reproductions supplied by edrs are the best that can be ...x-ray baggage scanners), entry controls,...
TRANSCRIPT
-
ED 436 943
AUTHORTITLE
INSTITUTIONSPONS AGENCY
REPORT NOPUB DATENOTECONTRACTAVAILABLE FROM
PUB TYPEEDRS PRICEDESCRIPTORS
IDENTIFIERS
ABSTRACT
DOCUMENT RESUME
EF 005 633
Green, Mary W.The Appropriate and Effective Use of Security Technologiesin U.S. Schools. A Guide for Schools and Law EnforcementAgencies.Sandia National Labs., Albuquerque, NM.Department of Justice, Washington, DC. National Inst. ofJustice.NCJ-1782651999-09-00282p.
DOJ- 97 -IJ -R -072
U.S. Department of Justice, Office of Justice Programs, 810Seventh St., N.W., Washington, DC 20531. Tel: 800-851-3420(Toll Free); Web site: . Forfull text: (available as ASCII text file, Adobe Acrobat file, and HTMLfile) .
Guides Non-Classroom (055) Reports Descriptive (141)MFO1 /PC12 Plus Postage.Crime Prevention; Elementary Secondary Education;*Guidelines; Public Schools; *School SecurityAccess to Facilities; Metal Detectors; Scanning; *TechnologyImplementation; Video Cameras
This guide provides basic guidelines to help schools, incollaboration with law enforcement agencies, analyze their vulnerability uoviolence, theft, and vandalism, and suggest possible technologies toeffectively address these problems. It describes existing commerciallyavailable technologies and urges thoughtful consideration of not only thepotential safety benefits that may accrue from their use but also the coststhat schools may incur for capital investments, site modifications,additional staffing, training, and equipment maintenance and repair. Topicareas include security concepts and operational issues, video surveillance,weapons detection devices (walk-through and handheld metal detectors andx-ray baggage scanners), entry controls, and duress alarms. Resourceinformation including books, publications, web sites, and conferencesconclude the guide. (GR)
Reproductions supplied by EDRS are the best that can be madefrom the original document.
-
U.S
.
O O
Dep
artm
ent o
f Ju
stic
e
Off
ice
of J
ustic
e Pr
ogra
ms
'atio
nal I
nstit
ute
of J
ustic
e
N4t
iona
lIns
titut
e of
Jus
tice
CP
gla
Dep
artm
entc
g eD
ionf
eGV
iAtfi
Ds0
Elli
aion
aDcL
ID2C
1121
Dep
artm
ent
?Eig
g E
ricl
Edu
catio
nD
rug-
Fre
eP
rogr
amS
choo
ls
Oa&
Dep
artm
ent
§Eui
dh G
CO
CE
CJJ
Ene
rgy
Labo
rato
ries
U.S
. DE
PA
RT
ME
NT
OF
ED
UC
AT
ION
Offi
ce o
f Edu
catio
nal R
esea
rch
and
Impr
ovem
ent
ED
UC
AT
ION
AL
RE
SO
UR
CE
S IN
FO
RM
AT
ION
1."
CE
NT
ER
(E
RIC
)T
his
docu
men
t has
bee
n re
prod
uced
as
I
rece
ived
from
the
pers
on o
r or
gani
zatio
nor
igin
atin
g it.
i
0 M
inor
cha
nges
hav
e be
en m
ade
toim
prov
e re
prod
uctio
n qu
ality
.
Poi
nts
of v
iew
or
opin
ions
sta
ted
in th
isdo
cum
ent d
o no
t nec
essa
rily
repr
esen
tof
ficia
l OE
RI p
ositi
on o
r po
licy.
The
App
ropr
iate
pYo
Eff
eetiv
e U
seH
of S
tturi
ethn
otog
fics
fin
US.
Scei
kte;
o1-
0-
A G
uide
for
Sch
ools
and
Law
Enf
orce
men
t Age
ncie
s
-
4
U.S
. Dep
artm
ent o
f Ju
stic
eO
ffic
e of
Jus
tice
Prog
ram
s81
0 Se
vent
h St
reet
N.W
.W
ashi
ngto
n, D
C 2
0531
Jane
t Ren
oA
ttorn
ey G
ener
al
Ray
mon
d C
. Fis
her
Ass
ocia
te A
ttorn
ey G
ener
al
Lau
rie
Rob
inso
nA
ssis
tant
Atto
rney
Gen
eral
Noe
l Bre
nnan
Dep
uty
Ass
ista
nt A
ttorn
ey G
ener
al
Jere
my
Tra
vis
Dir
ecto
r, N
atio
nal I
nstit
ute
of J
ustic
e
Off
ice
of J
ustic
e Pr
ogra
ms
Wor
ld W
ide
Web
Site
http
://w
ww
.ojp
.usd
oj.g
ov
Nat
iona
l Ins
titut
e of
Jus
tice
Wor
ld W
ide
Web
Site
http
://w
ww
.ojp
.usd
oj.g
ovIn
ij
BE
ST
CO
PY
AV
AIL
AB
LE
-
The
App
ropr
iate
and
Eff
ectiv
e U
seof
Sec
urity
Tec
hnol
ogie
sin
U.S
. Sch
ools
A G
uide
for
Sch
ools
and
Law
Enf
orce
men
t Age
ncie
s
Mar
y W
. Gre
enSa
ndia
Nat
iona
l Lab
orat
orie
sSe
ptem
ber
1999
NC
J 17
8265
7
-
Nat
iona
l Ins
titut
e of
Jus
tice
Jere
my
Tra
vis
Dir
ecto
r
Ray
mon
d D
owns
Prog
ram
Mon
itor
Thi
s pr
ojec
t was
sup
port
ed u
nder
aw
ard
num
ber
97 I
J R
-072
fro
m th
e N
atio
nal I
nstit
ute
of J
ustic
e, O
ffic
e of
Jus
tice
Prog
ram
s,U
.S. D
epar
tmen
t of
Just
ice.
Poi
nts
of v
iew
in th
is d
ocum
ent a
re th
ose
of th
e au
thor
s an
d do
not
nec
essa
rily
rep
rese
nt th
e of
fici
al p
ositi
onof
the
U.S
. Dep
artm
ent o
f Ju
stic
e.
The
Nat
iona
l Ins
titut
e of
Jus
tice
is a
com
pone
nt o
f th
e O
ffic
e of
Jus
tice
Prog
ram
s, w
hich
als
o in
clud
es th
e B
urea
u of
Jus
tice
Ass
ista
nce,
the
Bur
eau
of J
ustic
e St
atis
tics,
the
Off
ice
of J
uven
ile J
ustic
e an
d D
elin
quen
cy P
reve
ntio
n, a
nd th
e O
ffic
e fo
r V
ictim
s of
Cri
me.
-
Fore
wor
d
Cre
atin
g sa
fe s
choo
ls is
the
resp
onsi
bilit
y of
the
entir
eco
mm
unity
in w
hich
a s
choo
l or
scho
ol s
yste
m r
esid
es,
but r
espo
nsib
ility
for
mai
ntai
ning
them
on
a da
y-to
-da
y ba
sis
lies
prin
cipa
lly w
ith s
choo
l adm
inis
trat
ors
and,
to a
less
er e
xten
t, th
e lo
cal l
aw e
nfor
cem
ent
agen
cy. T
o as
sist
sch
ools
in th
is ta
sk, t
he U
.S.
Dep
artm
ent o
f E
duca
tion
and
the
U.S
. Dep
artm
ent o
fJu
stic
e ha
ve s
pons
ored
, oft
en jo
intly
, bot
h re
sear
chan
d de
mon
stra
tion
prog
ram
s to
col
lect
dat
a an
d te
stus
eful
new
idea
s th
at w
ill e
xpan
d un
ders
tand
ing
ofsc
hool
vio
lenc
e an
d di
sord
er a
nd le
ad to
new
pro
gram
sto
red
uce
thes
e pr
oble
ms.
