| 1. |
EXTRAORDINARY
DEPLOYMENT - INTRODUCTION |
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A. Term
coined by NTOA founder John Kolman. Used to describe
rapid aggressive response to armed individuals who
are actively and randomly shooting people at a school
campus, workplace, or other public gathering. |
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B. Extraordinary
vs. Hostage/Barricade. An extraordinary deployment
calls for the first patrol units on scene to form 2
or 3 man teams and immediately locate and stop the
gunmen/gunman. Patrol response to a hostage/barricade
involves setting containment, perimeters, gathering
intel., and requesting appropriate resources. |
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C. It
is critical to know the differences between the types
of deployments and to be able to accurately assess
the circumstances and deploy appropriately. A response
may change from an initial extraordinary deployment
to a hostage/barricade deployment based upon the suspect/suspects
actions. |
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D. Find,
confront & stop the deadly behavior! |
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| 2. |
EXTRAORDINARY
DEPLOYMENT - PREPARATIONS |
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A. Before
the 1999-2000 school year TOU will have prepared info
packets on every school within the dept's jurisdiction.
A copy of the packet will be placed in the patrol supervisor’s
vehicle at each district. The packet will contain aerial
photos and schematics of the campuses. The packet is
intended to help the patrol Sgt. with command and control. |
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B. It
is highly recommended that patrol deputies walk through
the various schools within their districts. Know where
the schools are, know how to get around the campus,
meet the teachers etc. The schools love to see deputies
on the campus and first hand knowledge of the campus
will greatly increase the success of an extraordinary
deployment. During the summer of 1999 TOU has suggested
that schools develop a specific plan for armed suspects
on campus. Find out what their plan is, where kids
will be moved, what doors will be locked, etc. |
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C. If
you have already qualified to carry a service rifle
maintain your proficiency and carry it. If you have
not you should. Distances outside and even indoors
at most campuses put you at an extreme disadvantage
with only a handgun. Remember the saying, "A handgun
is what you use to fight your way back to your rifle," (Jeff
Cooper). Or: "Taking a rifle to a gunfight is
like taking a chainsaw to a knife fight," (Dave
Grossman). Know which of your fellow squad members
carry one. Have a method to carry extra rifle mags
on your person. If you haven't qualified with a rifle,
carry a shotgun and extra slugs.
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D. Wear
your body armor, carry a flashlight or weapon mounted
light, make sure you have your radio and that it is
on the right channel. |
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E. Be
mentally prepared to.... |
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•
Encounter
numerous victims and bypass them as you hunt for the
shooter.
• Encounter
and engage very young suspects.
• Receive
incoming fire.
• Resist "cling-on" victims. |
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| 3. |
MCSO
EXTRAORDINARY DEPLOYMENT PROCEDURE-EXAMPLE |
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A. Radio
receives a 911 call of a suspect roaming a campus and
randomly shooting students and faculty. |
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B. Patrol
supervisor assures that all units 10-50 to a channel
designated by radio, all district units respond, units
from adjoining districts move in to handle emergency
traffic. TOU is requested and notifications are made
up the chain of command. |
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C. First
2-3 units arrive and determine that an extraordinary
response is necessary.(Gunfire, explosions, screaming,
info provided by school to radio etc.) These units
form a team and rapidly move to locate and stop the
suspect. Ideally the team will, "move to the sound
of the guns," guided by gunshots, fleeing students,
or other intel. The team advises the Sgt. of the buildings
they have cleared and their direction of movement etc.
The Sgt. using aerial photo and schematics plots their
progress. As additional units arrive, the Sgt. assigns
and directs them as additional clearing teams, perimeter
or containment teams etc and continues tracking progress
with the schematics and photo. |
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D. Once
the threat has been eliminated personnel can be assigned
to manage the scene as necessary. |
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| 4. |
TACTICS |
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A. Initial
Response - Enroute Tasks |
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1. Although
this is obviously a emergency response sirens should
be turned off well before arriving on campus. Use of
sirens may allow the suspects to become aware of your
presence and engage you immediately or, take steps
to avoid detection or lay an ambush. |
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2. Obtain
all pertinent intel from radio. School officials have
been directed to have a designated staff member remain
on the phone with radio to provide continuous updates
on activity at the school. |
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3. Based
on intel from radio determine initial deployment location
on campus. Your familiarity with the campus will assist
greatly in this regard. |
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4. Determine
ETA of other responding units and coordinate initial
deployment. If possible recommend secure location for
CP for units who will be coming later. |
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B. Arrival
on Scene: |
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1.Pick
a place where you can stop, get out, check gear and
orient yourself without coming under fire. An example
would be a windowless wall at the rear of a building
on campus. Don't be afraid to drive across the grounds
to accomplish this. Again prior familiarization with
the campus is critical. |
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2. Coordinate
with other units. Check each others gear. Rifle or
shotgun with slugs, body armor, flashlight, radio on
the right channel. Ensure that Sgt. knows you are on
scene and where you intend to go first, bldg, a room,
etc. |
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3. Based
on intel from radio and what you see and hear upon
arrival determine if an extraordinary deployment is
still needed. |
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C. Movement
to Contact (Plans for crossing large open areas to
initial entry point or building to building.) |
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1. Heavy
fire from suspect may dictate another entry point. |
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2. Sgt.
