1. Emergency Operations Planning for Large Events

2. Presentation Outline Introduction to the topic
Defining large events and identifying specific threats and hazards
Connection to the six step planning process
Outstanding issues, summary, and next steps
This training is an advanced topic intended to build upon skills and experiences that the you already possess:
Six step process for developing school emergency operations plans (EOPs)
Your direct experience as a practitioner and knowledge of the unique school district, school building and school community.
In this training, we will be working through some of the issues that we need to consider in considering large events as you develop your school EOP. Our goal is for you to:
Receive background information on this topic; and
Learn how to incorporate planning for large events into the six step planning process for developing a high-quality school emergency operations plan (EOP).

3. Introduction to the Topic
12/21/13 southern Indiana — High school basketball game evacuated after tornado warning
6/10/13 Richmond, VA —
Siegel Center evacuated during high school graduation
11/27/12 Elkins, WV — Teen dead after stabbing at high school football game
10/4/13 Philadelphia, PA — Two teens wounded in shooting after high school football game
10/27/12 Richmond, CA — Homecoming dance halted due to gunfire
How prepared are you to address incidents such as those on the slide? What about the scenarios below?
A gang fight at a school dance, or even Prom
A lightning storm at a high school football game
A parent or community protest at a school board meeting.
[This set of questions serves as a "hook" to assess the degree to which people feel capable of responding effectively to such incidents. Use a 1 to 10 scale, with 10 being 100 percent ready and capable.]
[Before moving to the next slide, ask the audience to define a “large event.”]
10/27/09 Richmond, CA — Twenty present at gang rape outside school dance

4. Defining Large Events
A convening of a significant number of persons for a school-related event
Held on or off school grounds and during school hours or not
May involve a variety of the following:
Youth of different ages;
School personnel;
Schools; and
Members of the community, including families, guardians, parents, and volunteers.
Definition:
Large events, or mass gatherings that involve the convening of any significant number of persons (be they participants, spectators, or both) for a school-related or school-sponsored event.
These can include sporting events, assemblies, ceremonies, fundraisers, or concerts. They may take place on the school grounds or off, during school hours or not, and may involve any variety of youth of different ages, school personnel, schools represented, school personnel, and members of the community.
The common theme that cuts across all large events or mass gatherings is that they present both a special vulnerability for emergencies that may arise due to the size of the event and the number of attendees, and the school’s special responsibility to protect those who are present, especially students.

5. Identifying Potential Threats and Hazards Related to Large Events (1 of 2)
Threat and Hazard Type
Examples Related to Large Events
Natural Hazards
Weather-related hazards (e.g., earthquakes, tornadoes, winter precipitation)
Technological Hazards
Power failure
Water failure
Gas leak
Biological Hazards
Infectious disease outbreaks (e.g., pandemic influenza, meningitis)
Contaminated food
Adversarial, Incidental, and Human-Caused Threats
Fire
Active shooters
Gang violence
Aggressive fans
Fighting
Intoxication
What are some other potential threats or hazards related to large events?

6. Crowds, in general, increase the potential for emergencies.
Identifying Potential Threats and Hazards Related to Large Events (2 of 2)
The odds of a dangerous occurrence are greater.
Individuals take for granted that others are responsible.
Changes in action take longer and are more complicated.
Communications are slower and more complicated.
The potential for a large number of victims is greater.
Stampeding is likely during an emergency.
Crowds, in general, increase the potential for emergencies.
Crowds, in general, increase the potential for emergencies. Considering this fact, crowds need to be managed.
Large gatherings increase the odds of dangerous occurrences.
Individuals often take for granted that others are responsible.
In large crowds, it takes people longer to make changes in their actions, and doing so can be complicated.
Communications are slower and more complicated in large crowds.
In large crowds, the potential number of victims is higher.
During an emergency, people are likely to stampede when attempting to leave the premises.

7. Why are large events important to the K-12 community and beyond?
Despite the potential for danger, large events promote the following:
Improvement of education and educational environment;
Character-building;
Recreation;
School pride;
Community service;
Opportunity for recognition; and
Bonding between the school and community.

8. Comprehensive School EOPs Are Supported by Six Key Planning Principles
Supported by Leadership
Collaborative Process
Uses Assessments to Customize
Takes an All-Hazards Approach
Provides for Whole School Community
Considers All Settings & All Times
A comprehensive school EOP is supported by six key planning principles, including that it considers all settings and all times. School EOPs must account for incidents that may occur during and outside the school day as well as on and off campus (e.g., sporting events, field trips). In other words, school EOPs must account for large events--as important settings and times for consideration throughout a high-quality school EOP.

9. Connection to the Six Step Planning Process
At this point in the presentation, we are transitioning into how to integrate emergency planning for large events into the overall emergency operations planning process.
As a brief reminder, this six step process guides an emergency operations planning team through the development of a high-quality school EOP.
When developing a school EOP, it is important to consider all settings and times, including the setting of large school-related events (e.g., fieldtrips, dances, sporting events, graduations, and other large community events). Emergency preparedness is a critical function of the success of these school activities.
Special considerations for large events should be integrated into each of the six steps of the planning process for creating an EOP. The next slides will describe in more detail suggestions for how to make this happen.