Thi
s do
cum
ent p
rovi
des
basi
c gu
idel
ines
to la
wen
forc
emen
t age
ncie
s an
d sc
hool
adm
inis
trat
ors
and
enco
urag
es th
eir
colla
bora
tion
as th
ey d
ecid
e w
hat,
ifan
y, s
ecur
ity te
chno
logi
es s
houl
d be
con
side
red
asth
ey d
evel
op s
afe
scho
ol s
trat
egie
s. I
n th
e w
ake
ofre
cent
hig
h-pr
ofile
sch
ool t
rage
dies
with
mul
tiple
hom
icid
es, m
any
of th
is N
atio
n's
com
mun
ities
hav
eur
ged
thei
r sc
hool
dis
tric
ts to
inco
rpor
ate
secu
rity
tech
nolo
gy in
to th
eir
safe
ty p
rogr
ams.
Thi
s gu
ide
shou
ld h
elp
scho
ols,
in c
once
rt w
ith th
eir
law
enf
orce
-m
ent p
artn
ers,
ana
lyze
thei
r vu
lner
abili
ty to
vio
lenc
e,th
eft,
and
vand
alis
m, a
nd s
ugge
st p
ossi
ble
tech
nolo
-gi
es to
add
ress
thes
e pr
oble
ms
in a
n ef
fect
ive
man
ner.
Thi
s gu
ide
desc
ribe
s ex
istin
g co
mm
erci
ally
ava
ilabl
ete
chno
logi
es a
nd u
rges
thou
ghtf
ul c
onsi
dera
tion
of n
oton
ly th
e po
tent
ial s
afet
y be
nefi
ts th
at m
ay a
ccru
e fr
om
1Q111
thei
r us
e bu
t als
o th
e co
sts
that
sch
ools
may
incu
rfo
r ca
pita
l inv
estm
ents
, site
mod
ific
atio
ns, a
dditi
onal
staf
fing
, tra
inin
g, a
nd e
quip
men
t mai
nten
ance
and
repa
ir.
Top
ic a
reas
incl
uded
in th
is g
uide
are
: sec
urity
con
-ce
pts
and
oper
atio
nal i
ssue
s, v
ideo
sur
veill
ance
,w
eapo
ns d
etec
tion
devi
ces
(wal
k-th
roug
h an
d ha
nd-
held
met
al d
etec
tors
and
x-r
ay b
agga
ge s
cann
ers)
,en
try
cont
rols
, and
dur
ess
alar
ms.
Tho
ugh
this
doc
umen
t doe
s no
t rep
lace
the
use
ofap
prop
riat
e ex
pert
adv
ice
or p
rovi
de d
etai
led
inst
ruc-
tions
on
inst
allin
g eq
uipm
ent o
r m
akin
g co
st e
sti-
mat
es, i
t doe
s of
fer
prac
tical
gui
danc
e th
at s
houl
den
able
sch
ools
and
law
enf
orce
men
t age
ncie
s to
mak
ebe
tter
info
rmed
dec
isio
ns o
n se
curi
ty te
chno
logy
.
Safe
ty a
nd s
ecur
ity te
chno
logy
can
onl
y be
one
tool
ina
com
preh
ensi
ve p
rogr
am th
at e
ach
scho
ol m
ust
deve
lop
to c
reat
e a
safe
lear
ning
env
iron
men
t tha
t is
perc
eive
d to
be
safe
by
all s
tude
nts
and
staf
f.
Jere
my
Tra
vis
Dir
ecto
r, N
atio
nal I
nstit
ute
of J
ustic
eU
.S. D
epar
tmen
t of
Just
ice
Bill
Mod
zele
ski
Dir
ecto
r, S
afe
and
Dru
g-Fr
ee S
choo
ls P
rogr
amU
. S. D
epar
tmen
t of
Edu
catio
n
-
Pref
ace
A te
am o
f se
curi
ty s
peci
alis
ts f
rom
the
Secu
rity
Syst
ems
and
Tec
hnol
ogie
s C
ente
r at
San
dia
Nat
iona
lL
abor
ator
ies
firs
t tal
ked
with
loca
l sch
ools
in 1
991.
It w
as o
ur in
tent
to s
hare
wha
t we
had
lear
ned
abou
tth
e st
reng
ths
and
wea
knes
ses
of s
ecur
ity te
chno
logi
esth
roug
h ou
r w
ork
with
the
U.S
. Dep
artm
ent o
f E
nerg
y(D
OE
) in
man
y pu
blic
sch
ools
.
Aft
er v
isiti
ng s
ome
120-
plus
sch
ools
acr
oss
the
coun
try,
com
plet
ing
our
DO
E-f
unde
d w
ork
to im
prov
e se
curi
ty a
tB
e le
n H
igh
Scho
ol in
New
Mex
ico
and
perf
orm
ing
addi
-tio
nal s
choo
l sec
urity
wor
k fo
r th
e N
atio
nal I
nstit
utes
of J
ustic
e (N
U),
we
have
lear
ned
that
sch
ool s
ecur
ity,
like
secu
rity
for
oth
er a
pplic
atio
ns, i
s no
t sim
ple
and
stra
ight
forw
ard.
We
have
lear
ned
a lo
t abo
ut th
e un
ique
aspe
cts
of s
choo
l sec
urity
fro
m th
e m
any
stud
ents
, par
-en
ts, a
nd s
choo
l and
law
enf
orce
men
t per
sonn
el w
e m
etdu
ring
the
cour
se o
f ou
r w
ork.
At a
ny p
artic
ular
sch
ool,
secu
rity
is th
e pr
oduc
t of
fund
ing,
fac
ilitie
s, b
uild
ing
age,
bui
ldin
g la
yout
, adm
inis
trat
ors,
teac
hers
, par
ents
,ki
ds, p
erso
nalit
ies,
cam
pus
orde
r, s
ecur
ity p
erso
nnel
,pr
oced
ures
, the
nei
ghbo
rhoo
d, p
olic
ies,
the
scho
olbo
ard,
loca
l law
enf
orce
men
t, fi
re c
odes
, loc
al g
over
n-m
ent,
polit
ics,
and
rep
utat
ion.
No
two
scho
ols
will
hav
eid
entic
al a
nd s
ucce
ssfu
l sec
urity
pro
gram
shen
ce, a
secu
rity
sol
utio
n fo
r on
e sc
hool
can
not j
ust b
e re
plic
at-
ed a
t oth
er s
choo
ls w
ith c
ompl
ete
succ
ess.
Wha
t did
bec
ome
clea
r af
ter
wor
king
with
mor
e th
an10
0 sc
hool
s du
ring
the
past
7 y
ears
is th
at s
choo
lad
min
istr
ator
s ne
ed a
goo
d in
form
atio
n re
sour
ce o
nte
chno
logi
es f
or p
hysi
cal s
ecur
ity p
robl
ems.
Thi
s gu
ide-
book
, The
App
ropr
iate
and
Eff
ectiv
e U
se o
f Se
curi
tyT
echn
olog
ies
in U
.S. S
choo
ls, i
s an
ticip
ated
to b
e th
e
12V
firs
t in
a se
ries
of
man
uals
des
igne
d an
d w
ritte
n fo
r us
eby
sch
ool a
dmin
istr
ator
s an
d la
w e
nfor
cem
ent a
gen-
cies
. The
goa
ls o
f th
ese
docu
men
ts a
re to
pro
vide
non
-te
chni
cal,
nonv
endo
r-sp
ecif
ic in
form
atio
n on
:T
he k
inds
of
secu
rity
pro
duct
s av
aila
ble
on th
em
arke
t.T
he s
tren
gths
and
wea
knes
ses
of th
ese
prod
ucts
and
thei
r ex
pect
ed e
ffec
tiven
ess
in a
sch
ool e
nvir
onm
ent.
The
cos
ts o
f th
ese
prod
ucts
, inc
ludi
ng in
stal
latio
n,lo
ng-t
erm
ope
ratio
nal a
nd m
aint
enan
ce e
xpen
ses,
man
pow
er, a
nd tr
aini
ng.
Req
uire
men
ts to
incl
ude
in R
eque
sts
For
Quo
tes
(RFQ
s) to
get
a g
ood
prod
uct f
or a
n ap
plic
atio
n.L
egal
issu
es th
at m
ay n
eed
to b
e ad
dres
sed.
Alth
ough
sec
urity
pro
duct
s ca
n ce
rtai
nly
have
man
y di
f-fe
rent
app
licat
ions
, thi
s do
cum
ent c
over
s pr
oduc
ts th
atca
n be
app
licab
le to
som
e of
the
issu
es o
f vi
olen
ce in
scho
ols:
vid
eo s
urve
illan
ce, w
eapo
n de
tect
ion,
ent
ry c
on-
trol
, and
dur
ess
alar
ms.
