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Unit 1: Critical Incident Response 14 Lesson 1: Incident Command System (ICS) and Response Lesson Goal At the end of this lesson, you will understand the structure of the Incident Command System (ICS) and your role when responding to a critical...

Unit 1: Critical Incident Response 14 Lesson 1: Incident Command System (ICS) and Response Lesson Goal At the end of this lesson, you will understand the structure of the Incident Command System (ICS) and your role when responding to a critical incident. Serving your community through law enforcement means that you must be ready to handle many situ- ations. While every day as a law enforcement officer will offer unique challenges, sometimes you will be required to respond to events that are outside the scope of your typical duties. Often classified as critical incidents, these are events that can put lives at risk and cause major damage to property and the environment. They can be natural, or the result of human acts or error. Examples of natural critical incidents include hurricanes, tornadoes, floods, and wildfires. Human-made critical inci- dents include active shooter events, hazardous material spills, or bomb threats. The effectiveness of your response can impact the public’s confidence in law enforcement and can affect a community’s ability to recover from a critical incident. Your community members will turn to you for support. When you display empathy, calmness, and professionalism, you are more likely to be successful in recovery efforts. ; LE1411.1. Describe the importance of an effective response to a critical incident Public safety organizations often use the Incident Command System during a critical incident. The Incident Command System (ICS) is a standard, on-scene, all-hazards approach to manage and coordinate the opera- tion of facilities, equipment, personnel, procedures, and communications under a common organizational structure. ICS helps manage resources effectively. Law enforcement and other public safety organizations use ICS to deal with many types of incidents. It has helped officers both locally and nationally manage situations, such as large vehicle crashes, hurricanes, wildfires, large social gatherings, and missing persons. The chart below details the common structure of an Incident Command System. Note that ICS for differ- ent organizations might not include every aspect of this chart. Regardless, the basic structure of any ICS is similar. Chapter 14 Critical Incidents / 531 Figure 14-1: Incident Command System ; LE1411.2. Describe the role and structure of the Incident Command System When acting as part of the initial response to a critical incident, obtain the necessary information from dispatch and immediately: Identify the type of incident or threat. Determine if the situation requires personal protective equipment (PPE). Establish ICS. Set up a command post. Determine the resources needed, including the assistance of other agencies. Determine whether to shelter-in-place or evacuate (with evacuation routes and collection points). Shelter-in-place means taking immediate shelter in a readily accessible location or re- maining inside a structure to prevent exposure to a dangerous situation that exists outside of the structure. The ICS scope and structure can expand or contract based on the nature of the incident. Be prepared to transfer ICS command as needed. You will get assignments and attend regular briefings for ongoing situations, such as hurricanes or wildfires, for which an ICS is already established. Personnel not at the scene or working in a command post depend on the responding officers to provide regular updates as events develop. Communicate in plain language since different agencies may use different radio codes. Most incidents require some type of debriefing or documentation when they are over. These will vary depending on the situation. ; LE1411.3. Describe an officer’s role within the Incident Command System 532 / Florida Basic Recruit Training Program (LE): Volume 1 The National Incident Management System (NIMS) provides ICS training on the Federal Emergency Man- agement Agency (FEMA) website. It offers two courses: IS-100.C: Introduction to the Incident Command System, ICS 100, and IS-700.B: An Introduction to the National Incident Management System. You must complete the courses and pass the online exams. Print your certificates and give them to your instructor when you are finished. ; LE1411.4. Complete the two National Incident Management System online modules regarding Incident Command System (ICS) Chapter 14 Critical Incidents / 533 14 Unit 1: Critical Incident Response Lesson 2: Natural Disasters Lesson Goal At the end of this lesson, you will know how to prepare your community and your personal life for a natural disaster and understand your role in the aftermath. Think About This Officer Ramos is preparing to help with evacuations for a hurricane that is heading toward Florida, but she is concerned about her own family’s evacuation plan. How could Officer Ramos have prepared for this situa- tion so she would be ready to work her shift during the storm? Florida is prone to many types of environmental disasters, particularly hurricanes, tornadoes, floods, and wildfires. As an officer, you must be ready to respond when a disaster strikes. Although an agency’s re- sponse to natural disasters may vary with policies, certain law enforcement duties are relatively standard. You can expect to help with evacuations, traffic control, and directions, as well as provide security for shelters. While your knowledge of your community is always valuable, it will be crucial during disasters. Officers who have established strong relationships with their community will have more knowledge of what the commu- nity needs before and after a disaster. For example, if you know that you have a large elderly population or many people who do not speak English, you can provide information about these needs to other assisting agencies. Officers with strong community ties will also be more effective when delivering information about evacu- ations and safety procedures. Often, you will be responsible for relaying life-saving information, including information on family reunification, food banks, and shelters. If you have worked to build a bond with community members, there is a greater chance this information will persuade them to take appropriate precautions or be linked to the proper resources. A strong relationship with the community can potentially save many lives and help speed recovery after the