High","Very High","Options for Consideration","Security Force Score"]
["1. Does the school have a security force? ","The school does not have a security force. ","The school does not have a defined security force, but faculty or staff may have an additional duty related to security.","A security force exists within the district but is assigned additional duties. The security force may be a contracted guard, law enforcement, or an employee hired for the purpose of security. This force may occasionally visit the school.","A security force is employed or contracted for the specific purpose of school security. May visit the school routinely or during events or investigations. This may include an SRO (law enforcement) who has other assigned duties or is responsible for multiple locations.","The school has an onsite security force (at school) at all times. The security force is employed or contracted for the specific purpose of school security. This may include an SRO (law enforcement) who is responsible for the single location and is assigned full-time."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["2. What training related to active-shooter situations and general security issues does the school provide to the security force, staff, and faculty?","The school has provided no training, no posters, and no awareness training for personnel within past 12 months.","The school has some posters or awareness training at initial employment for personnel. The training may include refresher training on emergency response activities at the beginning of school year, but no other follow-up takes place throughout the year. ","Awareness training for faculty or staff occurs at initial employment and beginning of school year and recurring training one other time throughout the school year. If applicable, the SRO receives extensive, recurring training. If applicable, the security force receives training as stated in a contract or agreement. Posters are available in faculty areas. The school does not provide faculty and staff with training on how to help in a bleeding emergency before first responders arrive.","The school provides awareness training and emergency response exercise at initial employment for faculty and staff. Routine training throughout the year is provided for personnel. Posters are available in faculty areas. Faculty and staff have been trained on bleeding control and have access to products to help stop traumatic hemorrhaging.","Personnel receive extensive, recurring training. If applicable, security force personnel provide routine monthly training to faculty and staff. Posters are available in faculty areas. All faculty and staff have been trained on bleeding control. Every classroom has a kit with products intended to stop traumatic hemorrhaging."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["3. Does the security force, staff, or faculty conduct security-related inspections of the school? ","No areas of the school are patrolled or inspected. Janitorial service personnel clean areas and report unusual items such as drugs or weapons. Emergency actions are improvised as reports are received.","A security force, staff, or faculty member occasionally inspects the school for unlocked doors, open windows, and/or suspicious packages, but they do not conduct a routine search or inspection, and have not received training. ","A trained security force, staff, or faculty member occasionally inspects the school according to an established security checklist. K9 teams do not conduct patrols.","A trained security force, staff, or faculty member routinely (i.e., daily) inspects most sensitive areas of the school including occasional sweeps of lockers, library, stage, and bleacher areas. K9 teams conduct ad hoc patrols to detect explosive materials such as firearm ammunition.","A trained security force, staff, or faculty member patrols and inspects all sensitive areas of school at least daily; they may patrol some areas more often. K9 teams conduct regular patrols to detect explosive materials such as firearm ammunition."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["4. Are any members of the security force armed with lethal or non-lethal weapons?","The school has no armed personnel (i.e., possessing a weapon such as handgun, rifle, shotgun) onsite, and law enforcement response is the only armed response.",null,"The security force is armed and receives recurring training. Alternatively, the security force may have non-lethal weapons and routine training.",null,"The security force is armed (i.e., possesses a weapon such as handgun, rifle, shotgun) and has restraints. The security force may have less-than-lethal weapons. The school has established a formalized, trained threat response team."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:",null,null,null,null,null,null,2]
["References:"]
["For more information:"]
["5. Does the school security force or staff and faculty have communications, self-defense equipment, restraints, campus transportation (e.g., scooters, bicycles), or panic alarms?","The school has no panic alarms or similar equipment and can only call 9-1-1 during an event.","The school may have panic alarms in the administrative office but no other similar equipment. ","The security force has some gaps in equipment (e.g., radio, self-defense equipment, restraints, campus transportation), but generally has the minimum essential to perform its mission. Panic buttons are available to administrative staff and in isolated or hard-to-reach areas of the school. ","The security force has some gaps in equipment (e.g., radio, self-defense equipment, restraints, campus transportation), but generally has the minimum essential to perform its mission. Panic buttons are assigned to administrative staff and some faculty. They are also located in isolated or hard-to-reach areas of the school.","The security force has no significant gaps in equipment (e.g., radio, self-defense equipment, restraints, body armor, and campus transportation). Panic buttons, including portable units, are located throughout the school."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["6. Has the school designated a command post for the security force?","The school has no areas designated for a security force or law enforcement to use as a command post. The administration office is the assumed the central command area.","The school has no designated area for the security force or law enforcement to use as a command post, but the administration office has been used during other events or drills. ","The school has an assigned office area for the security force to use as a command post. ","A dedicated security force command post exists within the school district. ","A dedicated security force command post exists at the school. "]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["7. Does the school assign personnel to monitor times of critical vulnerability (i.e., beginning/end of school day, passing periods, and after-school events)?","No personnel actively monitor times of critical vulnerability. Faculty and staff, security personnel, and/or SRO may be present, but no one is specifically assigned to monitor activities. ",null,"Personnel are assigned to monitor times of critical vulnerability. However, they have received little to no training for this position and have no special equipment.",null,"Well-trained, well-equipped personnel monitor times of critical vulnerability. "]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["8. Does the school share or exchange security and threat information with external agencies? ","The school does not exchange security and threat information with local law enforcement.","The school has a relationship with local law enforcement, but contact is irregular.","At least one faculty or staff member regularly meets or conducts calls with a point of contact in the local police department. The school or district does not have a relationship with local or state emergency management agencies, Federal Bureau of Investigation (FBI), or U.S. Secret Service (USSS). ","The school has a strong relationship with local law enforcement. The school shares information regarding troubled current or former students. A district-level employee has relationships with local or state emergency management agencies, FBI, and USSS. ","The school has strong relationships with local law enforcement through regular school visits or employment agreements. The school carefully tracks information regarding troubled current or former students. School personnel maintain strong relationships with local or state emergency management, FBI, and USSS. They may regularly attend meetings or conduct calls with representatives of these agencies. "]
["Select Option:",null,null,null,null,null,null,null,0]
["Reference:",null,null,null,null,null,null,"0 / 40"]
["For more information:"]
[null,"The questions are listed in order of importance.",null,null,null,"Total Overall Security Force Score:",null,"0 / 40"]
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[null,null,null,null,null,null,null,"14 / 60"]

{"sheet":"Entry Control","index":3,"n_rows":466,"n_cols":9,"rows_kept":466,"cut":false,"hidden":false,"merged":[]}
["Controlling how and when faculty, staff, students, and visitors can access school buildings and grounds is considered an effective mechanism for protecting against different threats, including active shooters. These controls can include minimizing the number of points of entry, requiring identification, or conducting searches. However, these entry controls may sometimes run counter to the overarching objective of creating an open learning environment at K-12 schools. Entry controls are part of the broader layers of defense that schools have in place to enhance security. These layers of protective measures are deployed in concentric circles around a school, starting at the outer perimeter and moving inward to areas with the greatest need for protection. Entry controls can help deter individuals from initiating violent attacks, detect attacks earlier at a safe distance, and delay attackers from reaching vulnerable and/or highly populated locations. "]
["Question","Very Low","Low","Medium","High","Very High","Options for Consideration","Entry Control Score"]
["1. Are exterior doors locked during regular school hours?","The school does not typically secure doors throughout the school day.","The school locks most exterior doors other than at beginning and ending of the class day. Often an exterior door other than the main doors is opened to allow access to an outdoor event. The doorway is typically not secured or is propped open while the event is occurring. Loading docks are typically left unsecured during school hours.","The school locks all exterior doors other than at beginning and ending of the class day. Exterior doors are not alarmed. Occasionally an exterior door other than the main doors is opened to allow access to an outdoor event. The doorway is typically not secured or is propped open while the event is occurring.","The school locks all exterior doors other than at beginning and ending of the class day. Some exterior doors are equipped with alarms. Occasionally an exterior door other than the main doors is opened to allow access to an outdoor event. The opened doorway is monitored by faculty/staff or security, or is secured while the event is occurring.","The school locks all exterior doors other than at beginning and ending of the class day. All exterior doors are equipped with alarms. Any exit to outdoor events during the school day not using the main entrances requires security to open and secure the door. "]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["2. Can classroom doors remain locked if necessary, for example, during an active-shooter incident? ","Not all classrooms have lockable doors. ",null,"All classrooms have door locks, but all or some must be locked from the outside. This setup could require individuals to move into a danger zone in order to lock a door.",null,"All classrooms have door locks that can be locked from either side to prevent entry into the classroom, but they cannot be locked to prevent egress from the classroom (in accordance with building and fire code requirements)."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["3. What type of locks does the school use for interior and exterior doors?","All lockable doors have key cylinder locks.",null,"Exterior doors have key cylinder locks or access card controls. ",null,"Exterior doors have access card controls. "]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["4. Do exterior double doors have handles that can be tied or chained together to prevent emergency evacuation or access by first responders?","Exterior double doors have handles that could be tied or chained together to prevent egress or first responder access.",null,"The hardware on exterior double doors has been removed or replaced so the doors cannot be chained or tied together. Interior double doors have not been addressed.",null,"The hardware on both exterior and interior double doors has been removed or replaced so the doors cannot be chained or tied together."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["5. Does the school issue identification (ID) cards to faculty and staff members?","Faculty and staff do not have IDs of any kind.","Faculty and staff have non-photo IDs.","Faculty and staff have photo IDs. They are not required to display them, or the school does not strictly enforce this requirement. Photo IDs do not function as access cards.","Faculty and staff are issued school-specific photo IDs that they must display at all times. Cards are coded to limit access to specific areas within the school. School administration personnel can immediately change access to sensitive areas.","Faculty and staff are issued school-specific photo IDs that they must display at all times. IDs are used to access the building through the use of a card reader or turnstile. Cards are coded to limit access to specific areas within the school. School administration personnel can immediately change access to sensitive areas."]