Fut
ure
volu
mes
are
exp
ecte
d to
cove
r is
sues
and
pro
duct
s su
ch a
s bo
mb
thre
ats
and
expl
osiv
es d
etec
tion;
dru
g re
sidu
e an
d dr
ug v
apor
det
ec-
tion;
dru
g us
e de
tect
ion;
alc
ohol
use
det
ectio
n; in
teri
oran
d ex
teri
or in
trus
ion
dete
ctio
n se
nsor
s; a
larm
com
mu-
nica
tions
; ant
igra
ffiti
sea
lers
; fal
se f
ire
alar
m p
ulls
;gl
ass-
brea
k se
nsor
s; tw
o-w
ay r
adio
s; f
enci
ng; a
ntith
eft
prop
erty
mar
king
; doo
rs, l
ocks
, and
key
con
trol
; Cri
me
Prev
entio
n T
hrou
gh E
nvir
onm
enta
l Des
ign
(CPT
ED
)pr
inci
ples
; and
par
king
lot s
afet
y. M
ost o
f th
e is
sues
and
philo
soph
ies
cove
red
in th
ese
man
uals
are
gea
red
tow
ard
mid
dle
scho
ols
and
high
sch
ools
, but
ele
men
tary
scho
ols
will
like
ly f
ind
seve
ral o
f th
e te
chno
logi
es to
have
pos
sibl
e ap
plic
atio
ns a
t the
ir f
acili
ties.
Alth
ough
this
doc
umen
t add
ress
es n
onte
chno
logy
mea
-su
res
that
we
felt
wer
e im
port
ant f
or th
e co
mpi
elne
ss
-
of th
e to
pic,
ther
e ar
e m
any
good
res
ourc
es a
nd r
efer
-en
ces
avai
labl
e th
at a
ddre
ss th
ese
peop
le/p
olic
y/pr
oce-
dure
/pro
gram
issu
es m
uch
bette
r. S
ee th
e R
esou
rces
sect
ion
at th
e ba
ck o
f th
is b
ook.
Feed
back
fro
m la
w e
nfor
cem
ent a
genc
ies,
sch
ools
, and
prod
uct m
anuf
actu
rers
/ven
dors
is w
elco
me,
esp
ecia
llyre
gard
ing
any
over
sigh
ts o
r er
rors
on
our
part
. Thi
sgu
ideb
ook
is in
tend
ed to
pro
vide
an
over
view
of
secu
ri-
ty te
chno
logy
pro
duct
are
as th
at m
ight
be
appr
opri
ate
and
affo
rdab
le f
or s
choo
l app
licat
ions
. App
ropr
iate
corr
ectio
ns o
r ad
ditio
ns w
ill b
e in
clud
ed in
fut
ure
upda
tes.
(W
e ap
olog
ize
if o
ur c
ost e
stim
ates
for
har
d-w
are
do n
ot r
efle
ct c
urre
nt p
rici
ng; t
his
docu
men
t was
wri
tten
mor
e th
an a
yea
r be
fore
act
ual p
ublic
atio
n.)
I w
ould
like
to e
xten
d ou
r de
ep a
ppre
ciat
ion
to th
e m
any
scho
ols
who
hav
e al
low
ed u
s to
vis
it th
em a
nd to
ass
ess
the
secu
rity
vul
nera
bilit
ies
of th
eir
faci
litie
s an
d op
era-
tions
(an
d to
take
pho
tos
of th
e go
od th
ings
on
thei
rca
mpu
ses,
as
wel
l as
the
bad)
. I n
ever
fai
led
to le
arn
som
ethi
ng n
ew a
t eve
ry s
choo
l we
have
vis
ited.
I f
ound
ther
e to
be
man
y gr
eat s
choo
ls in
this
cou
ntry
, with
ver
ym
otiv
ated
and
har
d-w
orki
ng a
dmin
istr
ator
s gi
ving
110
perc
ent o
f th
eir
ener
gies
to k
eep
thei
r st
uden
ts s
afe.
Iw
as h
umbl
ed b
y th
e in
tens
e an
d st
ress
ful h
ours
they
wor
ked
and
the
ultim
ate
impo
rtan
ce o
f th
eir
jobs
.
My
than
ks to
the
Nat
iona
l Ins
titut
e of
Jus
tice
(NIJ
) fo
rpr
ovid
ing
the
fund
ing
to c
ondu
ct th
e re
sear
ch th
atal
low
ed m
e to
pre
pare
this
gui
debo
ok. I
hop
e th
at w
eha
ve m
et th
e hi
gh s
tand
ards
NIJ
has
set
for
pro
vidi
ngth
e be
st th
at s
cien
ce a
nd te
chno
logi
es h
ave
to o
ffer
infi
ghtin
g cr
ime
in th
e U
nite
d St
ates
. I o
we
spec
ial g
rati-
tude
to D
enni
s M
iyos
hi, D
irec
tor
of S
andi
a's
Secu
rity
Syst
ems
and
Tec
hnol
ogie
s C
ente
r; D
enni
s ha
s al
way
s
vi
been
an
advo
cate
for
sch
ools
and
was
the
grea
test
ally
in a
ccom
plis
hing
San
dia'
s sc
hool
sec
urity
wor
k.
Info
rmat
ion
rega
rdin
g th
e av
aila
bilit
y an
d or
deri
ngpr
oces
s fo
r th
ese
man
uals
and
any
upd
ates
may
be
obta
ined
at t
he N
IJ W
eb s
ite: w
ww
.ojp
.usdoj
.gov/nij ;
the
Just
ice
Tec
hnol
ogy
Info
rmat
ion
Net
wor
k (J
UST
NE
T):
ww
w.nlectc
. org;
or b
y ca
lling
1-8
00-8
51-3
420.
I w
ould
be
inte
rest
ed in
hea
ring
fro
m r
eade
rs r
egar
d-in
g th
eir
succ
esse
s, a
s w
ell a
s th
eir
failu
res,
in d
ealin
gw
ith s
choo
l sec
urity
tech
nolo
gy is
sues
.
Mar
y W
. Gre
Sand
ia N
atio
nal L
abor
ator
ies
Mai
l Sto
p 07
82P.
O. B
ox 5
800
Alb
uque
rque
, NM
871
85
Sinc
e 19
41, S
andi
a N
atio
nal L
abor
ator
ies
has
been
aU
.S. D
epar
tmen
t of
Ene
rgy
faci
lity
who
se p
rim
ary
mis
-si
on is
pro
vidi
ng e
ngin
eeri
ng s
uppo
rt f
or th
e U
.S. n
ucle
arw
eapo
ns p
rogr
am. F
or th
e pa
st 3
0 ye
ars,
the
Secu
rity
Tec
hnol
ogie
s an
d R
esea
rch
Div
isio
n at
San
dia
has
been
the
prin
cipa
l pro
vide
r of
res
earc
h, d
esig
n, d
evel
opm
ent,
and
test
ing
of le
adin
g-ed
ge te
chno
logi
es to
sol
ve p
hysi
cal
secu
rity
pro
blem
s at
hig
h-ri
sk U
.S. f
acili
ties.
Tod
ay, t
he S
andi
a fa
cilit
y in
Alb
uque
rque
, New
Mex
ico,
empl
oys
mor
e th
an 8
,000
sci
entis
ts, e
ngin
eers
, mat
he-
mat
icia
ns, t
echn
icia
ns, a
nd s
uppo
rt p
erso
nnel
to p
rovi
dese
rvic
e in
the
natio
nal i
nter
est.
Mor
e th
an 1
50 o
f th
ese
pers
onne
l are
ded
icat
ed s
olel
y to
res
earc
h an
d de
velo
p-m
ent o
f se
curi
ty te
chno
logi
es.