disaster. ; LE1412.1. Develop strong community relationships to aid in your response to natural disasters Before a disaster strikes, have an emergency plan in place for your family members and pets. You will be expected to work during all phases of the disaster. This will make it difficult for you to assist your family in their preparation or evacuation. Creating a plan for your family ahead of time will ease your anxiety and allow you to focus on your duties. A few things to include in your family emergency plan include: a family meeting location at least one out-of-town contact 534 / Florida Basic Recruit Training Program (LE): Volume 1  a list of emergency management contacts for your county a method for your family to contact you once the disaster is over Prepare disaster kits for both yourself and your family. The kits should contain the basic supplies needed for a 72-hour period. Your family’s disaster kit should contain supplies, such as a first aid kit, important pa- perwork, non-perishable food, water, toys for children, pet food, a flashlight, batteries, medications, and a radio. Your disaster kit should include many of the same items but also have an extra uniform and a change of clothes. Be sure to check the disaster kits every six months and replace any food, water, or medicines that might have expired. ; LE1412.2. Describe the steps you should take in your personal life prior to a natural disaster Right after the disaster, your work will shift from evacuation to search and rescue and delivering sup- plies; providing security to shelters, distribution centers, and hospitals; and keeping the peace. While post- disaster recovery can often feel chaotic, your role will be helping the community return to a sense of normalcy and order. Additionally, you will help provide support to those who may have lost everything. As an officer, you will be one piece in the larger puzzle of disaster response and recovery. Your entire com- munity, as well as outside emergency management agencies and first responders, will assist in recovery efforts. You will need to work alongside all of these individuals and agencies to ensure that your community recovers. ; LE1412.3. Summarize the duties that an officer will perform in the aftermath of a natural disaster Chapter 14 Critical Incidents / 535 14 Unit 1: Critical Incident Response Lesson 3: Active Shooter Lesson Goal At the end of this lesson, you will know motivations of an active shooter and the importance of fol- lowing agency policies and procedures when responding. Think About This You’re the first one on the scene of an active shooter incident. What do you do? The FBI defines an active shooter as an individual actively engaged in killing or attempting to kill people in a populated area. Occasionally, you might hear an active shooter also referred to as an “active threat.” An active shooter’s goal is mass murder, not traditional criminal acts, such as robbery or hostage taking. Hundreds of active shooter attacks have occurred across the United States, and the threat of such violent incidents remains a primary concern for all law enforcement officers. As with many other types of critical incidents, agency policies and response protocols for addressing an active shooter event vary. Certain traits are common to active shooters. They may experience hate, anger, and the feeling that they have been victimized by others, even if this is untrue. Some active shooters have had previous arrests for violent crimes but others have had no interaction with law enforcement. This can make it difficult to iden- tify the shooters before they act. There are, however, certain factors common to active shooters. These may include: loss of significant relationships changes in financial status or loss of or termination from a job feelings of victimization major adverse changes to life circumstances feelings of perceived injustice The majority of active shooters are often experiencing many of these indicators. However, these indicators alone do not mean that a person is likely to commit a shooting. It is also important to remember that there is not a single profile for a mass shooter. Many active shooters show their desire to hurt others before carrying out a mass shooting. They may en- gage in certain behaviors that prompt those around them to realize they are thinking about carrying out mass violence. These behaviors may include showing their desire to hurt others through social media or journal writings, and making statements to other people. ; LE1413.1. Identify some of the characteristics and motivations of an active shooter 536 / Florida Basic Recruit Training Program (LE): Volume 1 Current tactics focus on immediately locating the active shooter and ending the threat before helping the injured. If you respond to an active shooter situation, you should always be prepared to respond alone and not wait for backup. An active shooter incident is often a chaotic situation with large numbers of injured people, fleeing crowds, and the potential secondary hazards, such as improvised explosive devices. Follow your agency’s policies and tactical training if you respond to an active shooter. ; LE1413.2. Describe your role in an active shooter incident Chapter 14 Critical Incidents / 537 14 Unit 2: Chemical and Hazardous Materials Lesson 1: Hazardous Materials Lesson Goal At the end of this lesson, you will know how to respond to a hazardous materials incident while en- suring public and personal safety. Think About This You approach a commercial truck that has pulled over to the side of the highway. As you approach the truck, the driver hands you the paperwork explaining what the truck is carrying. Upon reading the driver’s paper- work, you see the name of the substance but do not recognize it. What is your next step in this situation? Law enforcement officers are sometimes required to assist in hazmat situations. As explained in Chapter 12, a hazmat accident has the potential to cause enormous harm to a community. Traffic crashes are not the only incidents where you will potentially encounter hazmat situations. A few examples of other instances where you might encounter hazmat incidents include a factory explosion, a gas leak in a residential neigh- borhood, or a petroleum spill in a body of water. In a hazmat incident the main objectives are to: isolate the area without entering it keep people away from the scene ensure people are upwind and out of low-lying areas ; LE1421.1. List the main objectives of a hazardous materials response Several laws, regulations, and standards list what an officer should do during a hazmat