Alice Training Provides Staff Options Against Possible School Shooter
The “shooter” (Reserve Deputy Dan Egeler) enters the classroom during the lockdown simulation.
Gunshots rang out in the hallway of the Manchester Early Childhood Center (MECC). In the classrooms, the lights were immediately turned off and everyone ducked behind overturned tables, hid in cabinets and under desks, and climbed behind bookcases to avoid being the target of the shooter. The shooter taunted and called out to the teacher as he entered the classroom. He snickered as he turned on the lights, identified his targets and began shooting. When he had reached his kill goal in the classroom, he walked away and hunted for his next group of potential targets.
Thankfully, it was a simulation. It was the first of three simulations that would be performed that night during ALICE training by the Washtenaw County Sheriff’s Department, led by Sgt. Beth Gieske. The “shooter” was Reserve Deputy Dan Egeler, armed only with a cap gun. The “targets” were employees at who worked at the Ackerson building (both preschools, CRC, school administration) and the after-hours staff of the school district. In all, about 36 individuals received ALICE training Thursday night, November 22, 2013.
Participants for this session were employees at the Ackerson Building and after-hours staff of the school district.
The ALICE program was created by Greg Crane after the attack at Columbine High School. It provides training for those who would be in the building during an attack from an active shooter. He created the program for his wife, then an elementary school principal, to have better alternatives to a simple lockdown. In numerous interviews, Greg Crane has indicated that in a lockdown, the students are just a sitting target for the shooter. He wanted to provide alternatives to increase the likelihood of survival.
ALICE is an acronym for: Alert, Lockdown, Inform, Counter, Evacuate. These five techniques are not to be used in sequence, or even all during the same incident, as you obviously cannot lockdown AND evacuate simultaneously. They are options that can be utilized depending upon the circumstances. Sgt. Gieske indicated that rather than specific steps to follow, each individual is given techniques to use whenever it becomes necessary, allowing for an individual’s own decision-making “utilizing the infrastructure, technology, and human action to increase chance of survival. It provides options in an unpredictable situation.” This training empowers individuals to make choices that is right for them at the moment.
The “shooter” (Reserve Deputy Dan Egeler) aims at his targets during the lockdown simulation.
According to Sgt. Gieske, the average time for help to arrive is between 9-15 minutes. On average, in an active shooter situation, 2 or 3 people are killed every minute. In the past, the Sheriff Department’s policy had been to arrive, secure the perimeter, and wait for a tactical team. The SWAT team could take up to 45 minutes or more to arrive. Meanwhile the shooter is in a building hurting people, often fatally.
The Sheriff’s Department changed it’s procedures after the Columbine and Sandy Hook tragedies. They no longer wait for a tactical team. Now, school’s procedures need to change as well, to respond to those same circumstances. ALICE gives the staff options.
During the ALICE training, the employees participated in three simulations. The simulations were performed to allow the employees to experience what it would be like to have an active shooter in the building. During the three simulations they tried three different types of responses to counter an active shooter and they experienced the difference in outcomes based on their responses.
Participants crawl out from behind overturned tables and desks at the end of the first simulation.
During the first simulation, the participants acted as if they were students, simply playing in their classroom. As the first gunshot was heard in the hallway, a collective gasp was audible, someone shut off all of the lights, and the participants hit the floor scrambling to hide in the darkness. They were told to act as if they were in lockdown. Not a word was heard as participants hid under tables or desks. They did not try to escape. The shooter entered the room taunting the participants. “Oh teacher, where are you teacher?” He just turned the lights back on, and was able to shoot his targets and walk away without any obstruction as he headed to the next classroom for more targets.
In this scenario, the employees that were hiding behind overturned tables would have been hurt or killed as there was nothing to stop the shooter and the staff did not run. At the end of this simulation, smoke still filled the air from the cap gun, the smell of gunfire and fear was nearly tangible, and the staff (and this reporter) would never be the same. The staff expressed sentiments of feeling like a “sitting duck” after this particular simulation.
Instructors demonstrate how to block a shooter’s entry using a small children’s chair.
In the second simulation the group was instructed to create obstacles by barricading the door, piling chairs or desk in front of it, and attempting to keep the shooter out of the classroom rather than simply relying on the lock in the door to keep him out. Both groups were successful. By wedging a tiny children’s chair through the door handle, they were able to physically block the shooter from opening the door. The deputy indicated that Manchester was one of the few training sites where he was unable to open the doors! In this scenario, with just a little bit of added intervention, everyone survived and were able to go home to their families.