15
-
Ack
now
ledg
men
ts
Wri
tten
by:
Ori
gina
l art
wor
k by
:
Phot
os b
y:
Doc
umen
t pre
para
tion:
Add
ition
al c
ontr
ibut
ors:
Lib
rary
res
earc
h:
Rev
iew
ers:
Edu
catio
n 16
Mar
y W
. Gre
en, S
andi
a N
atio
nal L
abor
ator
ies,
Alb
uque
rque
, New
Mex
ico
Stev
en S
catli
ffe,
Tec
h R
eps,
Inc
., A
lbuq
uerq
ue, N
ew M
exic
o
Geo
rge
Wag
ner,
San
dia
Nat
iona
l Lab
orat
orie
s, A
lbuq
uerq
ue, N
ew M
exic
oSt
even
Sca
tliff
e, T
ech
Rep
s, I
nc.,
Alb
uque
rque
, New
Mex
ico
Ros
anne
C. R
ohac
, Tec
h R
eps,
Inc
., A
lbuq
uerq
ue, N
ew M
exic
oE
lain
e Pe
rea,
Tec
h R
eps,
Inc
., A
lbuq
uerq
ue, N
ew M
exic
o
Jane
t Ahr
ens,
San
dia
Nat
iona
l Lab
orat
orie
s, A
lbuq
uerq
ue, N
ew M
exic
oT
im M
alon
e, S
andi
a N
atio
nal L
abor
ator
ies,
Alb
uque
rque
, New
Mex
ico
Dal
e M
urra
y, S
andi
a N
atio
nal L
abor
ator
ies,
Alb
uque
rque
, New
Mex
ico
Cha
rles
Rin
g le
r, S
andi
a N
atio
nal L
abor
ator
ies,
Alb
uque
rque
, New
Mex
ico
Geo
rge
Wag
ner,
San
dia
Nat
iona
l Lab
orat
orie
s, A
lbuq
uerq
ue, N
ew M
exic
oFr
ed W
olfe
nbar
ger,
San
dia
Nat
iona
l Lab
orat
orie
s, A
lbuq
uerq
ue, N
ew M
exic
oK
ay K
elly
, BE
I, A
lbuq
uerq
ue, N
ew M
exic
o
Ray
mon
d D
owns
, Pro
gram
Man
ager
, Nat
iona
l Ins
titut
e of
Jus
tice
Will
iam
Mod
zele
ski,
Dir
ecto
r, S
afe
and
Dru
g-Fr
ee S
choo
ls P
rogr
am, U
.S. D
epar
tmen
t of
Joe
N. A
nder
son,
Dir
ecto
r of
Sch
ool S
afet
y an
d Se
curi
ty, M
etro
polit
an N
ashv
ille
Publ
ic S
choo
lsM
icha
el S
. Gan
io, S
r. M
anag
er, S
ecur
ity S
ervi
ces,
Ora
nge
Cou
nty
Publ
ic S
choo
lsJo
hn J
. McL
ees,
Exe
cutiv
e D
irec
tor,
Phi
lade
lphi
a O
ffic
e fo
r Sc
hool
Saf
ety
Tom
Hal
l, Sc
hool
Pol
ice
Chi
ef, S
an D
iego
Uni
fied
Sch
ool D
istr
ict
Ken
neth
Tru
mp,
Pre
side
nt a
nd C
EO
, Nat
iona
l Sch
ool S
afet
y an
d Se
curi
ty S
ervi
ces
Gar
y U
nder
woo
d, C
hief
, San
Ber
nard
ino
Polic
e, S
choo
l Saf
ety
Dep
artm
ent
Paul
Sch
ultz
, Chi
ef o
f Po
lice,
LaV
ista
Pol
ice,
LaV
ista
, Neb
rask
aR
onal
d Sl
oan,
Chi
ef o
f Po
lice,
Arv
ada
Polic
e D
epar
tmen
t, A
rvad
a, C
olor
ado
John
C. M
artin
ez, D
eput
y C
hief
, Dal
las
Polic
e D
epar
tmen
tJ.
M. H
utt,
Serg
eant
Ara
paho
e C
ount
y Sh
erif
fs O
ffic
e, E
ngle
woo
d, C
olor
ado
Tod
Sch
neid
er, C
rim
e Pr
even
tion
Spec
ialis
t, Po
lice
Serv
ices
Div
isio
n, E
ugen
e, O
rego
nE
d H
ardy
, Chi
ef, S
peci
al I
nves
tigat
ive
Uni
t, B
row
ard
Cou
nty
Scho
ol D
istr
ict,
Sunr
ise,
Flo
rida
Don
ovon
Col
lins,
Chi
ef, D
alla
s In
depe
nden
t Sch
ool D
istr
ict P
olic
eM
el S
eo, A
uxili
ary
Serv
ice
Spec
ialis
t, H
awai
i Dep
artm
ent o
f E
duca
tion
Jack
Laz
zaro
tto, D
irec
tor,
Pol
ice
Serv
ices
, Cla
rk C
ount
y Sc
hool
Dis
tric
t, L
as V
egas
, Nev
ada
Cha
rles
Cla
rk, D
irec
tor,
Sec
urity
Em
erge
ncy
Prep
ared
ness
, Lon
g B
each
Uni
fied
Sch
ool D
istr
ict
Wes
ley
Mitc
hell,
Chi
ef, L
os A
ngel
es S
choo
l Pol
ice
Shar
on O
'Con
nor,
Tec
h R
eps,
Inc
., A
lbuq
uerq
ue, N
ew M
exic
o
vu17
,
-
Con
tent
s
Fore
wor
diii
Pref
ace
Ack
now
ledg
men
tsvi
i
Cha
pter
I T
he B
ig P
ictu
re: S
ecur
ity C
once
pts
and
Ope
ratio
nal I
ssue
s1
Cha
pter
II
Vid
eo S
urve
illan
ce23
A. V
ideo
cam
eras
231.
Why
vid
eo c
amer
as?
232.
Why
NO
T v
ideo
cam
eras
?25
3. G
ood
appl
icat
ions
ver
sus
poor
app
licat
ions
254.
To
mon
itor
or n
ot to
mon
itor
305.
Col
or v
ersu
s bl
ack-
and-
whi
te c
amer
as32
6. F
ixed
ver
sus
pan-
tilt-
zoom
cam
eras
327.
Har
dwir
ed v
ersu
s w
irel
ess
syst
ems
338.
A m
ore
tech
nica
l dis
cuss
ion
of f
orm
ats,
res
olut
ion,
pix
els,
lens
es, a
nd f
ield
of
view
389.
Cam
era
hous
ings
4510
. Pla
cem
ent a
nd m
ount
ing
4811
. Lig
htin
g re
quir
emen
ts a
nd n
ight
time
appl
icat
ions
4912
. Cov
ert c
amer
as51
13. M
aint
enan
ce a
nd e
xpec
ted
lifes
pan
5314
. Pri
ce r
ange
s53
15. G
oing
out
on
bid
for
equi
pmen
t and
sys
tem
mai
nten
ance
con
trac
ts53
16. S
igna
ge f
or u
se o
f ca
mer
as o
n sc
hool
gro
unds
5617
. Leg
al a
spec
ts o
f th
e us
e of
vid
eo c
amer
as in
sch
ools
57
18vi
ii
-
B. V
ideo
rec
ordi
ng e
quip
men
t57
1. V
CR
s: th
e w
eak
link
572.
Mul
tiple
xers
58
3. T
ime-
laps
e re
cord
ers
61
4. E
vent
rec
orde
rs62
5. D
igita
l rec
orde
rs62
Cha
pter
III
Met
al D
etec
tion
65
A. W
alk-
thro
ugh
met
al d
etec
tors
for
per
sonn
el65
1. D
o m
etal
det
ecto
rs r
eally
wor
k?T
he b
asic
s65
2. S
pace
req
uire
men
ts a
nd la
yout
663.
Thr
ough
put
704.
Har
dwar
e co
sts
and
man
pow
er c
osts
71
5. P
roce
dure
s fo
r th
e op
erat
or74
6. I
nstr
uctio
ns f
or th
e sc
anne
e76
7. F
alse
ala
rms
768.
Sou
rces
of
inte
rfer
ence
789.
Acc
epta
nce
test
ing
and
perf
orm
ance
test
ing
81
10. M
aint
enan
ce a
nd e
xpec
ted
lifes
pan
8211
. Wor
king
with
the
vend
or82
B. H
and-
held
sca
nner
s fo
r pe
rson
nel
841.