incident. The standard of care is the level of competency expected or required when performing this duty. Although public safety employees have this duty to act, as a responder you should not try to do something beyond your level of training or the capability of your equipment when responding to an incident. Only a properly equipped and trained officer should approach any potential hazmat situation. Always use extreme caution. ; LE1421.2. Explain standard of care when responding to a hazardous materials incident Identifying Hazardous Materials To make accurate decisions, it is essential that you identify the type of hazardous material involved. Be careful to never put yourself at risk in the process. Prevent direct contamination by avoiding contact with the product and its gases, vapors, or smoke. To identify the material, you may have to look at documents or shipping papers, or interview the transport driver or facility staff. Employees, vehicle drivers, and bystanders may be able to identify the product. If 538 / Florida Basic Recruit Training Program (LE): Volume 1 you cannot identify the material’s specific name, make decisions as an awareness-level responder to mini- mize potential health hazards. Rely on agency policies and procedures to avoid risk to people and property. ; LE1421.3. Describe the primary methods to detect the presence of a hazardous material Classes of Hazardous Materials The U.S. Department of Transportation (USDOT) defines nine common classes of hazardous materials. This information can help you identify the type of hazardous material involved in a particular incident. Classes of Hazardous Materials Class 1: explosives Explosives are materials or devices designed to release energy very rapidly. Consider all explosives to be extreme hazards when they are involved in or near a fire. Some examples of explosive materials are dynamite, black powder, and small arms ammunition. Class 2: gases Gases are materials that are neither solid nor liquid at ordinary temperatures; they are contained under pressure. Gases may be flammable, nonflammable, poisonous, or corrosive. Some examples of potentially hazardous gases are acetylene, hydrogen, and anhydrous ammonia. Class 3: flammable liquids and These materials burn in the presence of an ignition source. Some combustible liquids examples are gasoline, diesel fuel, and acetone. Class 4: flammable solid, These materials are neither liquid nor gas. They may burn in spontaneously combustible, and the presence of an ignition source, in the presence of heat or dangerous when wet friction, ignite spontaneously, or when in contact with water. Some examples are magnesium, sulfur, and calcium carbide. Class 5: oxidizers and organic These materials may cause spontaneous combustion or increase peroxides the intensity of a fire. Examples include bromine or calcium hypochlorite (bleach). Class 6: toxic materials and These materials include medical waste and biological hazards. infectious substances Class 7: radioactive substances These materials include nuclear waste, radioactive medical materials, and X-ray equipment. Class 8: corrosive substances These materials include acids, solvents, or other materials that may cause irreversible damage to human tissues. Class 9: miscellaneous dangerous Not belonging to Classes 1–8, these materials are subject to goods USDOT regulations on transportation. Some examples are: lithium ion batteries dry ice magnetized metals auto-inflating devices, such as airbags asbestos molten sulfur, PCBs (polychlorinated biphenyls) hazardous waste ; LE1421.4. Identify the nine classes of hazardous materials Chapter 14 Critical Incidents / 539 Occupancy and Location Occupancy refers to a structure and its use. Some examples are manufacturing facilities, storage facilities, retail establishments, and residences. Knowing the type of building you are entering will help you antici- pate what hazardous materials may be there. If you do not know the type of building, just assume that hazardous materials are inside. Location refers to an area and its use. Some examples are industrial parks, business districts, agricultural areas, and residential neighborhoods. Details such as traffic patterns, time of day, inhabitants, and type of location may affect how you respond to a potential hazard. Container Shape and Size The shape of the container involved in the hazmat incident can provide useful information about the type of hazard. The main types of containers include portable, fixed, and transportation containers. There is usually a direct relationship between the size of the container and the size of the affected geographical area. Therefore, the bigger the container, the bigger the area covered. Containers that store contents under pressure, such as propane or oxygen tanks, can have additional problems, like explosions and vapor releases. Placards and Labels Regulations govern the use of placards or labels on vehicles and facilities that store or transport hazard- ous materials. The USDOT requires most vehicles transporting hazardous materials to display placards that describe the class of hazardous materials on board. These placards are posted on all four sides of a vehicle, railcar, or other large container, and on the individual packages of the material. In special circumstances, the USDOT does not require placards. Anything that holds two or more classes of hazardous materials should display a “DANGEROUS” placard and may use this placard instead of the specific placard for each class of material. This may not always be the case, however, as materials like explosives and toxic gases cannot use the “DANGEROUS” sign. Other regulations, such as local ordinances, require commercial facilities to show other symbols that de- scribe the hazardous materials on site. The U.S. Environmental Protection Agency requires all pesticides and some other chemical substances to show warning labels on the outside of the container to indicate harmful contents. Remember that even if you do not see a placard, label, or other warning, hazardous materials may still be present. Shipping Papers and Facility Documents Commercial vehicle operators are required to carry documents that list the contents of their shipment. These documents are called shipping papers or shipping manifests. They can help you identify the materi- als and associated hazards and take appropriate actions if exposure occurs. Many places require facilities to keep documents that outline the type of hazardous materials stored or manufactured on site. One example of a facility document is the Safety Data Sheet (SDS). These