may direct suppressive fire while additional units
maneuver and close on suspect. Maneuver element must
know location of suspect, and the location of officers
providing suppressive fire. Communication between the
two elements is critical. An L-shape configuration
is ideal an minimizes the potential for crossfire hazards. |
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3. Explain
suppressive fire - Controlled fire of single rounds
at irregular intervals. Used to prevent the suspect
from continuing to fire or to deny his ability to
move. Rounds should be fired into baseboard or ceiling/wall
joint. Intent to use suppressive fire must be communicated
to all units. Suppressive fire must not pose a threat
to victims on scene.
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4. Use
cover and concealment. Cover stops bullets concealment
does not. |
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5. Bound
and over watch. Used to move across large open areas.
At least one officer stops and provides cover from
a stable shooting platform preferably behind cover
while other officers quickly move across the open area.
Officers moving go to a covered position and stop.
They then provide cover. The element moves across the
open area in a leap-frog fashion. |
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D. Interior
movement and clearing techniques (2-3 man dynamic movement). |
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1. Two
man configuration, first man determines direction and
speed of movement, second man acts as cover and picks
up angles not covered by man #1. Second man is also
responsible for all commo. |
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2. Three
man rotation, point, point cover, rear guard. Point
determines direction and speed, point cover picks up
uncovered angles, rear guard defends group from rear
orpicks up additional angles as appropriate. Rear guard
is also responsible for all commo. Positions may rotate
and change as the group progresses through the structure. |
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3. 90
degree angles. 90 degree angles pose a significant
threat in each room, structure, hallway being cleared.
As a rule point will take the first 90 he comes to
and point cover will take the opposing 90 or reflective
angle. |
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d4. Reflective
angles. Reflective angles may be simple as in opposing
90's while entering a room. Reflective angles will
constantly change as the team moves through the structure.
It is the responsibility of #2 and #3 men to pick up
reflective angles encountered by the point position. |
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5. Points
of domination. Areas inside a structure that allow
an officer a shooting position that dominates and covers
a large area. |
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6. Noise
discipline. Although a school shooting situation will
be chaotic and noisy do not alert the suspect to your
presence if possible. Announcing your presence is unnecessary
until contact is made. Don't rub or scrape against
walls. If the suspect has been located and is unaware
of your presence communicate and then turn down radio
volume while you close to engage. |
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7. Light
discipline. The suspect/s may have affected lighting
at the school. If flashlights are necessary, remember
they betray your presence. Do not leave light on continuously.
Avoid being backlit. Be cognizant that your shadow
can be seen, even under a door from a closed room. |
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8. Running
the walls. Term used largely to describe a movement
common to both high risk warrant service and hostage
rescue techniques. This technique allows a room to
be divided into sectors and lessens each individual’s
area of responsibility and potential threat areas. |
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9. Sector
of Fire vs. Field of Fire. Sector of fire refers to
an individual’s area of responsibility. Field
of fire refers to the weapons capabilities. |
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10. Downed/injured
subjects. Wounded, bleeding, dying children or teachers
and fellow officers must be bypassed until the threat has been eliminated.
Mental preparation for this possibility is critical. |
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11. Locked
rooms. Virtually every school has a lockdown procedure
of some kind in place for emergency situations. Most
classroom doors are metal cased outward opening and
would be difficult to breach without proper equipment
and training. Unless there is an indication that the
suspect is inside a locked room, screaming, shots being
fired etc, locked rooms should be bypassed. |
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12. Communication.
It is critical that you stay in contact with the Sgt,
other supervisors, or command post. |
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E. Breaching. |
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1. It
may be necessary to attempt a door/ window breach if
it is determined that the suspect is inside a locked
room and is actively shooting people. |
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2. An
inward opening wooden door can be breached with a makeshift
ram, a heavy fire extinguisher, large rock, or other
heavy solid object. Even a makeshift ram is preferable
to kicking which will work on a wooden door if necessary.