The
nam
e of
the
gam
e: P
olic
ies
and
proc
edur
es86
2. S
pace
req
uire
men
ts86
3. T
hrou
ghpu
t86
4. H
ardw
are
cost
s an
d m
anpo
wer
cos
ts87
5. P
roce
dure
s fo
r th
e op
erat
or87
6. I
nstr
uctio
ns f
or th
e sc
anne
e90
7. M
aint
enan
ce a
nd e
xpec
ted
lifes
pan
928.
Wor
king
with
the
vend
or92
ix21
-
C. X
-ray
bag
gage
sca
nner
s92
1. S
afet
y co
ncer
ns92
2. S
etup
and
spa
ce r
equi
rem
ents
933.
Thr
ough
put
934.
Har
dwar
e co
sts
and
man
pow
er c
osts
955.
Pro
cedu
res
for
the
oper
ator
966.
Ins
truc
tions
for
the
scan
nee
987.
Acc
epta
nce
test
ing
and
perf
orm
ance
test
ing
998.
Mai
nten
ance
and
exp
ecte
d lif
espa
n99
9. W
orki
ng w
ith th
e ve
ndor
101
Cha
pter
IV
Ent
ry-C
ontr
ol T
echn
olog
ies
103
A. L
imiti
ng e
ntry
/exi
t poi
nts
103
B. E
ntry
-con
trol
app
roac
hes
106
1. W
HO
lets
you
in10
62.
Wha
t you
HA
VE
106
3. W
hat y
ou K
NO
W10
84.
Who
you
AR
E11
0
Cha
pter
V D
ures
s A
larm
Dev
ices
and
The
ir R
ole
in C
risi
s M
anag
emen
t11
3
Res
ourc
es:'
Boo
ks, P
ublic
atio
ns, W
eb S
ites,
and
Con
fere
nces
121
22x
22
-
1.
-1
.-77071070
4
--
,
-
Cha
pter
I T
he B
ig P
ictu
re:
Secu
rity
Con
cept
s an
d O
pera
tiona
l Iss
ues
Mos
t sch
ools
in th
e U
nite
d St
ates
are
saf
e in
stitu
tions
,w
ith d
isci
plin
ary
issu
es c
reat
ing
mos
t dis
rupt
ions
.H
owev
er, b
ecau
se o
f th
e 19
98 c
ampu
s sl
ayin
gs in
volv
-in
g st
uden
ts, f
irea
rms,
and
mul
tiple
vic
tims,
sch
ools
and
scho
ol p
rogr
ams
are
wor
king
har
der
to r
each
out
to s
tude
nts,
to te
ach
them
to b
e go
od c
itize
ns, t
o id
en-
tify
pote
ntia
lly d
ange
rous
per
sona
litie
s, a
nd to
dev
elop
appr
opri
ate
inte
rven
tion
stra
tegi
es. T
here
are
man
yex
celle
nt p
rogr
ams
arou
nd th
e co
untr
y th
at a
ddre
ssth
e is
sues
of
bully
ing,
ang
er, h
ate,
abu
se, d
rugs
, alc
o-ho
l, ga
ngs,
lack
of
role
mod
els,
van
dalis
m, a
nd s
ofo
rth.
It i
s of
gre
at im
port
ance
to th
e U
nite
d St
ates
that
thes
e pr
ogra
ms
be p
ursu
ed e
xped
itiou
sly.
Unf
ortu
nate
ly, t
hese
pro
gram
s ca
nnot
be
succ
essf
ulov
erni
ght (
inde
ed, m
any
mus
t be
initi
ated
ear
ly in
ach
ild's
life
in o
rder
to b
e m
ost e
ffec
tive)
and
do
not y
etex
ist i
n al
l sch
ools
. Mea
nwhi
le, s
ecur
ity in
cide
nts
are
occu
rrin
g in
sch
ools
that
mus
t be
deal
t with
now
perp
etra
tors
mus
t be
caug
ht a
nd c
onse
quen
ces
mus
tbe
adm
inis
tere
d. S
choo
l adm
inis
trat
ors
wou
ld li
ke to
disc
oura
ge s
ecur
ity in
frac
tions
by
mea
ns o
f an
y de
ter-
rent
ava
ilabl
e to
them
. One
suc
h ap
proa
ch s
ough
tm
ore
ofte
n to
day
invo
lves
sec
urity
tech
nolo
gies
.
Secu
rity
tech
nolo
gies
are
not
the
answ
er to
all
scho
olse
curi
ty p
robl
ems.
How
ever
, man
y se
curi
ty p
rodu
cts
(e.g
., ca
mer
as, s
enso
rs, a
nd s
o fo
rth)
can
be
exce
llent
tool
s if
app
lied
appr
opri
atel
y. T
hey
can
prov
ide
scho
olad
min
istr
ator
s or
sec
urity
off
icia
ls w
ith in
form
atio
nth
at w
ould
not
oth
erw
ise
be a
vaila
ble,
fre
e up
man
-po
wer
for
mor
e ap
prop
riat
e w
ork,
or
be u
sed
to p
er-
form
mun
dane
task
s. S
omet
imes
they
can
sav
e a
scho
ol m
oney
(co
mpa
red
to th
e lo
ng-t
erm
cos
t of
per-
261
sonn
el o
r th
e co
st im
pact
of
not p
reve
ntin
g a
part
icu-
lar
inci
dent
). T
oo o
ften
, tho
ugh,
thes
e te
chno
logi
es a
reno
t app
lied
appr
opri
atel
y in
sch
ools
, are
exp
ecte
d to
do m
ore
than
they
are
cap
able
of,
or
are
not w
ell
mai
ntai
ned
afte
r in
itial
inst
alla
tion.
In
thes
e ca
ses,
tech
nolo
gies
are
cer
tain
ly n
ot c
ost e
ffec
tive.
Why
sec
urity
tech
nolo
gies
?T
o re
duce
pro
blem
s of
cri
me
or v
iole
nce
in s
choo
ls:
(1)
the
oppo
rtun
ities
for
sec
urity
infr
actio
ns s
houl
dbe
elim
inat
ed o
r m
ade
mor
e di
ffic
ult t
o ac
com
plis
h,(2
) th
e lik
elih
ood
of b
eing
cau
ght m
ust b
e gr
eatly
incr
ease
d, a
nd (
3) c
onse
quen
ces
mus
t be
esta
blis
hed
and
enfo
rced
. Ite
m 3
is a
soc
ial a
nd p
oliti
cal i
ssue
and
need
s to
be
addr
esse
d he
ad o
n by
sch
ool b
oard
s an
dco
mm
uniti
es a
cros
s th
e co
untr
y. T
his
guid
e ad
dres
ses
only
item
s 1
and
2.
Sim
ply
prov
idin
g m
ore
adul
ts, e
spec
ially
par
ents
, in
scho
ols
will
red
uce
the
oppo
rtun
ities
for
sec
urity
infr
ac-
tions
and
incr
ease
the
likel
ihoo
d of
bei
ng c
augh
t. H
owev
er,
addi
ng d
edic
ated
pro
fess
iona
l sec
urity
sta
ff to
per
form
very
rou
tine
secu
rity
fun
ctio
ns h
as m
any
limita
tions
:L
ocat
ing
qual
ifie
d pe
ople
may
be
diff
icul
t.H
uman
s do
not
do
mun
dane
task
s w
ell.
Man
pow
er c
osts
are
alw
ays
incr
easi
ng.
Tur
nove
r of
sec
urity
per
sonn
el c
an b
e de
trim
enta
lto
a s
ecur
ity p
rogr
am.
As
in o
ther
sec
urity
env
iron
men
ts, m
ore
repe
titio
usta
sks
beco
me
bori
ng.
Hen
ce, t
he p
ossi
ble
role
of
secu
rity
tech
nolo
gies
expa
nds.
Thr
ough
tech
nolo
gy, a
sch
ool c
an in
trod
uce
way
s to
col
lect
info
rmat
ion
or e
nfor
ce p
roce
dure
s an
dru
les
that
it w
ould
not
be
able
to a
ffor
d or
rel
y on
sec
u-ri
ty p
erso
nnel
to d
o.
27
-
282
Exh
ibit
1.1.
It is
not
alw
ays
easy
for
sch
ool
adm
inis
trat
ors
to c
hoos
e ap
prop
riat
ete
chno
logi
es f
or th
eir
scho
ol.