documents must be displayed in facilities where a hazardous substance is stored, manufactured, or used. 540 / Florida Basic Recruit Training Program (LE): Volume 1 Other facility documents include the employer’s Emergency Response Plan (ERP). An Emergency Response Plan (ERP) is a written plan that describes what an organization will do during various major events. An agency ERP sets safe and uniform guidelines for response to incidents involving weapons of mass destruc- tion or hazardous materials. Colors and Markings Colors of placards and labels also help identify a material’s hazard classification. Company names and other unique markings may indicate the presence of hazardous materials. Familiarity with the users and suppliers of hazardous materials in the community can be helpful in a hazmat situation. NPFA 704 Diamonds The National Fire Protection Association (NFPA) has developed a standard facility and vehicle marking system called the 704 system. Placed on the outside of structures, storage facilities, or vehicles, this large symbol indicates that hazardous products are stored there. The diamond-shaped symbol is divided into four segments that indicate the following risks: blue: health hazards red: flammability hazards yellow: reactivity white: other (provides information on any special hazards of the material) In each area, a number from zero to four indicates the material’s relative hazard with zero indicating no hazard and four indicating the highest hazard. ; LE1421.5. Describe how to identify hazardous materials Senses Identifying a hazardous material through the five senses may place you at an unacceptable risk for exposure. Sight and hearing are considered lower-risk senses when identifying hazardous materials. Use these senses from a safe distance and look for the following: pressure release smoke or fire liquids, gas leaks, or vapor cloud condensation on pipelines or containers chemical reactions mass casualties ; LE1421.6. Distinguish between high-risk and low-risk senses Chapter 14 Critical Incidents / 541  Smell, touch, and taste are considered higher-risk senses when identifying haz- ardous materials. Never use them to identify a hazardous material. Using the ERG As discussed in Chapter 12, the Emergency Response Guidebook (ERG) can help you identify hazardous ma- terials. When responding to hazmat situations, the orange color-coded pages are the most important part of the ERG. This section has three main topics for each substance identified. ; LE1421.7. Explain how to find hazmat information in the ERG Potential Hazards Consult this topic first. It describes potential hazards that the material may display in terms of fire or explo- sion and health effects upon exposure. Public Safety The Public Safety topic has three subsections: notification, protective clothing, and evacuation. Notification The notification subsection lets you know the first thing to do when called to a scene. Some examples are activating an agency’s ERP and making sure help is coming. Call the emergency contact number on the shipping papers or the emergency response telephone numbers listed inside the ERG’s back cover for more information. Advise other responders of incident conditions, type and amount of materials, safe approach information, ERG page to use, needed resources, and any actions taken. Protective clothing The protective clothing subsection tells you about protective clothing you may need. Protective clothing requires proper training to use. Most agencies do not furnish protective clothing to patrol officers. Evacuation After isolating the immediate danger area, the next step is to evacuate or protect people in the downwind hazard area or within the radius of the incident. This distance can be very large, depending on the type of material and whether the material was spilled or involved in a fire, which may make the radius of the inci- dent much wider than it would have been otherwise. The evacuation subsection also gives information about how far people should stay from a spill, known as the protective action distance. Consult the Table of Initial Isolation and Protective Action Distances (green section) if the type of hazardous material is highlighted in the ERG. 542 / Florida Basic Recruit Training Program (LE): Volume 1 Evacuate the area if the incident is going to last for an extended period or could potentially cause a fire or explosion. Because the evacuation process may be difficult (for example, due to dense population or the presence of a school or hospital) or expose people to greater hazards than remaining in the area would, rely on agency policies for guidance. Fire creates the potential for an explosion or a boiling liquid expanding vapor explosion. The ERG gives in- depth information about protective action distances. Recommendations depend on the spill’s size, weath- er conditions, and time of day. Geographical conditions can also affect the distribution of any hazardous materials. Emergency Response The Emergency Response topic has three subsections: fire, spill or leak, and first aid. Fire The fire subsection provides guidelines to all levels of responders. Awareness-level responders must not attempt to extinguish a fire that involves hazardous materials. Normal fire extinguisher training is not suf- ficient to fight a fire that directly involves hazardous materials. You should attempt to fight such a fire only if you have proper training and protection. Operational-level personnel with the necessary protection and training can accomplish a defensive fire attack. Technician-level personnel must conduct an offensive fire attack. Spill or Leak Personnel engaged in controlling spills and leaks must have proper protection and training. You do not have training in spill or leak control. Operational-level personnel can perform spill control if they avoid direct contact with the material and have proper protection. Operational-level responders can also activate re- mote shut-off. Technician-level responders can perform leak control. First Aid The first aid subsection outlines basic first aid for victims of exposure. Awareness-level responders may identify contaminated people who present a significant risk of secondary contamination, but should avoid direct contact with these people to prevent exposure. Encourage contaminated, conscious victims to move to an isolated area and await medical assistance from properly trained and protected personnel. Do not allow anyone or anything to leave the area without evaluation for decontamination by properly protected qualified personnel. ; LE1421.8. Explain how to secure a hazmat scene Chapter 14 Critical Incidents / 543 Incident Termination Procedures All awareness-level responders should follow agency policies and procedures to terminate their involve- ment in a hazmat incident. Occupational Safety and Health Administration (OSHA) regulations require a structured termination process. The three steps are on-scene debriefing, incident critique, and after-action analysis. 