["Select Option:",null,null,null,null,null,null,null,0]
["Reference:"]
["For more information:"]
["6. Does the school issue student ID cards?","Students do not have IDs of any kind.","Students may have non-photo IDs.","Students have photo IDs. They are not required to display them, or this requirement is not strictly enforced. Photo IDs do not function as access  cards.","Students are issued school-specific photo IDs that they must display at all times. Cards are coded to limit access to specific areas within the school. School administration personnel can immediately change access to sensitive areas.","Students are issued school-specific photo IDs that must be displayed at all times. IDs are used to access the building through the use of a card reader or turnstile. Cards are coded to limit access to specific areas within the school. School administration personnel can immediately change access to sensitive areas."]
["Select Option:",null,null,null,null,null,null,null,0]
["Reference:"]
["For more information:"]
["7. Is access to after-school events controlled?","The school does not control access to after-school events.","After-school events do not include a package inspection. At some large events, law enforcement may suggest restrictions on items that participants bring into the building. ","After-school events may include a package inspection or some restrictions on what can be brought in so that event personnel (e.g., student workers, volunteers) can identify something suspicious. Training for event personnel may be limited to verbal instructions. Magnetometer or equivalent may be used for some large events or when law enforcement recommends it. Most exterior doors are locked to limit the number of available access points to a few designated doors. ","After-school events such as plays, concerts, and games require a ticket (fee or no fee) and presenting the ticket in person to event personnel. Well-trained event personnel inspect bags and may use magnetometers or an equivalent for large events such as football games and theater performances. Most exterior doors are locked.","After-school events such as plays, concerts, and games require a ticket (fee or no fee) and presenting the ticket in person to a trained member of the security staff. Well-trained event personnel inspect bags and may use magnetometers or an equivalent. All doors are locked except the minimum required based on event size as determined in consultation with the fire marshal. "]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["8. Does the school control visitor access?","The school has no visitor controls. The school may have a record of visitor activity such as a sign-in sheet.","Signs direct visitors to the school (i.e., parents or anyone other than faculty and staff) to use the main entry. Visitors must sign in (no ID required), and administration or student helpers escort them to appropriate areas.","Visitors to the school (i.e., parents or anyone other than faculty and staff) are physically not allowed to enter the school beyond the initial main entry. They must show a photo ID to school administration to confirm they are whom they claim to be. However, the school does not have a visitor management system to screen visitors. Visitors are asked to wait in the secured lobby, or security or administration personnel may escort them to appropriate areas.","Visitors to the school (i.e., parents or anyone other than faculty and staff) can access an initial set of doors but cannot pass into an administration area (i.e., mantrap). Visitors must show a government-issued photo ID to a member of the security force or school administration, who may use a visitor management system to search databases (e.g., sex offender lists, banned visitors) for any concerns in a visitor’s background. Permitted visitors may receive a printed badge. Security or administration personnel escort them to a secure holding room or to appropriate areas within the school. They must remain with an escort at all times.","Visitors to the school (i.e., parents or anyone other than faculty and staff) can access an initial set of doors but cannot pass into an administration area (i.e., mantrap). Visitors must provide a government-issued photo ID to a member of the security force, who then uses a visitor management system to check designated databases (e.g., sex offender lists, banned visitors) for any concerns in a visitor’s background. Permitted visitors receive a badge. Security personnel escort them to a secure holding room or to appropriate areas within the school. They must remain with the security escort at all times."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["9. Are items that students bring into the school inspected (e.g., backpacks, bags)?","The school does not inspect items that students bring into the school, or it inspects items brought onsite only if there is cause.",null,"The school randomly inspects items students bring onsite. ",null,"Items are inspected, and may go through x-ray screening."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["10. Are bags and packages belonging to visitors (i.e., parents or anyone other than faculty and staff) inspected as they are brought into the school?","The school does not inspect bags or packages belonging to visitors. The school does not question persons bringing items into the building. ","The school does not inspect visitors’ bags and packages. Administration questions what is being brought in and may hold the items at the administration office. ","Visitors to the school may have a bag or package inspected, but it would be a rare occurrence. The school holds all items at the administration office for pickup.","The security force or administration personnel inspect all bags and packages that visitors bring onsite.","A trained member of the security force inspects all bags and packages that visitors bring onsite."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["11. Does the school use magnetometers or an equivalent to screen students and visitors?","The school does not use magnetometers or equivalent equipment. ","Magnetometers or an equivalent are not available, but the school is considering purchasing and using them in the future.","Magnetometers or an equivalent are available at main entry points but are seldom, if ever, used. ","Magnetometers or an equivalent are in use at main entry points, and trained members of the security force staff them.","Magnetometers or an equivalent are in use at all access control points, and trained members of the security force staff them."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
[null,"The questions are listed in order of importance.",null,null,null,"Total Overall Entry Control Score:",null,"0 / 55"]
[]
[]
[]
[]
[]
[]
[]
[null,null,null,null,null,null,null,"1960-06-01"]
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[null,null,null,null,null,null,null,5]

{"sheet":"Fencing and Gates","index":4,"n_rows":37,"n_cols":9,"rows_kept":37,"cut":false,"hidden":false,"merged":[]}
["Fences are barriers enclosing or bordering a school that are used to prevent entrance, contain people to particular areas, or mark a boundary. Gates are openings in that perimeter that allow people or vehicles to pass through at controlled points of entry. Together, fences and gates are part of the broader layers of defense that schools have in place to protect against a spectrum of security issues, including but not limited to active shooters. These layers of protective measures are deployed in concentric circles around a school, starting at the outer perimeter and moving inward to areas with the greatest need for protection. Often fences are installed at a school for the purpose of protecting people and property from harm or damage from playground or sports items. These sections of fence may serve dual purposes of security and protection. However, when looking at fence lines, school officials should consider all sections of the fence, not just the tallest, newest, or what appears to be most secure. Areas where a person could easily penetrate the fence line and access the property are also important to evaluate. Fences and gates may deter or delay active-shooter intrusion. Fence construction may include different materials (e.g., chain link, wood, wrought iron, plastic), heights, anchoring, and other features (e.g., barbed wire along the top, privacy screening, outriggers). Similarly, gates can apply to vehicles and pedestrians and may include moveable bollards, roller or slide gates, swing gates, or turnstiles, among other construction options. It is understood that use of fences or gates is simply not practical in many locations. In that case, the building envelope, in particular windows and doors and the entry control process are the primary elements to deter or delay."]