-
Why
sec
urity
tech
nolo
gies
hav
e no
t bee
n em
brac
edby
sch
ools
in th
e pa
stA
nyon
e w
orki
ng in
the
secu
rity
fie
ld is
aw
are
that
ther
e ar
e th
ousa
nds
of s
ecur
ity p
rodu
cts
on th
e m
ar-
ket.
Som
e O
f th
em a
re e
xcel
lent
, but
man
y cl
aim
to b
e"t
he v
ery
best
of
its k
ind.
" A
nd, u
nfor
tuna
tely
, the
rear
e a
sign
ific
ant n
umbe
r of
cus
tom
ers
in th
e co
untr
yw
ho h
ave
been
less
than
ple
ased
with
the
ultim
ate
cost
, mai
nten
ance
req
uire
men
ts, a
nd e
ffec
tiven
ess
ofse
curi
ty te
chno
logi
es th
ey h
ave
purc
hase
d. S
choo
lsha
ve b
een
no e
xcep
tion
to th
is a
nd h
ave
a fe
w in
here
ntpr
oble
ms
of th
eir
own:
Scho
ols
do n
ot u
sual
ly h
ave
the
fund
ing
for
aggr
es-
sive
and
com
plet
e se
curi
ty p
rogr
ams.
Scho
ols
gene
rally
lack
the
abili
ty to
pro
cure
eff
ec-
tive
secu
rity
tech
nolo
gy p
rodu
cts
and
serv
ices
at
the
low
est b
id.
Man
y sc
hool
sec
urity
pro
gram
s ca
nnot
aff
ord
tohi
re w
ell-
trai
ned
secu
rity
per
sonn
el.
Scho
ol a
dmin
istr
ator
s an
d th
eir
staf
f ra
rely
hav
etr
aini
ng o
r ex
peri
ence
in s
ecur
ity te
chno
logi
es.
Scho
ols
have
no
infr
astr
uctu
res
in p
lace
for
mai
n-ta
inin
g or
upg
radi
ng s
ecur
ity d
evic
esw
hen
som
e-th
ing
brea
ks, i
t is
ofte
n di
ffic
ult t
o ha
ve it
rep
aire
dor
rep
lace
d.Is
sues
of
priv
acy
and
pote
ntia
l civ
il ri
ghts
law
suits
may
proh
ibit
or c
ompl
icat
e th
e us
e of
som
e te
chno
logi
es.
The
issu
es c
ome
dow
n to
app
lyin
g se
curi
ty te
chno
lo-
gies
in s
choo
ls th
at a
re e
ffec
tive,
aff
orda
ble,
and
pol
iti-
cally
acc
epta
ble
but s
till u
sefu
l with
in th
ese
diff
icul
tco
nstr
aint
s.
Eff
ectiv
enes
s ve
rsus
aff
orda
bilit
y ve
rsus
acc
epta
bilit
yE
ffec
tiven
ess,
aff
orda
bilit
y, a
nd a
ccep
tabi
lity
are
diff
icul
ttr
adeo
ffs
and,
occ
asio
nally
, a s
eem
ingl
y in
effe
ctiv
e so
lutio
nto
a s
ecur
ity p
robl
em is
cho
sen
beca
use
of a
lack
of
fund
-in
g or
pre
ssur
e fr
om th
e co
mm
unity
to d
o so
met
hing
.
Arg
umen
ts o
ften
use
d ag
ains
t sec
urity
initi
ativ
es:
"We'
ve n
ever
don
e it
that
way
bef
ore.
"
"Thi
s is
a k
nee-
jerk
rea
ctio
n."
"Our
sch
ool w
ill lo
ok li
ke a
pri
son.
"
"Stu
dent
s' r
ight
s m
ay b
e in
frin
ged
upon
."
"Peo
ple
will
thin
k w
e ha
ve a
bad
sch
ool,"
"We
may
be
sued
."
Som
e co
unte
r-ar
gum
ents
:
"We
need
to e
volv
e ou
r se
curi
ty s
trat
egie
s to
kee
pup
with
the
chan
ging
tim
es."
"Thi
s so
lutio
n w
ill ta
ke c
are
of th
e im
med
iate
thre
at w
hile
long
er te
rm s
ocia
l pro
gram
s ar
e pu
tin
to p
lace
.""O
ur s
choo
l will
look
like
it is
wel
l con
trol
led.
"
"Stu
dent
s ha
ve a
rig
ht to
a s
afe
and
secu
re s
choo
len
viro
nmen
t.""W
e w
ill g
ain
a re
puta
tion
for
cont
rolli
ng o
urpr
oble
ms.
""W
e m
ay b
e su
ed if
we
don'
t tak
e th
is a
ctio
n."
331
-
Alth
ough
man
y ef
fect
ive
secu
rity
mea
sure
s ar
e to
o ex
pen-
sive
for
sch
ools
, cos
t alo
ne is
not
oft
en th
e ul
timat
e dr
i-ve
r. M
ost m
ajor
cha
nges
to s
ecur
ity p
olic
ies,
incl
udin
g th
ein
trod
uctio
n of
tech
nolo
gies
, are
oft
en b
roug
ht o
n no
t by
fore
sigh
t but
as
a re
spon
se to
som
e un
desi
rabl
e in
cide
nt.
Thi
s is
not
to s
ay th
at a
goo
d ar
gum
ent s
houl
d be
mad
efo
r ap
plyi
ng e
very
phy
sica
l sec
urity
app
roac
h in
eve
rysc
hool
. "A
ppro
pria
te"
prep
arat
ion
is, b
y fa
r, th
e gr
eate
r"a
rt"
in s
ecur
ity s
yste
m d
esig
n, a
nd it
incl
udes
an
evol
ving
plan
, beg
inni
ng w
ith d
efin
ing
a pa
rtic
ular
sch
ool's
ris
ks.
A s
yste
mat
ic a
ppro
ach
to id
entif
ying
the
secu
rity
ris
ks a
t a s
choo
lN
ote:
The
fol
low
ing
disc
ussi
on c
onsi
ders
all
secu
rity
risk
s to
sch
ools
viol
ence
, dru
gs, t
heft
, and
van
dalis
mno
t jus
t tho
se th
at m
ay b
e ad
dres
sed
by th
e te
chno
logi
esco
vere
d in
this
vol
ume.
Dep
endi
ng o
n th
e ac
cept
ance
and
dem
and
for
this
gui
de, f
utur
e ad
ditio
nal v
olum
esw
ill a
ddre
ss th
e re
mai
ning
tech
nolo
gies
in g
reat
er d
etai
l.
In th
e pa
st, s
choo
ls h
ave
rare
ly u
nder
stoo
d th
e ne
edor
had
the
time
or r
esou
rces
to c
onsi
der
thei
r se
curi
typl
ans
from
a s
yste
ms
pers
pect
ivel
ooki
ng a
t the
big
pict
ure
of w
hat t
hey
are
tryi
ng to
ach
ieve
in o
rder
toar
rive
at t
he o
ptim
al s
ecur
ity s
trat
egy.
A s
choo
l's s
ecu-
rity
sta
ff m
ust u
nder
stan
d w
hat i
t is
tryi
ng to
pro
tect
(peo
ple
and/
or h
igh-
valu
e as
sets
), w
ho it
is tr
ying
topr
otec
t aga
inst
(th
e th
reat
s), a
nd th
e ge
nera
l env
iron
-m
ent a
nd c
onst
rain
ts th
at it
mus
t wor
k w
ithin
the
char
acte
riza
tion
of th
e fa
cilit
y. T
his
unde
rsta
ndin
g w
illal
low
a s
choo
l to
defi
ne it
s gr
eate
st a
nd/o
r m
ost l
ikel
yri
sks
so th
at it
s se
curi
ty s
trat
egy
cons
ciou
sly
addr
ess-
es th
ose
risk
s. T
his
stra
tegy
will
like
ly in
clud
e so
me
com
bina
tion
of te
chno
logi
es, p
erso
nnel
, and
pro
ce-
dure
s th
at d
o th
e be
st p
ossi
ble
job
of s
olvi
ng th
e
324
scho
ol's
pro
blem
s w
ithin
its
fina
ncia
l, lo
gist
ical
, and
polit
ical
con
stra
ints
.
Why
is th
is c
aref
ul id
entif
icat
ion
of r
isk
impo
rtan
t?B
ecau
se f
ew f
acili
ties,
esp
ecia
lly s
choo
ls, c
an a
ffor
d a
secu
rity
pro
gram
that
pro
tect
s ag
ains
t all
poss
ible
inci
dent
s.