1. During the on-scene debriefing process, officers are advised of the materials to which they may have been exposed, signs and symptoms of overexposure, and who to contact if they notice signs or symptoms of exposure. If exposure exceeds the acceptable published limits, the agency will send the officer for medical evaluation. 2. During the incident critique phase, officers provide information on operational strengths and weaknesses. 3. In the after-action analysis, the agency’s goal is to review any weaknesses and implement any additional or corrective training, as necessary. ; LE1421.9. Describe OSHA requirements for terminating a hazmat incident 544 / Florida Basic Recruit Training Program (LE): Volume 1  Unit 2: Chemical and Hazardous Materials 14 Lesson 2: Methamphetamine and Chemical Suicide Lesson Goal At the end of this lesson, you will know how to respond to incidents involving methamphetamine and chemical suicide while ensuring public and officer safety. Think About This You are responding to a local residence where a woman has passed out on her front lawn. When you begin to approach the woman, you notice that her garage is open and you see many bottles and what looks like something cooking on a fire. There is also a strong smell of rotten eggs. What should you do first to respond to this situation? Methamphetamine Laboratories (Meth Labs) Meth labs are locations where methamphetamine is manufactured. A meth lab can be as small as a soda bottle or as large as a warehouse. A simple chemical process converts pseudoephedrine or ephedrine into methamphetamine. Dangerous chemicals used in the manufacturing process of methamphetamine can be found anywhere in a home, vehicle, vessel, shed, motel, or other location. The materials used are readily available items such as coffee filters, two-liter bottles, blenders, lithium batteries, red-tipped matches, cold tablets, camp stove fuels, drain cleaner, brake fluid, and bleach. The presence of a combination of these materials may indicate a meth lab. Common methods used in making methamphetamine are the one-pot “Shake and Bake” method, the red phosphorous method, and the “Nazi” (anhydrous ammonia) method. Meth labs may produce strong chem- ical odors, similar to rotten eggs or cat urine. Areas surrounding meth labs often have dead vegetation. Be aware of the toxic nature of the discarded byproducts of the meth-manufacturing process. ; LE1422.1. Recognize some of the indicators of a meth lab Safe Response Meth labs are safety hazards. The ingredients used to produce meth are typically flammable, explosive chemicals when under pressure or heated. Mixing these chemicals can produce violent explosions or toxic gases. If you suspect a lab is present, do not inhale fumes, touch or taste the chemicals, or turn anything on or off. Meth labs can also be booby-trapped. Use caution when coming into contact with any person exposed to a meth lab. The decontamination process for a meth lab incident is the same as for any hazmat exposure. Evacuate the occupants and leave the premises immediately. Do not place anything in the patrol vehicle before Chapter 14 Critical Incidents / 545 decontamination or allow the removal of any items from the site. Establish a perimeter and follow agency policies and procedures for a meth lab response. Always use caution when encountering a meth lab or suspected meth lab. Remember that many meth labs are mobile and are found in vehicles. After the initial response, interview all involved people, document the incident, and identify any need for post-exposure medical evaluations. ; LE1422.2. Describe how to respond to a meth lab Chemical Suicide Chemical suicide, also known as detergent suicide, is a way of committing suicide that involves mixing two or more easily acquired chemicals. Once mixed, these chemicals produce gases that quickly fill an enclosed area. Chemical suicide typically occurs in vehicles, closets, bathrooms, or other small, confined spaces where the concentration of gas can quickly accumulate to deadly levels. There are several methods of chemical suicide. The most common method uses hydrogen sulfide and hydrogen cyanide. If you encounter a chemical suicide situation, follow the procedures for a hazmat re- sponse, including establishing a safe perimeter. Do not enter or let the public enter an area or vehicle, and do not rescue or resuscitate a person if the following indicators are present: an unresponsive or sleeping person in a vehicle warning sign(s) taped to doors or windows unusual odors such as rotten eggs, sulfur, or burnt almonds a suicide note inside the vehicle or area pennies in the area tarnished with residue yellow-green or white residue on vehicle seats, dashboard, or windows household cleaning or pesticide containers buckets for mixing chemicals a vehicle’s inside door handles removed tape or towels sealing a door or air vents a bag over the person’s head Symptoms of chemical suicide can be different depending on the amount of exposure. Mild exposure to such chemicals can irritate the eyes, nose, and throat. Moderate exposure can cause headaches, dizziness, nausea, vomiting, coughing, and difficulty breathing. High exposure symptoms include severe respiratory irritation, severe eye irritation, convulsions, coma, and death. ; LE1422.3. Recognize some indicators of a chemical suicide 546 / Florida Basic Recruit Training Program (LE): Volume 1 14 Unit 3: Explosive Devices Lesson 1: Types of Explosive Devices Lesson Goal At the end of this lesson, you will know how to recognize types of explosive devices and basic protec- tive actions. Many types of explosive devices exist. Agencies do not expect you to know and be able to identify all variet- ies of bombs, explosives, or military ordnance. Regardless of the type of explosive, always be careful and follow agency policies and procedures when dealing with a potential explosive device. Military Ordnance Military devices can be easily acquired and are generally recognizable. They include hand grenades, land- mines, and rocket launchers. You may encounter such devices when responding to a report of a found, abandoned, or suspicious military item. Military memorabilia or souvenirs accidentally discovered