["Question","Very Low","Low","Medium","High","Very High","Options for Consideration","Fencing and Gates Score"]
["1. Does the school have fencing?","The school is an open campus without fencing, or the school has fencing, but the fence is weak, old, or in disrepair. There may be holes in the fencing material, weak areas, or gaps between the fencing. The fence does not clearly define the school’s perimeter.",null,"The school has a fence, but it does not enclose the school. It may enclose a playground, part of the school grounds, or a stadium or athletic field. ",null,"Fencing completely encloses the school. No persons can enter any part of the school property without going through a gate in the fence or through the main entrance doors. "]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["2. What is the height of the fence?","The height of the fence is less than 6 feet, or the fence may be 6 feet or higher in some areas but less than 6 feet in other areas. ",null,"The fence is no more than 6 feet tall. Note that the height of the fence does not include outriggers, if any exist. ",null,"The fence is at least 7 feet tall. Note that the height of the fence does not include outriggers, if any exist."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["3. What material is the fence made of?","The fence may be a mix of materials, but no section appears more secure than standard chain link. ",null,"The fence is standard-size chain link. Other materials may exist in addition to or in place of the chain-link fence, and define the perimeter. These materials may be hedgerows; small, decorative rock walls; or other materials; and these materials appear as effective as standard chain link. ",null,"The fence is standard-size chain link. Sections of the fence may be an improvement to or appear more secure than standard chain link."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["4. What is the purpose of the fence?","The purpose of the fence is more decorative or to define the perimeter, but it does not deter or delay an intruder.",null,"The fence delineates at least part of the perimeter. It provides some level of delay and/or deterrence to intruders.",null,"The fence is an obvious deterrent and would delay an intrusion attempt. "]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["5. Does the school have gates?","The school does not have any gates. ",null,"Gates exist in some areas but not others. Gates may be drop-arm wood gates that an intruder could easily defeat.",null,"Gates are used at all entrances. They are well-maintained."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
[null,"The questions are listed in order of importance.",null,null,null,"Total Overall Fencing and Gates Score:",null,"0 / 25"]
[]
[]
[]
[]
[]
[]
[]
[]
[null,null,null,null,null,null,null,"13 / 40"]

{"sheet":"Parking and Barriers","index":5,"n_rows":26,"n_cols":9,"rows_kept":26,"cut":false,"hidden":false,"merged":[]}
["Parking and barriers are part of the broader layers of defense that schools have in place to enhance security. These security measures may be considered more relevant to explosive threats (i.e., where standoff distance is important) or vehicle ramming threats (i.e., where high-speed avenues of approach are a concern). However, parking controls and barriers can also help deter individuals from initiating armed attacks; detect these attacks earlier at a safe distance; and delay attackers from reaching vulnerable and/or highly populated locations on school grounds. Monitoring parking areas for suspicious or illegal vehicle placement can include viewing the parking area via security cameras, requiring onsite security personnel to conduct patrols, or maintaining incidental visual contact through windows. Vehicle screening processes may also uncover weapons that individuals plan to use in active-shooter attacks."]
["Question","Very Low","Low","Medium","High","Very High","Options for Consideration","Parking and Barriers Score"]
["1. Are vehicles parked at the school screened, monitored, and/or inspected?","The school does not screen, monitor, or inspect any vehicles driven onsite. ","The school has written policies and procedures for vehicle searches. Signage warns that any vehicle parked on school property is subject to search. The school has no way to identify vehicles parked onsite. ","The school has comprehensive vehicle search policies and procedures. Any vehicle parked on campus is subject to search. Drivers are required to display their parking permits or their vehicles will be towed. School personnel do not patrol parking lots. ","Personnel conduct vehicle searches randomly and when suspicious activity is reported. Parking permits are required except in the designated visitor parking area(s). School personnel patrol parking lots, but the school has no camera coverage. ","The security force conducts vehicle searches randomly and when suspicious activity is reported. Parking permits are required. Security patrols the parking lot(s), and the school has camera coverage for all parking areas. "]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:",null,null,null,null,null,"Continue patrols and inspections. Maintain training for suspicious activity and search techniques.","1900-01-05"]
["2. Does the school have a policy to address vehicles parked for an extended period (e.g., reporting to security, local law enforcement, or tow company)?","The school does not have a policy to address extended-stay vehicles parked onsite. A vehicle may remain parked on campus for an indefinite period of time without being reported.",null,"The school has written policies to address extended-stay vehicles. These policies have not been reviewed or shared externally. It is the responsibility of faculty and staff to identify and report extended-stay vehicles to school administrators. ",null,"The school has written policies to address extended-stay vehicles. They have shared the policy as needed (e.g., with local law enforcement). Security personnel patrol parking areas to identify and address extended-stay vehicles. "]
["Select Option:",null,null,null,null,null,null,null,0]
["Reference:"]
["For more information:",null,null,null,null,null,"Review the access points to parking areas. Reduce the number of vehicle access points. Limit access through the use of curbs, fencing, gates, and a minimum number of entry points. Designate a separate area for bus traffic.","1900-01-01"]
["3. Does the school control vehicular parking and circulation onsite?","The school does not control access for any type of vehicle. Drivers can park any vehicle anywhere close to the school. Many vehicle access points are available.","The school does not control access for any type of vehicle. School buses have a separate, although wholly uncontrolled, loading and unloading zone.","Some parking is monitored, but not by security personnel. School buses have separate loading and unloading zones. Signs, pavement markings, and/or orange cones are used to signify this separation, but some education and enforcement is also needed. Drivers cannot park vehicles closer than 70 feet away from the school.","Security personnel monitor most parking. School buses have separate loading and unloading zones, and access to this area is effectively controlled. Signs, pavement markings, and/or orange cones are used to signify this separation, and enforcement is provided. Drivers cannot park vehicles closer than 70 feet away from the school. ","Security personnel monitor all vehicle access. School buses have separate loading and unloading zones, and gates effectively control access to this area. Signs, pavement markings, and/or orange cones also may be used to signify this separation, and enforcement is provided. Drivers cannot park vehicles closer than 400 feet away from the school."]