No
two
scho
ols
are
alik
e an
d, th
eref
ore,
ther
e is
no
sing
le a
ppro
ach
to s
ecur
ity th
at w
ill w
ork
idea
lly f
oral
l sch
ools
. Fro
m y
ear
to y
ear,
eve
n, a
sch
ool's
sec
urity
stra
tegy
will
nee
d re
visi
on b
ecau
se th
e w
orld
aro
und
itan
d th
e pe
ople
insi
de it
will
alw
ays
be c
hang
ing.
Def
inin
g a
scho
ol's
ass
ets.
For
this
sch
ool y
ear,
wha
t is
mos
t at r
isk?
The
pro
tect
ion
of th
e st
uden
ts a
nd s
taff
is a
lway
s at
the
top
of th
is li
st, b
ut th
e m
easu
res
take
nto
pro
tect
them
will
usu
ally
be
driv
en b
y th
e de
fine
dth
reat
s. A
re th
e in
stru
men
ts in
the
band
hal
l ver
y at
trac
-tiv
e ta
rget
s fo
r th
eft o
r va
ndal
ism
? Is
the
new
com
pute
rla
b fu
ll of
the
best
and
mos
t eas
ily r
esol
d co
mpu
ters
?T
houg
h de
sira
ble,
a s
choo
l can
not p
ossi
bly
affo
rd to
prot
ect e
very
thin
g to
the
sam
e le
vel o
f co
nfid
ence
.
Def
inin
g a
scho
ol's
thre
ats.
For
this
sch
ool y
ear,
who
or w
hat i
s yo
ur s
choo
l thr
eate
ned
by?
Gan
g ri
valr
ies?
Figh
ts b
ehin
d th
e gy
m?
Dru
gs h
idde
n in
lock
ers?
Gun
s br
ough
t to
scho
ol?
Out
side
rs o
n ca
mpu
s?D
rink
ing
at lu
ncht
ime?
Veh
icle
bre
akin
s? G
raff
iti in
the
bath
room
s? A
ccid
ents
in th
e pa
rkin
g lo
t? H
owso
phis
ticat
ed (
know
ledg
eabl
e of
thei
r ta
sk o
f m
alev
o-le
nce)
or
mot
ivat
ed (
will
ing
to r
isk
bein
g ca
ught
or
inju
red)
do
the
perp
etra
tors
see
m to
be?
Mea
sure
sta
ken
to p
rote
ct a
gain
st th
ese
thre
ats
are
driv
en b
y th
ech
arac
teri
zatio
n of
the
faci
lity
and
its s
urro
undi
ngs
asm
entio
ned
earl
ier.
-
Cha
ract
eriz
ing
a sc
hool
's e
nvir
onm
ent.
Any
sec
urity
stra
tegy
mus
t inc
orpo
rate
the
cons
trai
nts
of th
e fa
cilit
yso
that
all
stre
ngth
s, w
eakn
esse
s, a
nd id
iosy
ncra
sies
are
real
ized
and
pro
vide
d fo
r. H
ow r
isks
are
app
roao
hed
will
larg
ely
be d
rive
n by
fac
ility
con
stra
ints
. If
thef
t and
vand
alis
m a
re p
rim
ary
risk
s fo
r yo
ur s
choo
l, an
swer
s to
ques
tions
reg
ardi
ng th
e ph
ysic
al p
lant
will
det
erm
ine
the
optim
al s
ecur
ity m
easu
res.
Is
the
scho
ol n
ew o
r ol
d?A
re th
e w
indo
ws
part
icul
arly
vul
nera
ble?
Doe
s ev
eryo
new
ho e
ver
wor
ked
at th
e sc
hool
stil
l hav
e ke
ys?
Wha
t is
the
nigh
ttim
e lig
htin
g lik
e? D
oes
the
inte
rior
intr
usio
nse
nsor
sys
tem
wor
k w
ell,
or d
o th
e lo
cal p
olic
e ig
nore
the
alar
ms
due
to a
hig
h fa
lse-
alar
m r
ate?
Are
vis
itors
forc
ed o
r m
erel
y re
ques
ted
to g
o th
roug
h th
e fr
ont o
ffic
ebe
fore
acc
essi
ng th
e re
st o
f th
e sc
hool
?
If o
utsi
ders
on
cam
pus
are
a pr
imar
y co
ncer
n, it
will
be
nece
ssar
y to
rec
ogni
ze th
e fa
cilit
y's
abili
ty to
con
trol
unau
thor
ized
acc
ess.
How
man
y en
try
poin
ts a
re th
ere
into
the
build
ings
? A
re g
angs
pre
sent
in th
e ar
ea?
Are
the
scho
ol g
roun
ds o
pen
and
acce
ssib
le to
any
one,
or
do f
ence
s or
bui
ldin
gs r
estr
ict a
cces
s (e
xhib
it 1.
2)?
Isth
ere
easy
acc
ess
to th
e sc
hool
roo
f? W
here
are
hid
ing
plac
es w
ithin
the
build
ing
or o
n th
e pr
emis
es?
Is th
est
uden
t pop
ulat
ion
smal
l eno
ugh
so th
at m
ost o
f th
est
aff
wou
ld r
ecog
nize
mos
t of
the
stud
ents
and
par
ents
?
If is
sues
of
viol
ence
are
a m
ajor
con
cern
, a th
orou
ghun
ders
tand
ing
of e
mpl
oyee
s, s
tude
nt p
rofi
les,
and
nei
gh-
borh
ood
char
acte
rist
ics
will
be
nece
ssar
y. W
hat i
s th
ecr
ime
rate
in th
e ne
ighb
orho
od?
Is th
e sc
hool
adm
inis
-tr
atio
n w
ell l
iked
by
the
stud
ents
? A
re te
ache
rs a
llow
edac
cess
to th
e sc
hool
at n
ight
? A
re s
tude
nts
allo
wed
off
cam
pus
at lu
nch
time?
How
muc
h sp
endi
ng m
oney
do
stud
ents
gen
eral
ly h
ave?
Are
pop
ular
han
gout
s fo
r yo
ung
peop
le c
lose
by
and,
for
bus
ines
s es
tabl
ishm
ents
, doe
sm
anag
emen
t col
labo
rate
with
the
scho
ol?
Are
exp
elle
d
5
or s
uspe
nded
stu
dent
s se
nt h
ome
or to
an
alte
rnat
ive
scho
ol?
How
man
y in
cide
nts
of v
iole
nce
have
occ
urre
dat
the
scho
ol o
ver
the
past
4 y
ears
? W
hat i
s th
e ge
nera
lre
puta
tion
of th
e sc
hool
, and
how
doe
s it
appe
ar to
an
outs
ider
? A
re y
our
mos
t voc
al p
aren
ts p
rose
curi
ty o
rpr
opri
vacy
? D
o yo
ur s
tude
nts
like
and
resp
ect y
our
secu
rity
per
sonn
el w
ell e
noug
h to
pas
s th
em p
iece
s of
info
rmat
ion
rega
rdin
g se
curi
ty c
once
rns?
Onc
e th
esc
hool
's th
reat
s, a
sset
s, a
nd e
nvir
onm
enta
l con
stra
ints
are
unde
rsto
od, t
he s
ecur
ity n
eeds
can
be
prio
ritiz
edsu
ch th
at th
e sc
hool
's s
ecur
ity g
oals
are
und
erst
ood
byal
l tho
se in
volv
ed.
Iden
tifyi
ng s
ecur
ity n
eeds
and
then
sec
urin
g th
e fu
ndin
gto
pay
for
them
are
usu
ally
unr
elat
ed a
t mos
t sch
ools
.Sc
hool
s ha
ve to
hav
e a
"Pla
n B
," f
or p
rogr
am d
esig
nw
hich
may
be
the
perf
ect "
Plan
1C
but s
prea
d ou
t ove
rse
vera
l yea
rs o
f im
plem
enta
tion.
If
the
desi
rabl
e st
rate
-gi
es (
e.g.