can be live or inert. Always assume that such devices are live. Do not handle them. Clear the area and request as- sistance from a bomb squad for proper removal or disposal. ; LE1431.1. Describe how to respond to a potential military explosive Improvised Explosive Devices An improvised explosive device (IED) is a homemade bomb built and used in ways other than conventional military action. An IED is made from commercially available materials and can be disguised as almost any- thing. IEDs have been hidden in trash bins, backpacks, and road signs, concealed under debris, and oth- erwise constructed to prevent discovery. Since these items may not be easily recognized, treat anything found under suspicious circumstances as a possible explosive device. Remember to consider the possibility that a door or entryway could have an IED attached. ; LE1431.2. Describe methods of disguising IEDs Mail Bombs Mail bombs are a special class of suspicious items. They could be delivered by the U.S. Postal Service, a commercial delivery service, or by hand. Chapter 14 Critical Incidents / 547 Mail bombs can be difficult to detect. Some possible signs are envelopes or packages that: are rigid have too much postage have misspellings of common words are handwritten have poorly typed addresses have discoloration have protruding wires have strange odors If you or others become suspicious of a mailed item, do not handle it. Isolate the item and evacuate the area. ; LE1431.3. Recognize indicators of mail bombs Vehicle-Borne Improvised Explosive Devices A motor vehicle used as a bomb is a vehicle-borne improvised explosive device (VBIED). VBIEDs can be very powerful and dangerous. They are capable of carrying extremely large amounts of explosives. It is very difficult to bring 7,000 pounds of explosives into a building, but a small rental truck carrying that amount could blow up in front of a building and cause mass destruction. Indicators of a VBIED might include: a threat that specifically mentions explosives in a vehicle a vehicle that is parked suspiciously close to a building or in a restricted parking area without a proper decal or sticker a car that is unfamiliar to building occupants or seems to have a heavy load, indicated by riding low on its rear axle a vehicle that has a strange smell or leaks powder or liquid reports that a driver or passenger exited a vehicle and left hurriedly a bomb canine alerting officers that a vehicle is a threat If you suspect that a vehicle might contain explosives, note the description and size of the vehicle. Evacuate the area around the vehicle and establish a perimeter. Evacuation distance from a vehicle should be much greater than evacuation distance from a building because a VBIED is potentially very large, and pieces of the vehicle can act as shrapnel. ; LE1431.4. Recognize indicators of a VBIED 548 / Florida Basic Recruit Training Program (LE): Volume 1 Incendiary Devices Incendiary devices can start fires, destroy property, and harm people. Well-known examples are Molotov cocktails, napalm, and firebombs. Rioters, arsonists, and criminals frequently use incendiary devices. These devices consist of a minimum of three components: an ignition source, a combustible filler material, and a container. Common materials used in the manufacture of incendiary devices are roadway flares, gasoline or motor oil, and glass containers. These devices are very similar to explosive devices and can function in the same manner. They can be placed anywhere or thrown at a target. Respond to potential incendiary devices the same way you would respond to bomb situations and never touch, move, or disturb an incendi- ary device. ; LE1431.5. Describe examples of incendiary devices and their manner of delivery Means of Detonation A creative bomb maker can construct an explosive device to detonate through a number of methods. Some examples include tripwires, pressure switches, motion detectors, infrared beams, and remote triggers. A person can place a pressure switch under a rug, beneath a doormat, or in soil. They can wire a wall light switch into the bomb’s triggering circuit so that it detonates by operating the switch. They can use a cell phone or a key fob to remotely detonate an explosive device. ; LE1431.6. Identify different means of detonating an explosive device Chapter 14 Critical Incidents / 549 14 Unit 3: Explosive Devices Lesson 2: Responding to a Bomb Threat Lesson Goal At the end of this lesson, you will understand your role when responding to a bomb threat while ensuring public and officer safety. Think About This A bomb threat has been called into a local hardware store in your community. You arrive on the scene and begin to interview the person who took the call about the bomb threat. As you continue your interview, the owner of the store tells you that she noticed a large duffle bag at one of the cash registers. What should you do next? Initial Response to a Bomb Threat When responding to a bomb threat, get as much information as possible from dispatch. This initial informa- tion guides your actions upon arrival. Information collected should include: the nature of the complaint the means of the threat the time the threat was received the alleged time of detonation a description of the device, if known the location of the device, if known who received the threat If dispatch does not have all of the information listed above, gather as much missing information as pos- sible from witnesses or the complainant. Most threats come via telephone. Some, however, come by voice mail, a note left at the scene, social me- dia, a mailed letter, a fax, or an email. Identify the time the complainant received the threat. If the threat contained a phrase such as, “The bomb will go off one hour from now,” the time of the call becomes very important. This allows you to estimate the possible time of detonation, the level of risk, and a deadline by which evacuations or searches must be completed. A common policy or rule is to be out of a building at least 30 minutes before the alleged time of detonation and not return until the building has been cleared. If a threat includes information about a location of an 550 / Florida Basic Recruit Training Program (LE): Volume 1 explosive device, remember this information when approaching. This could change how you approach, and allow you to stay as far away from the device as possible. ; LE1432.1. Describe the information to collect in a bomb threat Location Street maps, building layouts, or someone familiar with the area can help provide additional, more detailed information related to the device’s