["Select Option:",null,null,null,null,null,null,null,0]
["Reference:"]
["For more information:"]
["4. Does the school have a high-speed avenue(s) of approach?","The school has at least one unmitigated high-speed avenue of approach. The school has made no efforts to attempt to mitigate any high-speed approaches.","The school has one or more high-speed avenue(s) of approach and has made some attempt to mitigate at least one of these vulnerabilities. The results of mitigation are ineffective. Materials are too weak or ineffective for some vehicles. No high-speed avenue of approach has been effectively mitigated.","The school has one or more high-speed avenue(s) of approach and has made some attempt to mitigate at least one of these vulnerabilities. The results of mitigation are mixed. Spacing may be too wide, and materials may be too weak or ineffective for some vehicles. One approach may be effective in one area but not effective in another.","The school has mitigated one or more high-speed avenue(s) of approach using effective and correctly placed bollards, barriers, or natural materials. Mitigation may include one or many types and combinations of bollards, barriers, or natural materials as long as they are effective at mitigating any and all high-speed avenue(s) of approach.","The school does not have a high-speed avenue of approach or has mitigated high-speed avenues of approach using effective and correctly placed bollards, barriers, or natural materials. Mitigation may include one or many types and combinations of bollards, barriers, or natural materials as long as they are effective at mitigating any and all high-speed avenues of approach."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["5. What is the minimum standoff distance between the school and a vehicle?","The school has an unmitigated standoff distance of less than 70 feet.","Some areas have a standoff distance of 70 feet or more, but the configuration has gaps.","The school has effectively enforced standoff distance by more than 70 feet.","The school has effectively enforced standoff distance by more than 70 feet but less than 400 feet.","The standoff distance from the school is at least 400 feet. Effective barriers enforce the standoff distance."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:",null,null,null,null,null,null,"2018-11-25"]
[null,"The questions are listed in order of importance.",null,null,null,"Total Overall Parking and Barriers Score:",null,"0 / 25"]

{"sheet":"Building Envelope","index":6,"n_rows":61,"n_cols":9,"rows_kept":61,"cut":false,"hidden":false,"merged":[]}
["Building envelope is the exterior face of a school building, including walls, roof, windows, and doors. The building envelope provides a significant layer of defense but also includes notable vulnerabilities (i.e., doors, windows) that are important to consider for physical security. Construction materials for doors and windows in particular influence the effectiveness of these features in deterring, delaying, or denying active-shooter attacks. For doors, options include metal- or wood-framed glass; solid- or hollow-core wood; fire-rated steel or aluminum; hollow steel; metal clad; or blast-resistant. Windows may include tempered glass; wire-reinforced glass; laminated glass; bullet-proof glass; and blast-resistant safety films. Access to utilities and fire alarms are important physical security considerations in active-shooter situations because attackers can coopt these features to create diversions or complicate response efforts. Portable buildings that are used for classrooms often add unique challenges. Portable buildings or temporary structures used for classrooms often do not have the same construction features as the primary building. Thus, windows and doors will not have the same level of security. Often the portable buildings are located in unsecured areas that provide easy access to an attacker. If a school has portable buildings and eliminating their use is not practical, additional security measures are often necessary, including increased monitoring, assigned security personnel, retrofitting doors and locks, or ballistic protection on the windows. Securing these school building features as part of steady-state efforts may deter attackers from attempting to exploit them. "]
["Question","Very Low","Low","Medium","High","Very High","Options for Consideration","Building Envelope Score"]
["1. Does the construction of exterior doors deter or delay an attack?","The school’s main doors are tempered glass with a metal frame. At least half the door is glass. Other doors may or may not have glass, and other exterior doors may be hollow steel. ",null,"The school’s main doors are steel, but nearly half the door is tempered or reinforced glass. Other exterior doors may be hollow steel with or without windows. ",null,"The school’s main doors are double-wall steel with at most a small skylight of reinforced glass. Breaking the glass will not easily allow access to a door latch. Other exterior doors are similar and do not have windows. "]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["2. Does the construction of interior doors deter or delay an attack?","Interior doors are primarily wood with glass windows or all-glass doors. The glass covers about half or more of the door. The school may have some steel doors. ",null,"The school has a mix of interior doors. While many are steel with minimal glass, some are wood or steel with extensive glass. The school may have steel doors without glass.",null,"All interior doors are steel with at most a small skylight of reinforced glass."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["3. Does the construction of exterior windows deter or delay an attack?","Exterior windows are tempered glass and can be opened. The windows are large enough that an adult could climb through them when open. ",null,"Most exterior windows are small (i.e., a teenager cannot climb through) and not operational. The school has some exterior operational windows that are larger.",null,"The school has no exterior windows, or the exterior windows are tall and narrow. They are too small to allow anyone to pass through them. They cannot be opened and use reinforced glass. "]
["Select Option:",null,null,null,null,null,null,null,0]
["Reference:"]
["For more information:"]
["4. Are utilities (electric, gas, communications) protected or secured against tampering?","The gas meter(s) are exposed with no bollards protecting them. The primary electric switch box or transformer to the school is exposed and is not protected by a fence or similar enclosure. The transformer may be located adjacent to the building or in an open area near the school. Communication lines are exposed, easily identified, and accessible.",null,"The gas meter(s) are exposed but may have bollards protecting them. The primary electric switch box or transformer to the school is exposed and is not protected by a fence or similar enclosure. The transformer may be located adjacent to the building or in an open area near the school. ",null,"The gas meter(s) are either secured inside the building or exposed but protected by bollards and/or fence. The transformer or main electric switch box is secured inside the building or exposed but fenced and difficult to access. Communication demarcation points are secured inside the building or exposed but fenced and difficult to access."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["5. Are the ceilings inside the building enclosed (drywall or similar) or exposed beam?","Many ceilings inside the building use ceiling tiles that can be accessed easily by standing on a chair or desk or ladder or even lifting a person. Ceiling tiles exist in isolated areas of the school such as restrooms, library, and storage rooms. ",null,"Most ceilings are open beam or enclosed (i.e., with drywall or similar material). A few places such as restrooms and storage rooms have ceiling tiles. ",null,"All ceilings are exposed beam. No ceiling tiles are in use."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["6. Do hallways, stairwells, and common areas have hidden areas that are hard to observe from classrooms or doorways?","Some stairwells are narrow and provide hiding areas under the steps. Some hallways are too narrow for the school population, and often it is hard to observe activity in the hallways. Some common areas are irregularly shaped and provide hiding areas.",null,"Most stairwells and hallways are wide enough to accommodate during the busiest times of day. Only a few isolated hiding areas exist under stairwells. Common areas generally are open and observable with just isolated areas that cannot be easily observed. ",null,"Stairwells are wide and open and are the same width as the hallways to prevent bottlenecks. The hallways are wide enough, even during busiest times, that almost all hidden areas are eliminated. Common areas are well-designed, and all areas can be observed without obstruction."]
["Select Option:",null,null,null,null,null,null,null,0]
["Reference:"]
["For more information:"]
["7. Is the exterior of the building free of objects that could be used for hiding contraband or for climbing to other floors or the roof?","Trees, shrubs, portable buildings, unsecured ladders, or playground equipment exist at numerous locations around the school. Many of these locations provide hiding areas for contraband. Some areas can be accessed and then used to climb to the roof or other floors of the school. If the school has portable buildings, some of these are near tree lines or fence lines and can easily be accessed. Also, the area under the portable building has hiding spaces.",null,"Most of the area next to the school is free of objects, which minimizes potential areas of concealment. The area has a few shrubs or trees. If the school has portable buildings, some of these are near tree lines or fence lines and can easily be accessed. The areas under the portable buildings are fenced, blocked, or otherwise not accessible.",null,"The area next to the school building is free of objects. The exterior is clear of obstructions other than fenced areas near trash bins, utilities, or loading docks. (Note: This type of barren exterior leaves people fleeing the school building during an active-shooter incident exposed and without cover, making them more vulnerable to gunfire.) The school does not have portable buildings."]
["Select Option:",null,null,null,null,null,null,null,0]
["Reference:"]
["For more information:"]
["8. Are fire alarm pull stations protected from misuse?","Fire alarm pull stations are unprotected from misuse, and there has been no discussion or action regarding ways to protect this equipment. Activation of the fire alarm system may be used as a way to move students out of their classrooms and into open areas as part of an attack.",null,"Fire alarm pull stations have protective covers, but they may be located in isolated areas. ",null,"Fire alarm pull stations have protective covers and are located in areas that allow for unobstructed surveillance."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:",null,null,null,null,null,null,"0 / 40"]
[null,"The questions are listed in order of importance.",null,null,null,"Total Overall Building Envelope Score:",null,"0 / 40"]
[]
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[null,null,null,null,null,null,null,"14 / 60"]

{"sheet":"CCV - VSS","index":7,"n_rows":37,"n_cols":9,"rows_kept":37,"cut":false,"hidden":false,"merged":[]}
["CCV and video surveillance systems (VSS) are electronic systems of cameras, control equipment, recorders, and related apparatus used for surveillance or alarm assessment. These systems can help deter individuals from initiating armed attacks and detect these attacks earlier at a safe distance. CCV/VSS technology options include a range of technologies (i.e., digital or analog, fiber or wireless transmission) and features (i.e., color or black-and-white video, adjustable side-to-side or up-and-down movement of cameras, wide-angle or zoom views). They also can include software that helps identify anomalies and ultimately the ability of users to identify suspicious behaviors. Schools may have dedicated security staff who monitor these systems in real time, or they may only view recorded information in response to specific incidents or inquiries. Following an incident, CCV/VSS data can provide valuable forensic information that first responders can use in response efforts and follow-on investigations. Surveillance cameras can be used to monitor common areas that are not within the normal view of teachers, administrators, or security personnel. Video surveillance can also streamline access control procedures, allowing administrative or security personnel to monitor and control locked entrances remotely when used with intercoms and remote control door locks, if practical."]