If a window is available it can be broken out and raked
clean. Even if entry is impractical through the window
breaching it may allow you to engage the suspect. |
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3. Although
TOU uses specially designed frangible projectiles,
an outward opening metal cased or solid core wood door
can be breached with a standard shotgun slug. This
technique poses significant risks to occupants of the
room. It should only be employed when you can articulate
that a suspect was inside the room actively shooting
people and that failure to act would result in more
casualties. Proper stand off and angle will be demonstrated
during practical exercises. |
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| 5. |
SUSPECT
CONTACT |
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A. During
an extraordinary deployment at a school shooting the
first priority is to find and stop the suspect. It
is important to remember that there may be other armed
individuals on the school grounds. Teachers who retrieved
a weapon from their vehicle, off duty or plain clothes
officers from other agencies, parents who were on campus
or nearby when the event began. Despite the unusual
circumstances MCSO policy regarding the use of force
is still in effect. |
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B. The
emotion and chaos of a school shooting scene will likely
result in
unreliable information regarding numbers and descriptions of suspects etc. |
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C. When
a suspect is encountered he must immediately surrender
and become compliant or be stopped with force. |
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D. Officer
safety dictates that you bring the suspect to you.
If you must approach downed suspect be cognizant of
90 degree and reflective angles in the event of multiple
suspects. |
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E. Should
the suspect barricade himself in a room or other structure
or take hostages the scenario and priorities change
to one of containment, aid and evac for the injured,
scene preservation, and the use of additional resources. |
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| 6. |
OTHER
CONSIDERATIONS: |
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A. Extraordinary
deployment at workplaces, shopping areas, stadiums,
etc. |
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B. Raid
jacket for all non uniform personnel responding. |
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C. Extra
ammo at districts. Extra slugs in each vehicle. |
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D. Schools
told to request deputy for fire drills, especially
unplanned activations of fire alarm. |
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E. Personal
equip |
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• Service
rifle/ spare mags. Shotgun extra slugs
• Body
armor
• Radio |
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F. Mind
set |
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• Aggressive,
decisive, ruthless.
• Prepared
to be fired upon. Prepared to continue fighting
if hit.
• Prepared
to encounter and bypass casualties.
• Flexible,
ready to adapt and improvise to win. |
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G. Improvised
explosive devices. |
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• Most
commonly encountered- pipe bombs (hand lit & hand
thrown)
• Recognize
most common fusing system- time fuse, hobby fuse.
• Assess & circumvent.
Put distance between you and the IED.
• IED's
must not stop the objective of finding and stopping
suspect. |
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| 7. |
PRACTICAL
EXERCISES |
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Practical
exercises will be conducted at a school within the
patrol districts area of responsibility. Students and
role players will be equipped with weapons firing Simunitions
and protective equipment. |
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A. Exercise
#1 Performance Objective #1, #2, #3 Duration - Two
hours
After the classroom lecture portion of the training students will be given
a scenario of an in progress shooting at a school within their district.
After students arrive and begin clearing the campus they will be advised
that the suspect has barricaded himself in a restroom.
During
the exercise the student’s ability to execute
movement to contact and interior clearing skills
(Performance Objective #3) will be evaluated by
instructors.
Student’s
ability to recognize the need for an extraordinary
deployment
(Performance
Objective #1) on the initial call and recognition of
a change to
a barricade response (Performance Objective #2) later
in the scenario will
be evaluated. |
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B. Exercise
#2 Performance Objective #3 Duration - Five hours
Students
broken into two groups. Two groups broken into
2 and 3 man elements. Students given individual
hands on instruction in movement to contact and
clearing skills.
Group
#1 Bound and over watch
| • Cover
and concealment |
• Mechanical
Breaching |
| • Suppressive
fire |
• Window
breaching |
| • Maneuver
with suppressive fire |
• Shotgun
breaching |
| • Locked
rooms |
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Group #2 Three man rotation
| • Two
man clearing |
• Sector
and fields of fire |
| • 90
degree and reflective angles |
• Downed
subjects |
| • Points
of domination |
• Communication |
| • Noise
and light discipline |
• Initiative
based tactics |
| • Running
walls |
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The groups
will spend approx 2 hours at each station and then rotate. |
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C. Exercise
#3 Performance Objectives #1,2,3 Duration 2 hours
Students
will be given a second scenario involving 2 armed
and active shooters at the campus. All three performance
objectives will be evaluated. A debriefing and
walk through will be conducted after the problem
has been resolved by students. |
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