location, if known. This could help the bomb squad find the suspected device and predict possible damage caused by detonation. You must also determine and describe as best as you can where the item is in relation to both the layout of the building or area and any possible hazards. Such hazards could include fuel storage tanks, other stored chemicals, tanks of pressurized gas, steel rods, rolls of wire, or containers of bolts or nails. Be sure to inform the bomb squad of any additional hazards known. ; LE1432.2. Identify the bomb’s location Using Radio and Transmitting Equipment When approaching a possible bomb situation, decide whether to turn off radios and radio wave-transmitting devices. There is no universal agreement on whether to do this at or near a bomb threat scene. Agency policies will determine whether to use the radio. Avoiding radio use may stop the accidental triggering or detonation of a bomb designed to explode by radio waves. Notify dispatch and supervisors just before ar- rival if you plan to turn off radios or other equipment that emits radio waves. ; LE1432.3. Identify how to use electronic equipment safely during a bomb threat Approaching the Scene Safely and Tactically If you know the device’s location, choose a route that leads to a stopping point a safe distance from the area. Never park too close to the incident or any suspicious item. Do not park in a manner that will block additional units. Follow your agency policies to determine a safe distance for evacuations when parking a patrol vehicle. If there is a compelling reason, you may need to move closer. The first officers on the scene often move closer to talk with representatives of the building, interview witnesses, and further assess the situation. Once you have parked, maintain a safe location and distance from the threat. Use natural or artificial structures for protective cover. Adjust your distance and location if new information indicates the initial stopping point is too close. ; LE1432.4. Describe how to safely approach the scene of a potentially explosive device Observations During Approach It is essential to follow a tactical approach when arriving at the site of a bomb threat. As you approach the scene, note landmarks and approximate safe distances so that you can give specific directions to other responding units. These may also serve as good evacuation gathering areas. When approaching the scene, look for secondary devices or suspicious packages and signs of hazardous materials. You might notice an unusual smell or irritation to your skin, eyes, or breathing passages. If this occurs, you should, if possible, move upwind and uphill from the hazard and seek medical attention. Chapter 14 Critical Incidents / 551 If you approach the scene and see signs of an explosion, the situation has changed. Now, there may be ad- ditional safety issues such as broken gas lines, weakened building structures, debris, and fires. Immediately alert EMS, the fire department, and the bomb squad, and request additional backup. Remember to always review and follow your agency’s policies and guidelines regarding bomb threats. Increase the perimeter distance to secure the area. It has now become a possible crime scene. Be aware that items that may not initially appear important may be potential evidence. ; LE1432.5. Describe what to observe when approaching the scene of a bomb threat Assessing the Credibility of the Threat Locate the person who received the threat, even though that person may not be at the scene. The recipi- ent is sometimes the most important witness; so, interview them as soon as possible. If the recipient is present, do not allow them to leave the scene. Keep track of them for additional questioning by the bomb squad and investigators. Interview the complainant and the owner or representative of the building or threatened area. Ask them to meet you away from the threatened area. Sources of additional information may include witnesses or key people, such as custodians or security personnel, with special knowledge about the area. The owner or building representative may be able to answer some important questions to help you assess the situation. Is the threat credible? What kind of risk is involved? What is the evacuation plan, and are there any problems with evacuating? How best can we all communicate? Are any building plans available? The owner or representative may also know the organization’s or building’s history of incidents or threats. If there is video surveillance, view the footage as soon as possible. Exchange information with the owner or representative to help confirm and learn any additional information that may verify the threat’s credibility. Credibility will be the major issue in determining whether to search or evacuate. The owner or building representative must give permission to search or evacuate, unless you find a device. In this case, the area has become a crime scene, and you will order a mandatory evacuation. Ask questions about possible suspects (ex-employees, disgruntled employees, angry customers, expelled or suspended students, or employees who may be having domestic disputes) and find out who controls access to the building. Find and interview anyone who might know the caller’s motivation. If the threat takes physical form, such as a letter or note, collect that item as evidence. Identify and inter- view the person in possession of it. Secure, log, and protect all evidence. Treat all threats and bomb situations as credible until proved otherwise. This assumption will help you de- cide what action to take next. You may recommend a search or evacuation, participate in a search, notify the bomb squad, fire department, or EMS, or move the public farther from the threat. Finding a device, suspicious item, or other suspicious circumstances may indicate that the threat is credible. The amount of detail provided in the threat may also show that the threat is real and let you know the risk level involved. ; LE1432.6. Describe how to evaluate the credibility of a bomb threat 552 / Florida Basic Recruit Training Program (LE): Volume 1 14 Unit 3: Explosive Devices Lesson 3: Searching for an Explosive Device Lesson Goal At the end of this lesson, you will understand your role in searching for an explosive device. Search Considerations In a bomb threat situation, the decision to conduct a search depends on different factors: if permission is obtained to search a building or area the level of risk for those conducting the search the credibility and amount of detail provided in the threat, as discussed in the previous lesson additional