["Question","Very Low","Low","Medium","High","Very High","Options for Consideration","CCV/VSS Score"]
["1. Does the school have a camera system?","The school has no camera system in place.","The school has cameras, but coverage of sensitive areas is minimal.","Cameras are in place and effective in most areas. Some entrances and sensitive areas may lack coverage. ","Cameras cover most areas of the school, including entrances and sensitive areas. ","Camera coverage is complete and covers all areas of the school, including entrances and sensitive areas. "]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
["2. Does the system use an effective combination of camera types? ","The camera system typically uses a single fixed camera to provide coverage for each entrance.",null,"Some cameras may not be effective under some lighting conditions. Some cameras may not be the best choice for a given application.",null,"An effective mix of camera types is used and accounts for changes in illumination."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["References:"]
["For more information:"]
["3. Is the system monitored? ","No real-time monitoring of the camera system occurs.","Untrained staff may look at the CCV/VSS monitors on occasion or when notified of an incident. They are usually focused on their other primary duties.","Trained staff members monitor the CCV/VSS and do not have additional duties that could distract them from monitoring the system. However, they must follow too many screens at once (typically more than eight). They do not receive regular breaks, which impacts their ability to monitor multiple camera feeds effectively. ","Trained, dedicated staff members monitor the CCV/VSS and are not overwhelmed by too many screens (typically eight or less). No single person monitors the camera system for an extended period of time (more than 15 minutes).","Trained, dedicated staff members effectively monitor the CCV/VSS. Monitoring staff frequently rotate shifts (every 10-15 minutes), and the number of cameras each staff member monitors is limited to eight or fewer. The system is equipped with capabilities that aid in the determination of suspicious activity."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["References:"]
["For more information:"]
["4. Is information recorded and reviewed?","The school does not record information that the CCV/VSS captures.",null,"Personnel review recorded information only after an incident. The storage capability is limited to a week or less, so many events are not available after the fact.",null,"The school stores recorded information for at least a month. Personnel review information for suspicious activity, not only after an incident."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["References:"]
["For more information:"]
["5. What is the overall condition of the camera system?","The CCV/VSS needs maintenance and updates. The system lacks backup power.",null,"The CCV/VSS is in good condition, but some cameras are inoperable, even in key locations. Maintenance or repair is contracted work. The system has backup power.",null,"All cameras are in good working condition. Continuous updates occur on the CCV/VSS, and it is routinely tested. Maintenance or repair, when needed, is performed “in house.” The system has backup power."]
["Select Option:",null,null,null,null,null,null,null,0]
["Background:"]
["Reference:"]
["For more information:"]
[null,"The questions are listed in order of importance.",null,null,null,"Total Overall CCV/VSS Score:",null,"0 / 25"]
[]
[]
[]
[]
[]
[]
[]
[]
[null,null,null,null,null,null,null,"13 / 40"]

{"sheet":"Summary","index":8,"n_rows":96,"n_cols":11,"rows_kept":96,"cut":false,"hidden":false,"merged":[]}
[]
[]
[null,null,null,null,null,null,null,null,null,"CCV/VSS",{"$f":"(SUM('CCV - VSS'!H3,'CCV - VSS'!H8,'CCV - VSS'!H13,'CCV - VSS'!H18,'CCV - VSS'!H23)*100/25)","v":0}]
[null,null,null,null,null,null,null,null,null,"Building Envelope",{"$f":"(SUM('Building Envelope'!H3,'Building Envelope'!H8,'Building Envelope'!H13,'Building Envelope'!H17,'Building Envelope'!H22,'Building Envelope'!H27,'Building Envelope'!H31,'Building Envelope'!H35)*100/40)","v":0}]
[null,null,null,null,null,null,null,null,null,"Parking and Barriers",{"$f":"(SUM('Parking and Barriers'!H3,'Parking and Barriers'!H8,'Parking and Barriers'!H12,'Parking and Barriers'!H16,'Parking and Barriers'!H21)*100/25)","v":0}]
[null,null,null,null,null,null,null,null,null,"Fencing and Gates",{"$f":"(SUM('Fencing and Gates'!H3,'Fencing and Gates'!H8,'Fencing and Gates'!H13,'Fencing and Gates'!H18,'Fencing and Gates'!H23)*100/25)","v":0}]
[null,null,null,null,null,null,null,null,null,"Entry Control",{"$f":"(SUM('Entry Control'!H3,'Entry Control'!H8,'Entry Control'!H13,'Entry Control'!H18,'Entry Control'!H23,'Entry Control'!H27,'Entry Control'!H31,'Entry Control'!H36,'Entry Control'!H41,'Entry Control'!H46,'Entry Control'!H51)*100/55)","v":0}]
[null,null,null,null,null,null,null,null,null,"Security Force",{"$f":"(SUM('Security Force'!H3,'Security Force'!H8,'Security Force'!H13,'Security Force'!H18,'Security Force'!H23,'Security Force'!H28,'Security Force'!H33,'Security Force'!H38)*100/40)","v":0}]
[null,null,null,null,null,null,null,null,null,"Security/Emergency Management",{"$f":"(SUM('Security - Emergency Managment'!H3,'Security - Emergency Managment'!H8,'Security - Emergency Managment'!H13,'Security - Emergency Managment'!H18,'Security - Emergency Managment'!H23,'Security - Emergency Managment'!H27,'Security - Emergency Managment'!H32,'Security - Emergency Managment'!H37,'Security - Emergency Managment'!H42,'Security - Emergency Managment'!H46,'Security - Emergency Managment'!H51,'Security - Emergency Managment'!H56)*100/60)","v":0}]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
[]
["Security/Emergency Management Options for Consideration"]
[{"$f":"IF('Security - Emergency Managment'!G3<>\"\",CONCATENATE(\"1. \",'Security - Emergency Managment'!G3,\"\"),\"\")","v":""}]
[{"$f":"IF('Security - Emergency Managment'!G8<>\"\",CONCATENATE(\"2. \",'Security - Emergency Managment'!G8,\"\"),\"\")","v":""}]
[{"$f":"IF('Security - Emergency Managment'!G13<>\"\",CONCATENATE(\"3. \",'Security - Emergency Managment'!G13,\"\"),\"\")","v":""}]