, fen
cing
, sen
sors
, loc
ker
sear
ches
, spe
edbu
mps
) ar
e to
o co
stly
or
unpa
lata
ble
to th
e co
mm
unity
,a
scho
ol m
ay th
en n
eed
to m
odif
y th
e fa
cilit
y co
nstr
aint
s(e
.g.,
back
ent
ranc
es lo
cked
fro
m th
e ou
tsid
e, n
o op
enca
mpu
s fo
r st
uden
ts, n
o te
ache
r ac
cess
aft
er 1
0 p.
m.,
all c
ompu
ter
equi
pmen
t bol
ted
dow
n, n
o lo
cker
s fo
r st
u-de
nts,
and
so
fort
h).
Mos
t sch
ool d
istr
icts
or
scho
ol b
oard
s w
ill b
e m
ore
supp
ortiv
e of
sec
urity
mea
sure
s an
d th
e re
ques
ted
fund
ing
if th
ey a
re w
ell e
duca
ted
abou
t the
mos
t lik
ely
risk
s fa
ced
each
yea
r an
d th
e op
tions
ava
ilabl
e. A
secu
rity
sta
ff s
houl
d no
t hav
e th
e w
ide-
open
cha
rter
to"k
eep
ever
ythi
ng a
nd e
very
body
saf
e."
A s
choo
l boa
rdsh
ould
be
brie
fed
as o
ften
as
once
a m
onth
as
to w
hat
the
curr
ent s
ecur
ity g
oals
are
and
wha
t str
ateg
ies
are
reco
mm
ende
d, r
ealiz
ing
that
thes
e w
ill a
nd m
ust c
on-
tinue
to e
volv
e. I
f a
scho
ol b
oard
mem
ber
is c
lear
lyaw
are
of a
sch
ool's
mos
t im
port
ant c
once
rns
and
wha
t
35
-
Exh
ibit
1.2.
A 3
-foo
t fen
ce a
dded
ver
y lit
tle s
ecur
ity to
this
sch
ool t
hat w
as c
onst
antly
bei
ng v
anda
lized
.
366
a;7,
-
is r
equi
red
to a
chie
ve th
em, t
hen
he o
r sh
e is
less
like
-ly
to b
e sw
ayed
by
an ir
ate
pare
nt in
to m
akin
g a
deci
-si
on th
at w
ill h
andi
cap
reas
onab
le s
ecur
ity e
ffor
ts.
Des
igni
ng th
e sc
hool
sec
urity
sys
tem
Aft
er id
entif
ying
the
risk
s or
con
cern
s at
a n
oned
uca-
tiona
l fac
ility
, a m
etho
dica
l app
roac
h to
the
secu
rity
plan
wou
ld th
en e
xam
ine
poss
ible
sol
utio
ns to
eac
har
ea o
f vu
lner
abili
ty f
rom
the
pers
pect
ive
of:
Det
ectio
nD
elay
Res
pons
e
For
any
prob
lem
, it i
s ne
cess
ary
firs
t to
dete
ct th
at a
nin
cide
nt o
r pr
oble
m is
occ
urri
ng. F
or e
xam
ple,
whe
nso
meo
ne is
bre
akin
g in
to a
bui
ldin
g, it
is n
eces
sary
that
this
act
be
dete
cted
and
that
info
rmat
ion
be s
uppl
ied
toth
e au
thor
ities
as
soon
as
poss
ible
. Nex
t, th
is a
dver
sary
mus
t be
dela
yed
as lo
ng a
s po
ssib
le s
o th
at th
e re
spon
sefo
rce
may
arr
ive.
A s
impl
e ex
ampl
e of
del
ay w
ould
be
firm
ly b
oltin
g co
mpu
ter
com
pone
nts
onto
larg
e he
avy
desk
s, s
o th
at a
thie
f is
for
ced
to u
se m
ore
time
rem
ovin
gth
e bo
lts. F
inal
ly, s
omeo
ne, s
uch
as th
e po
lice,
mus
tre
spon
d to
the
inci
dent
to c
atch
the
thie
f re
dhan
ded.
For
a sc
hool
env
iron
men
t, it
is p
roba
bly
mor
e ap
pro-
pria
te to
exp
and
this
mod
el:
Det
erre
nce
Det
ectio
nD
elay
Res
pons
e/In
vest
igat
ion
Con
sequ
ence
s
See
exhi
bit 1
.3 f
or m
ore
deta
il.
The
mos
t app
ealin
g st
ep in
any
sch
ool s
ecur
ity s
yste
msh
ould
be
to c
onvi
nce
the
perp
etra
tor
that
he
or s
hesh
ould
not
do
wha
teve
r it
is h
e or
she
is c
onsi
deri
ng,
whe
ther
the
actio
n is
per
ceiv
ed a
s to
o di
ffic
ult,
not
wor
thw
hile
, or
the
chan
ces
of b
eing
cau
ght a
re q
uite
7
high
. Cle
arly
, mos
t sec
urity
mea
sure
s em
ploy
ed in
faci
litie
s ar
e in
tend
ed f
or th
e pr
ecis
e pu
rpos
e of
det
er-
renc
e, w
heth
er it
be
to d
isco
urag
e a
thie
f, a
dru
g de
aler
,or
an
erra
nt e
mpl
oyee
. (N
ote:
Det
erre
nce
is n
ot g
ener
al-
ly c
onsi
dere
d pa
rt o
f th
e se
curi
ty s
trat
egy
for
mos
thi
gh-r
isk
gove
rnm
ent f
acili
ties;
this
is d
ue in
par
t to
the
fact
that
qui
te a
bit
of d
eter
renc
e co
mes
"fr
ee"
with
othe
r se
curi
ty m
easu
res,
and
it w
ould
be
diff
icul
t to
attr
ibut
e a
lack
of
secu
rity
pro
blem
s to
any
par
ticul
arde
terr
ence
eff
ort.)
Unl
ike
othe
r fa
cilit
ies,
whe
re a
per
petr
ator
wou
ld b
eha
nded
ove
r to
the
auth
oriti
es, a
nd th
e co
nseq
uenc
esde
term
ined
by
law
, a s
choo
l oft
en h
as th
e au
thor
ityan
d/or
opp
ortu
nity
to e
stab
lish
the
cons
eque
nces
for
inci
dent
s th
at o
ccur
on
thei
r ca
mpu
s. I
t is
impe
rativ
e,ho
wev
er, t
hat s
choo
ls d
o no
t ass
ume
auth
ority
that
they
do
not h
ave.
Iss
ues
gove
rned
by
law
mus
t be
repo
rted
to th
e ap
prop
riat
e au
thor
ity.
To
illus
trat
e th
e ap
plic
atio
n of
this
mod
el, c
onsi
der
the
prob
lem
of
nigh
ttim
e br
eaki
ns a
nd th
eft i
n a
scho
olbu
ildin
g. A
mod
el f
or th
e se
curi
ty s
trat
egy
to a
ddre
ssth
is m
ight
be:
Det
erre
nce
Clo
se o
ff th
e pa
rkin
g lo
t or
driv
eway
s to
vehi
cle
traf
fic
at n
ight
. Pos
t sig
ns th
atvi
deo
cam
eras
are
in u
se o
n th
e ca
m-
pus
(but
onl
y if
you
act
ually
do
have
cam
eras
). U
se f
enci
ng s
trat
egic
ally
, but
whe
re f
enci
ng w
ould
be
unac
cept
able
,co
nsid
er a
bar
rier
of
thor
ny p
yrac
anth
abu
shes
(ex
hibi
t 1.4
). A
llow
a la
wen
forc
emen
t off
icer
to li
ve o
n ca
mpu
s.
Det
ectio
nIn
stal
l an
intr
usio
n de
tect
ion
syst
emin
all
scho
ol h
allw
ays,
adm
inis
trat
ive
offi
ces,
and
roo
ms
with
hig
h-va
lue
39
-
[3(g
aggi
jiaji0
g
(DE
Sen
sors
Dru
g do
gsB
omb
dogs
Cam
eras
Fen
cing
Sig
nsR
eput
atio
nV
ideo
cam
eras
I.D. c
heck
s
Wea
pon
scre
enin
gsO
ffice
r(s)
on
cam
pus
Tho
rny
bush
esA
ntig
raffi
ti se
aler
sR
ando
m lo
cker
sea
rche
sV
ehic
le c
heck
s
Dru
g do
gs
Dur
ess
alar
ms
Wea
pon
scre
enin
gsS