It should be noted here that not being able to open the classroom door is obviously critically important to keeping the children safe. Yes, the intruder can shoot through the glass window in the door or shoot from the outside of the building through the window, but it’s been shown in previous incidents that an intruder will usually move on to a simpler target when encountering a blockade. The intruder knows that the police are on the way and that time is limited. If the goal is to hurt as many people as possible, then the intruder will seek easier targets.
Instructors demonstrate how two people can stop a shooter by grabbing on to his arms and holding them down with their weight.
In the third and final simulation, the participants were given small objects to throw at the intruder to distract him and then ultimately, if the conditions allowed, to use physical force to stop the intruder from being able to shoot. This could be something as simple as hanging onto the intruder’s arms and not allowing him to raise the gun, as demonstrated by the deputies during training. Or, ultimately, it could mean tackling the intruder. The training offered different options depending upon the situation and depending upon the participant’s confidence level.
In this simulation, participants were given small plastic balls to throw as a distraction. The intent was to simulate the shooter entering a room, so the door was not barricade during this simulation. As he entered the room and turned on the lights, the staff threw many plastic balls at him, throwing him off balance as he tried to dodge the balls being thrown at his face. While he was dodging the balls, two of the employees stepped and attacked, taking him down. Both of the employees, Miss Kelly and Miss Dee, had huge smiles on their faces and walked away empowered.
It should be acknowledged that this part of the training, countering a shooter, has been scrutinized heavily. Opponents of ALICE will say that throwing staplers, pencils, or toys are inadequate as a weapon when compared to a person with a gun. This training does NOT suggest that you seek out and fight the shooter. Attacking a shooter is the absolute last resort. It is only used when no other alternatives are left. Essentially, the shooter is there to harm you and it gives you the choices to sit and be shot or fight to live. The items that are thrown are merely distractions. Greg Crane indicates that, “The purpose of the counter is to make his job of trying to hurt you more difficult. There is a difference between shooting and shooting accurately. Citizens have stopped almost twice the number of active shooters that the police have stopped. Almost every time that they’ve done it, they’ve done it through a numerical advantage. “
ALICE training is a life skill that encourages everyone not to be set in a procedural mold. Look for options, use information to determine a plan of action, not blindly follow instructions. One size does not fit all. Sgt. Gieske indicated that this is useful for any situation. When you enter restaurants, shopping centers, or churches, know where the exits are and watch activity around you. Determine your options for escape or countering an individual that may attack. Sometimes the escape route is not the front door. Look for windows or alternate doors. Decisions are always fluid and should change depending on the circumstances.
What is ALICE, exactly?
ALICE allows for any number of responses to an intruder. These are not meant to be sequential, nor will all techniques be used at all times. These are options to be used, dependent upon an individual’s circumstances.
Alert – Use Plain and Specific Language. Avoid code words.
Call 911 administration immediately to get help as soon as possible. The phone call is being recorded as soon as it starts to ring, even before a dispatcher answers. Start talking right away. One thing to note, Sgt. Gieske indicated for Manchester is that if you use a cell phone to call 911, the call may be sent to Lenawee county. Be sure to tell the 911 operator the location and what is happening. They will transfer you to Washtenaw County immediately. You will not have to hang up.
Lockdown- Barricade the Room. Silence Mobile Devices. Prepare to EVACUATE or COUNTER if needed.
During a lockdown, everyone in the room will hide under desks, in closets, anywhere away from the door. The door is locked, blinds drawn, and no movement should be seen. If there are cabinets in the room, use them. Create barriers to the door. Use belts, ropes, or chairs to secure the doors as much as possible. Once in lockdown, use information to determine if escape is possible. It is not necessary to stay in lockdown.
Inform – Communicate the Shooters Location in Real Time
Inform is a continuation of Alert and uses any means necessary to pass on real-time information. Video surveillance, 911 calls and PA announcements are just a few of the channels that may be used by school employees, safety officers, and other personnel. Sgt. Gieske indicated that by announcing the shooters whereabouts in the building, it throws them off. Do this as much as possible.
Counter – Create Noise, Movement, Distance and Distraction with the intent of Reducing the Shooters Ability to Shoot Accurately.
Use whatever tools are available to distract the shooter. This option is used only as a last resort when contact is made with the shooter. Throw items at the shooter. The first instinct is to dodge the thrown item. This will keep the shooter off balance and he will not have good aim at his target. The shooter may still discharge the gun, but it won’t hit a target exactly as intended. Use the power of numbers. Two or three people can attack and disarm the shooter with coordinated effort.
Evacuate – When safe to do so, remove yourself from the danger zone
Leave the area, when safe to do so. This is the ultimate goal, to get away from the danger. Know alternative routes of escape through other doors or windows. Know where you are and what the escape routes are.
For more information on ALICE training, go to www.alicetraining.com.
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