[{"$f":"IF('Security - Emergency Managment'!G18<>\"\",CONCATENATE(\"4. \",'Security - Emergency Managment'!G18,\"\"),\"\")","v":""}]
[{"$f":"IF('Security - Emergency Managment'!G23<>\"\",CONCATENATE(\"5. \",'Security - Emergency Managment'!G23,\"\"),\"\")","v":""}]
[{"$f":"IF('Security - Emergency Managment'!G27<>\"\",CONCATENATE(\"6. \",'Security - Emergency Managment'!G27,\"\"),\"\")","v":""}]
[{"$f":"IF('Security - Emergency Managment'!G32<>\"\",CONCATENATE(\"7. \",'Security - Emergency Managment'!G32,\"\"),\"\")","v":""}]
[{"$f":"IF('Security - Emergency Managment'!G37<>\"\",CONCATENATE(\"8. \",'Security - Emergency Managment'!G37,\"\"),\"\")","v":""}]
[{"$f":"IF('Security - Emergency Managment'!G42<>\"\",CONCATENATE(\"9. \",'Security - Emergency Managment'!G42,\"\"),\"\")","v":""}]
[{"$f":"IF('Security - Emergency Managment'!G46<>\"\",CONCATENATE(\"10. \",'Security - Emergency Managment'!G46,\"\"),\"\")","v":""}]
[{"$f":"IF('Security - Emergency Managment'!G51<>\"\",CONCATENATE(\"11. \",'Security - Emergency Managment'!G51,\"\"),\"\")","v":""}]
[{"$f":"IF('Security - Emergency Managment'!G56<>\"\",CONCATENATE(\"12. \",'Security - Emergency Managment'!G56,\"\"),\"\")","v":""}]
[]
["Security Force"]
[{"$f":"IF('Security Force'!G3<>\"\",CONCATENATE(\"1. \",'Security Force'!G3,\"\"),\"\")","v":""}]
[{"$f":"IF('Security Force'!G8<>\"\",CONCATENATE(\"2. \",'Security Force'!G8,\"\"),\"\")","v":""}]
[{"$f":"IF('Security Force'!G13<>\"\",CONCATENATE(\"3. \",'Security Force'!G13,\"\"),\"\")","v":""}]
[{"$f":"IF('Security Force'!G18<>\"\",CONCATENATE(\"4. \",'Security Force'!G18,\"\"),\"\")","v":""}]
[{"$f":"IF('Security Force'!G23<>\"\",CONCATENATE(\"5. \",'Security Force'!G23,\"\"),\"\")","v":""}]
[{"$f":"IF('Security Force'!G28<>\"\",CONCATENATE(\"6. \",'Security Force'!G28,\"\"),\"\")","v":""}]
[{"$f":"IF('Security Force'!G33<>\"\",CONCATENATE(\"7. \",'Security Force'!G33,\"\"),\"\")","v":""}]
[{"$f":"IF('Security Force'!G38<>\"\",CONCATENATE(\"8. \",'Security Force'!G38,\"\"),\"\")","v":""}]
[]
["Entry Control"]
[{"$f":"IF('Entry Control'!G3<>\"\",CONCATENATE(\"1. \",'Entry Control'!G3,\"\"),\"\")","v":""}]
[{"$f":"IF('Entry Control'!G8<>\"\",CONCATENATE(\"2. \",'Entry Control'!G8,\"\"),\"\")","v":""}]
[{"$f":"IF('Entry Control'!G13<>\"\",CONCATENATE(\"3. \",'Entry Control'!G13,\"\"),\"\")","v":""}]
[{"$f":"IF('Entry Control'!G18<>\"\",CONCATENATE(\"4. \",'Entry Control'!G18,\"\"),\"\")","v":""}]
[{"$f":"IF('Entry Control'!G23<>\"\",CONCATENATE(\"5. \",'Entry Control'!G23,\"\"),\"\")","v":""}]
[{"$f":"IF('Entry Control'!G27<>\"\",CONCATENATE(\"6. \",'Entry Control'!G27,\"\"),\"\")","v":""}]
[{"$f":"IF('Entry Control'!G31<>\"\",CONCATENATE(\"7. \",'Entry Control'!G31,\"\"),\"\")","v":""}]
[{"$f":"IF('Entry Control'!G36<>\"\",CONCATENATE(\"8. \",'Entry Control'!G36,\"\"),\"\")","v":""}]
[{"$f":"IF('Entry Control'!G41<>\"\",CONCATENATE(\"9. \",'Entry Control'!G41,\"\"),\"\")","v":""}]
[{"$f":"IF('Entry Control'!G46<>\"\",CONCATENATE(\"10. \",'Entry Control'!G46,\"\"),\"\")","v":""}]
[{"$f":"IF('Entry Control'!G51<>\"\",CONCATENATE(\"11. \",'Entry Control'!G51,\"\"),\"\")","v":""}]
[]
["Fencing and Gates"]
[{"$f":"IF('Fencing and Gates'!G3<>\"\",CONCATENATE(\"1. \",'Fencing and Gates'!G3,\"\"),\"\")","v":""}]
[{"$f":"IF('Fencing and Gates'!G8<>\"\",CONCATENATE(\"2. \",'Fencing and Gates'!G8,\"\"),\"\")","v":""}]
[{"$f":"IF('Fencing and Gates'!G13<>\"\",CONCATENATE(\"3. \",'Fencing and Gates'!G13,\"\"),\"\")","v":""}]
[{"$f":"IF('Fencing and Gates'!G18<>\"\",CONCATENATE(\"4. \",'Fencing and Gates'!G18,\"\"),\"\")","v":""}]
[{"$f":"IF('Fencing and Gates'!G23<>\"\",CONCATENATE(\"5. \",'Fencing and Gates'!G23,\"\"),\"\")","v":""}]
[]
["Parking and Barriers"]
[{"$f":"IF('Parking and Barriers'!G3<>\"\",CONCATENATE(\"1. \",'Parking and Barriers'!G3,\"\"),\"\")","v":""}]
[{"$f":"IF('Parking and Barriers'!G8<>\"\",CONCATENATE(\"2. \",'Parking and Barriers'!G8,\"\"),\"\")","v":""}]
[{"$f":"IF('Parking and Barriers'!G12<>\"\",CONCATENATE(\"3. \",'Parking and Barriers'!G12,\"\"),\"\")","v":""}]
[{"$f":"IF('Parking and Barriers'!G16<>\"\",CONCATENATE(\"4. \",'Parking and Barriers'!G16,\"\"),\"\")","v":""}]
[{"$f":"IF('Parking and Barriers'!G21<>\"\",CONCATENATE(\"5. \",'Parking and Barriers'!G21,\"\"),\"\")","v":""}]
[]
["Building Envelope"]
[{"$f":"IF('Building Envelope'!G3<>\"\",CONCATENATE(\"1. \",'Building Envelope'!G3,\"\"),\"\")","v":""}]
[{"$f":"IF('Building Envelope'!G8<>\"\",CONCATENATE(\"2. \",'Building Envelope'!G8,\"\"),\"\")","v":""}]
[{"$f":"IF('Building Envelope'!G13<>\"\",CONCATENATE(\"3. \",'Building Envelope'!G13,\"\"),\"\")","v":""}]
[{"$f":"IF('Building Envelope'!G17<>\"\",CONCATENATE(\"4. \",'Building Envelope'!G17,\"\"),\"\")","v":""}]
[{"$f":"IF('Building Envelope'!G22<>\"\",CONCATENATE(\"5. \",'Building Envelope'!G22,\"\"),\"\")","v":""}]
[{"$f":"IF('Building Envelope'!G27<>\"\",CONCATENATE(\"6. \",'Building Envelope'!G27,\"\"),\"\")","v":""}]
[{"$f":"IF('Building Envelope'!G31<>\"\",CONCATENATE(\"7. \",'Building Envelope'!G31,\"\"),\"\")","v":""}]
[{"$f":"IF('Building Envelope'!G35<>\"\",CONCATENATE(\"8. \",'Building Envelope'!G35,\"\"),\"\")","v":""}]
[]
["CCV - VSS"]
[{"$f":"IF('CCV - VSS'!G3<>\"\",CONCATENATE(\"1. \",'CCV - VSS'!G3,\"\"),\"\")","v":""}]
[{"$f":"IF('CCV - VSS'!G8<>\"\",CONCATENATE(\"2. \",'CCV - VSS'!G8,\"\"),\"\")","v":""}]
[{"$f":"IF('CCV - VSS'!G13<>\"\",CONCATENATE(\"3. \",'CCV - VSS'!G13,\"\"),\"\")","v":""}]
[{"$f":"IF('CCV - VSS'!G18<>\"\",CONCATENATE(\"4. \",'CCV - VSS'!G18,\"\"),\"\")","v":""}]
[{"$f":"IF('CCV - VSS'!G23<>\"\",CONCATENATE(\"5. \",'CCV - VSS'!G23,\"\"),\"\")","v":""}]

{"sheet":"Action Items","index":9,"n_rows":55,"n_cols":5,"rows_kept":55,"cut":false,"hidden":false,"merged":[]}
["Priority","Category","Option(s) for Consideration","Assigned to","Status"]
[null,"Security/Emergency Management",{"$f":"IF('Security - Emergency Managment'!G3<>\"\",'Security - Emergency Managment'!G3,\"\")","v":""}]
[null,"Security/Emergency Management",{"$f":"IF('Security - Emergency Managment'!G8<>\"\",'Security - Emergency Managment'!G8,\"\")","v":""}]
[null,"Security/Emergency Management",{"$f":"IF('Security - Emergency Managment'!G13<>\"\",'Security - Emergency Managment'!G13,\"\")","v":""}]