threats or the possibility of secondary devices agency policies on searching for explosives Always look for safe locations and protective cover to defend against an explosion. A general safe distance for the initial perimeter is 1,000 feet from the supposed location of the bomb. This is a minimum evacu- ation distance and applies to situations in which the type or amount of explosive is unknown. If there is no good protective cover available, or if the type and amount of the explosive requires it, substantially increase the evacuation distance. Upon arrival, direct everyone to move to a safe location. If circumstances allow, evacuate people upwind, or at least crosswind. Permission to Search In most cases, you must ask the owner or building representative for permission to search the property. The owner or building representative is usually cooperative regarding a search. In an emergency, if the owner or building representative cannot be located, you may conduct the search without consent. Level of Risk for Searchers The risk level might be too high to conduct a search. The information received in a threat or warning may indicate that the device is booby-trapped. The bomber could also trigger the device remotely. If there is a booby-trap concern, only special units or bomb squads should conduct the search. If the bomb is supposed to detonate within a short time, postpone the search. Make sure everyone remains at a safe distance out- side the building until after the alleged time of detonation. After that time passes, reevaluate the situation and determine if the search should resume. In some instances, an agency’s procedure might require a wait- ing period before beginning a search. Chapter 14 Critical Incidents / 553 Additional Threats or Secondary Devices A secondary explosive device is a bomb placed at the scene of an ongoing emergency response that is intended to cause casualties among responders. Secondary explosive devices are designed to inflict addi- tional injury, damage, and fear by exploding after a primary explosion or other major emergency response event has attracted large numbers of responders to the scene. Typically, these devices are hidden or camouflaged. Bombers place the devices in ordinary objects such as vehicles, flashlights, backpacks, flowerpots, or garbage cans. These devices may detonate at a certain time, or radio-controlled devices or cell phones can cause detonation. During a search, always assume that there is a secondary device in the area. ; LE1433.1. Describe search considerations at the scene of a bomb threat Conducting the Search When planning a search, use resources, such as a person who has knowledge of the building layout, any existing search plan or search teams, and information contained in the threat or warning. If no search plan exists, make a plan that will systematically cover all necessary areas and remove confu- sion. A chaotic search, done without knowledge of the building’s layout, particularly in a large or complex building, might mean some areas are searched several times, while others are completely missed. Search- ing systematically requires that you follow the search plan faithfully and that searchers use appropriate search methods and patterns. Recall that Chapter 9 discusses systematic search patterns. Conduct the search thoroughly. Remember that explosives can be hidden anywhere. Unless you know the exact location of the device, conduct an exterior search of the building perimeter. Follow this by searching evacuation routes, evacuee collection points, staging areas, and command posts. These are ideal locations for a secondary device. If the building is next to a street, begin at the edge of the street. After the exterior search, conduct an interior search. Look for any items that seem out of place, and search potential hiding spots. The most obvious areas to search are any mentioned in the threat. If you find no de- vice in the suspected places, search the publicly accessible areas, including entryways and foyers, lobbies, waiting areas, restrooms, cleaning and storage closets, and elevator shafts, including the tops of elevators. If the public area search yields nothing, determine whether to search the entire building. A building’s inte- rior search should go from bottom to top, beginning with the basement areas, including utility rooms and areas with heating, cooling, electrical power, and telephone equipment. Be alert to the possibility of booby-trapped detonation devices. Watch where you step and do not back up without first looking behind you. Before entering a doorway, visually inspect the doorway and the sur- rounding area. Watch for tripwires, look for lumps or bulges in the carpet and rugs, and step over floor mats. Do not rush into any room or space. Divide and assign certain floors or rooms to different search teams. Each team should place tape across the doorway of a room or area when they have completely searched it. If using floor plans, check off rooms or areas as you search. 554 / Florida Basic Recruit Training Program (LE): Volume 1 Pay attention to any vehicle parked unusually close to the building, abandoned luggage, gym bags, back- packs, buggies, strollers, or suspicious packages. If you find nothing suspicious, be careful telling the property owner. Liability could be an issue if you offer such definitive statements as, “There are no explosives at this location,” or “It is safe to go back inside.” ; LE1433.2. Describe how to search the scene of a bomb threat Recognizing a Suspicious Item Many bombs do not appear to be bombs at all. Sometimes an explosive device is found simply because it is a suspicious item. A bomb may resemble almost anything. If you find an item that seems suspicious, ask someone if the item belongs there. Bombers may conceal explosives within some form of packaging. Never try to open or handle a suspected device or package. Sometimes officers will not see the device, and the information will come from interviewing someone who has seen it. The more details you can get, the better the bomb team can perform its job. If you find a suspicious item, vacate the room or area immediately. Take a quick look at the device before leaving. Note any identifying features, including type, color, shape, and size of the device, as well as any names, labels, placards, chemical symbols, or signs indicating the type of explosive. Immediately notify anyone nearby, a building representative, and a commanding officer so that the evacuation process may begin. ; LE1433.3. Identify the elements of a potential explosive device Chapter 14 Critical Incidents / 555