[null,"Security/Emergency Management",{"$f":"IF('Security - Emergency Managment'!G18<>\"\",'Security - Emergency Managment'!G18,\"\")","v":""}]
[null,"Security/Emergency Management",{"$f":"IF('Security - Emergency Managment'!G23<>\"\",'Security - Emergency Managment'!G23,\"\")","v":""}]
[null,"Security/Emergency Management",{"$f":"IF('Security - Emergency Managment'!G27<>\"\",'Security - Emergency Managment'!G27,\"\")","v":""}]
[null,"Security/Emergency Management",{"$f":"IF('Security - Emergency Managment'!G32<>\"\",'Security - Emergency Managment'!G32,\"\")","v":""}]
[null,"Security/Emergency Management",{"$f":"IF('Security - Emergency Managment'!G37<>\"\",'Security - Emergency Managment'!G37,\"\")","v":""}]
[null,"Security/Emergency Management",{"$f":"IF('Security - Emergency Managment'!G42<>\"\",'Security - Emergency Managment'!G42,\"\")","v":""}]
[null,"Security/Emergency Management",{"$f":"IF('Security - Emergency Managment'!G46<>\"\",'Security - Emergency Managment'!G46,\"\")","v":""}]
[null,"Security/Emergency Management",{"$f":"IF('Security - Emergency Managment'!G51<>\"\",'Security - Emergency Managment'!G51,\"\")","v":""}]
[null,"Security/Emergency Management",{"$f":"IF('Security - Emergency Managment'!G56<>\"\",'Security - Emergency Managment'!G56,\"\")","v":""}]
[null,"Security Force",{"$f":"IF('Security Force'!G3<>\"\",'Security Force'!G3,\"\")","v":""}]
[null,"Security Force",{"$f":"IF('Security Force'!G8<>\"\",'Security Force'!G8,\"\")","v":""}]
[null,"Security Force",{"$f":"IF('Security Force'!G13<>\"\",'Security Force'!G13,\"\")","v":""}]
[null,"Security Force",{"$f":"IF('Security Force'!G18<>\"\",'Security Force'!G18,\"\")","v":""}]
[null,"Security Force",{"$f":"IF('Security Force'!G23<>\"\",'Security Force'!G23,\"\")","v":""}]
[null,"Security Force",{"$f":"IF('Security Force'!G28<>\"\",'Security Force'!G28,\"\")","v":""}]
[null,"Security Force",{"$f":"IF('Security Force'!G33<>\"\",'Security Force'!G33,\"\")","v":""}]
[null,"Security Force",{"$f":"IF('Security Force'!G38<>\"\",'Security Force'!G38,\"\")","v":""}]
[null,"Entry Control",{"$f":"IF('Entry Control'!G3<>\"\",'Entry Control'!G3,\"\")","v":""}]
[null,"Entry Control",{"$f":"IF('Entry Control'!G8<>\"\",'Entry Control'!G8,\"\")","v":""}]
[null,"Entry Control",{"$f":"IF('Entry Control'!G13<>\"\",'Entry Control'!G13,\"\")","v":""}]
[null,"Entry Control",{"$f":"IF('Entry Control'!G18<>\"\",'Entry Control'!G18,\"\")","v":""}]
[null,"Entry Control",{"$f":"IF('Entry Control'!G23<>\"\",'Entry Control'!G23,\"\")","v":""}]
[null,"Entry Control",{"$f":"IF('Entry Control'!G27<>\"\",'Entry Control'!G27,\"\")","v":""}]
[null,"Entry Control",{"$f":"IF('Entry Control'!G31<>\"\",'Entry Control'!G31,\"\")","v":""}]
[null,"Entry Control",{"$f":"IF('Entry Control'!G36<>\"\",'Entry Control'!G36,\"\")","v":""}]
[null,"Entry Control",{"$f":"IF('Entry Control'!G41<>\"\",'Entry Control'!G41,\"\")","v":""}]
[null,"Entry Control",{"$f":"IF('Entry Control'!G46<>\"\",'Entry Control'!G46,\"\")","v":""}]
[null,"Entry Control",{"$f":"IF('Entry Control'!G51<>\"\",'Entry Control'!G51,\"\")","v":""}]
[null,"Fencing and Gates",{"$f":"IF('Fencing and Gates'!G3<>\"\",'Fencing and Gates'!G3,\"\")","v":""}]
[null,"Fencing and Gates",{"$f":"IF('Fencing and Gates'!G8<>\"\",'Fencing and Gates'!G8,\"\")","v":""}]
[null,"Fencing and Gates",{"$f":"IF('Fencing and Gates'!G13<>\"\",'Fencing and Gates'!G13,\"\")","v":""}]
[null,"Fencing and Gates",{"$f":"IF('Fencing and Gates'!G18<>\"\",'Fencing and Gates'!G18,\"\")","v":""}]
[null,"Fencing and Gates",{"$f":"IF('Fencing and Gates'!G23<>\"\",'Fencing and Gates'!G23,\"\")","v":""}]
[null,"Parking and Barriers",{"$f":"IF('Parking and Barriers'!G3<>\"\",'Parking and Barriers'!G3,\"\")","v":""}]
[null,"Parking and Barriers",{"$f":"IF('Parking and Barriers'!G8<>\"\",'Parking and Barriers'!G8,\"\")","v":""}]
[null,"Parking and Barriers",{"$f":"IF('Parking and Barriers'!G12<>\"\",'Parking and Barriers'!G12,\"\")","v":""}]
[null,"Parking and Barriers",{"$f":"IF('Parking and Barriers'!G16<>\"\",'Parking and Barriers'!G16,\"\")","v":""}]
[null,"Parking and Barriers",{"$f":"IF('Parking and Barriers'!G21<>\"\",'Parking and Barriers'!G21,\"\")","v":""}]
[null,"Building Envelope",{"$f":"IF('Building Envelope'!G3<>\"\",'Building Envelope'!G3,\"\")","v":""}]
[null,"Building Envelope",{"$f":"IF('Building Envelope'!G8<>\"\",'Building Envelope'!G8,\"\")","v":""}]
[null,"Building Envelope",{"$f":"IF('Building Envelope'!G13<>\"\",'Building Envelope'!G13,\"\")","v":""}]
[null,"Building Envelope",{"$f":"IF('Building Envelope'!G17<>\"\",'Building Envelope'!G17,\"\")","v":""}]
[null,"Building Envelope",{"$f":"IF('Building Envelope'!G22<>\"\",'Building Envelope'!G22,\"\")","v":""}]
[null,"Building Envelope",{"$f":"IF('Building Envelope'!G27<>\"\",'Building Envelope'!G27,\"\")","v":""}]
[null,"Building Envelope",{"$f":"IF('Building Envelope'!G31<>\"\",'Building Envelope'!G31,\"\")","v":""}]
[null,"Building Envelope",{"$f":"IF('Building Envelope'!G35<>\"\",'Building Envelope'!G35,\"\")","v":""}]
[null,"CCV/VSS",{"$f":"IF('CCV - VSS'!G3<>\"\",'CCV - VSS'!G3,\"\")","v":""}]
[null,"CCV/VSS",{"$f":"IF('CCV - VSS'!G8<>\"\",'CCV - VSS'!G8,\"\")","v":""}]
[null,"CCV/VSS",{"$f":"IF('CCV - VSS'!G13<>\"\",'CCV - VSS'!G13,\"\")","v":""}]
[null,"CCV/VSS",{"$f":"IF('CCV - VSS'!G18<>\"\",'CCV - VSS'!G18,\"\")","v":""}]
[null,"CCV/VSS",{"$f":"IF('CCV - VSS'!G23<>\"\",'CCV - VSS'!G23,\"\")","v":""}]

{"sheet":"Glossary","index":10,"n_rows":37,"n_cols":2,"rows_kept":37,"cut":false,"hidden":false,"merged":[]}
["Glossary"]
["Term","Definition"]
["Active Monitoring","Active monitoring activity includes observing interactions, watching for suspicious or unusual activity, and providing an alert presence that may provide for early observation of a possible attack or may deter an attack entirely. "]
["Building Envelope","Building envelope is the exterior face of a school building, including walls, roof, windows, and doors. These elements may provide a significant layer of defense but may also include notable vulnerabilities that are important to consider for physical security."]
["Camera System Survey","A camera system survey is conducted to determine if the design and use of the surveillance system is appropriate given the school’s security needs, the intended purpose of the system, and for the given circumstances."]
["Closed-circuit Video (CCV) / Video Surveillance Systems (VSS)","CCV and VSS are electronic systems of cameras, control equipment, recorders, and related apparatus used for surveillance or alarm assessment. They include a range of technologies (i.e., digital or analog, fiber or wireless transmission) and features (i.e., color or black-and-white video, adjustable side-to-side or up-and-down movement of cameras, wide-angle or zoom views). They also can include software that helps identify anomalies and ultimately the ability of users to identify suspicious behaviors."]
["Command Post","A command post (also known as a security office, dispatch, or security control center, among other names) serves as the control point for security operations. It may serve as a central monitoring and assessment space for access control and surveillance or intrusion detection systems. The school’s command post is likely distinct from an incident command post that first responders would establish in incident response under the Incident Command System."]
["Crime Prevention Through Environmental Design (CPTED)","CPTED is a multi-disciplinary approach to deterring criminal behavior through environmental design. CPTED strategies rely upon the ability to influence a potential offender’s decisions by affecting the built, social, and administrative environment. CPTED defines three basic strategies for security design: natural access control, natural surveillance, and territorial reinforcement."]
["Crisis Response Kit","A crisis response kit provides easy access to relevant information for first responders to enhance emergency response. Crisis kit contents usually include floor plans, point-of-contact lists, evacuation routes, and assembly area locations, among other components. "]
["Delay","To delay is to slow down an intruder enough to force them to give up or to provide enough time for an effective response."]
["Deter","To deter is to discourage an action or prevent an occurrence."]
["Drill","A drill is a coordinated, supervised activity usually employed to validate a specific operation or function in a single agency or organization. Drills are commonly used to provide training on new equipment, develop or validate new policies or procedures, or practice and maintain current skills."]
["Emergency Operations Plan","An emergency operations plan (also known as an emergency plan, emergency action plan, emergency response plan, or crisis plan) addresses threats and hazards to the school and addresses safety needs before, during, and after an incident."]
["Exercise","An exercise is a way to train for, assess, practice, and improve performance in a risk-free environment. Exercises can be used for testing and validating policies, plans, procedures, training, equipment, and agreements; clarifying and training personnel in roles and responsibilities; improving coordination and communications; and identifying gaps and opportunities for improvement. "]
["Facility Numbering System","A facility numbering system provides the ability to clarify locations communicated by first responders during incident response and by individuals relaying information to first responders. One example of a facility numbering system is numbering exterior doors above doorways in a clockwise scheme, beginning with 1 at the main entrance and using identical numbering inside the building."]
["Fence","A fence is a barrier enclosing or bordering a school. It can be used to prevent entrance, contain people to a particular area, or mark a boundary. "]
["Fixed Camera","Fixed cameras are mounted in a stationary position and typically focused on one particular area of interest. Fixed cameras generally are less expensive than pan-tilt-zoom (PTZ) cameras and require less maintenance since they have fewer moving parts."]
["Full-scale Exercise","Full-scale exercises involve multiple agencies, organizations, and jurisdictions. This is the most complex and resource-intensive type of exercise. They often include many players operating under a cooperative system such as the Incident Command System."]
["Functional Exercise","A functional exercise is conducted in a realistic, real-time environment; however, movement of personnel and equipment is usually simulated."]
["Gate","A gate is an opening in the perimeter that allows people or vehicles to pass through at controlled points of entry."]
["High-speed Avenue of Approach","A high-speed avenue of approach is a road or flat area that would allow a vehicle to gain sufficient speed to crash into the school before it can be detected, deterred, or interdicted (stopped). A high-speed avenue of approach generally must lead to a critical or heavily populated area: if a road or flat area simply leads to a generally unoccupied corner of a brick building, it may not be considered a high-speed avenue of approach."]
["Intrusion Detection System","Intrusion detection can be a standalone system, but it is often part of an access control system. Intrusion detection system sensors include, but are not limited to, balanced magnetic contacts (used on doors and windows to detect when they are opened or closed) and motion detectors (long-range combination passive infrared and microwave detectors often used in corridors and hallways). The intrusion detection system sensors described are connected using dedicated wiring that is often protected by a metal conduit to prevent tampering or rendering a device inoperable by simply cutting the wire. These sensors are usually monitored to detect tampering. Intrusion detection systems usually have control panels located throughout a building in secure locations; these panels also should be monitored for tampering."]
["Lockdown Device","A lockdown device is a piece of hardware applied to a door to facilitate the lockdown process or to prevent an intruder from opening the door. It is generally stored near the door until it is needed, at which time an individual must be move it into position."]
["Magnetometer","A magnetometer is a walk-through metal detector that allows rapid and effective screening for weapons and other contraband. "]
["Mantrap","A mantrap is a small room designed to confine individuals before they are allowed or denied access into a facility or secure area. This “trap” enables the review and verification of an individual’s credentials. Mantraps, sometimes called security vestibules, usually have two doors: one to the secure area, and the other from the non-secure area."]
["Mass Notification System","The mass notification systems available today offer capabilities far beyond those of traditional public address system. The goal of these systems is to broadcast information rapidly to facilitate appropriate response and action to students, faculty, staff, visitors, first responders, families, and the public. New technologies have created the ability to reach people using multiple methods such as public announcement, email, text message, desktop notification, etc."]
["PTZ Camera","PTZ cameras typically can be turned and tilted on two axes. PTZ cameras offer more flexibility for viewing and capturing images in real time than fixed cameras. PTZ cameras can be operated manually or in an automatic scan mode."]
["School Resource Officer (SRO)","SROs are sworn law enforcement officers responsible for safety and crime prevention in schools."]
["Security Force","A security force is a group of school employees or contractors whose sole responsibilities are to provide security at a school. A security force does not include general school personnel who are trained in security awareness (i.e., observe and report) in addition to their regular duties. "]
["Security Manager or Department","Security managers are responsible for the effective implementation of security policies, programs, directives, and training within their school district or school. Security departments are a group of people working together to fulfill this same purpose."]
["Security or Emergency Preparedness Working Group","A security or emergency preparedness working group (also called work groups, task forces, and a variety of other names) are where practitioners, often representing various disciplines, come together to contribute their time, expertise, passion, and experiences to help develop and implement strategies to improve overall school security and/or emergency preparedness. This type of working group would be external to the school or school district and may be at federal, state, or local level or part of the private sector."]
["Security Plan","A security plan provides direction on the school’s security management and policies. It is a critical component of an effective security program."]
["Standoff Distance","Standoff distance refers to the space between the building exterior to the nearest point that an explosive device can approach from any side."]
["Suspicious Package","A suspicious package may contain harmful and dangerous materials. Suspicious packages vary in size and shape, and can be boxes, envelopes, backpacks, bags, or other items, but are usually left unattended and seem out of place. They may have powdery substances felt through or appearing on them; oily stains or discolorations on the exterior; strange odors; and/or excessive packaging material, like tape or string. The package may be lopsided or bulky; it may emit ticking sounds, have protruding wires, or exposed aluminum foil. Active shooters may use explosives or suspicious packages as a diversion or distraction. "]
["Tabletop Exercise","A tabletop exercise is typically held in an informal setting intended to generate discussion of various issues regarding a hypothetical emergency. It can be used to enhance general awareness, validate plans and procedures, rehearse concepts, and/or assess the types of systems needed to guide the prevention of, protection from, mitigation of, response to, and recovery from a defined incident."]
["Threat Assessment Team","A school threat assessment team analyzes communication and behaviors to determine whether a student, faculty or staff member, or other individual may pose a threat. The team serves as a central convening body so that warning signs that multiple people observe and report are not dismissed as isolated incidents when they actually may represent escalating behavior that is a serious concern. Threat assessment team members should include school principals, counselors, employees, medical and mental health professionals, law enforcement personnel, and SROs, where applicable. "]
["Visitor Management System","A visitor management system is capable of screening visitors using a government- or school-issued ID. The system will then search against databases that the school designates (e.g., sex offender lists, banned visitors) for any concerns in the visitor’s background. If the visitor passes the system’s screening, it will print a badge for him/her to wear while at the school. This system can track and maintain a database of visitors over time."]