10. Step 1: Form a Collaborative Planning Team (1 of 4)
Members of the collaborative planning team should include:
A wide range of school personnel, including staff who have a role in large events management (e.g. administrators, student government faculty sponsors, athletics department staff, safety and security staff);
Parent and student representatives;
Individuals and organizations representing the diverse interests of students, parents, faculty and staff; and
Community partners, including personnel who may have a role in the management of large events.
Step 1 of the planning process is “Form a Collaborative Planning Team.” In general, the planning team should include a wide range of school personnel, parent and student representatives, individuals and organizations representing the diverse interests of the whole school community, and community partners.
In order to help ensure that emergency management considerations related to large events are incorporated throughout the school EOP, it is important that some members of the collaborative planning team are knowledgeable about large events management, or can access sources who are, to bring this information to the planning table. These representatives may include:
Staff who have a role in large events management (e.g. administrators, student government faculty sponsors, athletics department staff, safety and security staff);
Members of the Parent-Teacher Association (PTA) or booster club
Individuals and organizations representing the diverse interests of students, parents, faculty and staff (e.g. representatives from organizations for persons with disabilities and other access and functional needs);
Remember, in a large event context, emergency preparedness must account for the needs of individuals with disabilities and other access and functional needs, as well as individuals with limited English proficiency. Such needs may include: access, communication/interpretation, and other types of assistance before, during, and after an emergency.
Community partners who may have a role in the management of large events (e.g. law enforcement, fire department, and parks and recreation department personnel).
Partnerships are a valuable resource in large event management because schools may not have the resources to properly care for large crowds in certain situations. Forging partnerships, such as those with emergency medical technicians (EMTs), fire, hazmat, and law enforcement personnel, can help to bridge gaps in these areas.

11. Step 2: Understand the Situation
When conducting assessments, consider all settings and all times, including the context of large events.
Types of Assessments
Considerations Related to Large Events
Site assessment
How may the site evolve in the context of a large event?
Culture and climate assessment
How might the culture and climate of a school change during a large event?
School threat assessment
How might a threat be amplified by a large event?
Capacity assessment
What are the capacities of students, staff, and community partners in the context of a large event?
Step 2 of the planning process requires the planning team to conduct a variety of assessments to identify threats and hazards. When conducting these assessments, it is important to consider all settings and all times, including when large events are taking place. Suggestions for how large events might be considered in your assessment process are as follows:
Site assessment. How might the safety, security, and accessibility of the school building and grounds change during a large event? What vulnerabilities exist during a football game, school dance, pep rally, or other large event?
Culture and climate assessment. How might a large event be affected by the culture and climate of a school? How might a large event trigger local rivalries, gang activity, or bullying? Schools are often involved, directly or indirectly, in local rivalries. Being aware of these potential sources of conflict before an event is scheduled, or responding to rumors of impending conflict before one occurs, can help to prevent violence from erupting in a crowded space. One option, for example, is holding a rivalry sporting event at a neutral location so that neither team has “home field advantage.”
School threat assessment. When determining whether or not a student, staff member, or other individual may pose a threat, it is important to consider how the threat may be amplified or triggered by a large event.
Capacity assessment. While this assessment yields valuable data about the capacities of students, staff, and community partners during an incident, this data may be completely different in a large event context. Some specific considerations are:
Youth might be aware of how to respond in a shelter-in-place or evacuation situation, but community attendees might not.
Individuals who don’t know how to lead students in these response procedures may be on the school grounds or at events after hours.
First responders may not be prepared to execute school response procedures at off-site locations or in large event settings where great numbers of youth are present.

12. Steps 3 & 4: Develop Goals, Objectives, and Courses of Action (1 of 2)
In Step 3, planning teams should:
Develop goals and objectives for addressing threats and hazards, and
Identify cross-cutting functions that address multiple threats and hazards.
In Step 4, planning teams should use scenario-based planning to determine courses of action for threats, hazards, and functions.
Scenarios should demonstrate how threats and hazards may unfold at a variety of settings and times, including large events.
In Step 3, planning teams develop goals and objectives for addressing the threats and hazards identified in Step 2. In addition, Step 3 prompts planning teams to identify cross-cutting functions that may be used to address multiple threats and hazards (e.g., evacuation, communications and warning, accounting for all persons). Then, in Step 4, planning teams use scenario-based planning to determine the best courses of action for threats, hazards, and functions.
It is recommended that teams imagine scenarios of how threats and hazards may unfold at a variety of settings and times—including large events.
The goals, objectives, and courses of action that are developed in Steps 3 and 4 will eventually become the content in the Threat- and Hazard-Specific Annexes and Functional Annexes sections of the school EOP.
As a reminder, the traditional format of a school EOP has three major sections: the Basic Plan, Functional Annexes, and Threat- and Hazard-Specific Annexes.
The Basic Plan section of the school EOP provides an overview of the school’s approach to emergency operations.
The Functional Annexes section details the goals, objectives, and courses of action of essential functions (e.g., evacuation, lockdown, communications, etc.) that apply across multiple threats or hazards.
The Threat- and Hazard-Specific Annexes section specifies the goals, objectives, and courses of action that a school will follow before during and after a particular type of threat or hazard (e.g., hurricane, active shooter, fire, etc.).

13. Steps 3 & 4: Develop Goals, Objectives, and Courses of Action (2 of 2)
Use scenario-based planning to determine how functions may address large event emergencies.
Scenarios Depicting Threats and Hazards at a Large Event
Functions Needed to Address the Scenario
Gang fight at a school dance, or even Prom
Security; Communications and Warning; Lockdown; Recovery
Explosion at a basketball game
Evacuation; Communications and Warning
Lightning storm at a football game
Evacuation; Shelter-in-Place; Communications and Warning
Parent protest at a school board meeting
Security; Communications and Warning
Although the context of a large event should be considered throughout all parts of the plan and all annexes, there are certain functions that are particularly relevant to large events. These functions include: Security, Communications and Warning, Evacuation, Shelter-in-Place, Lockdown, and Recovery. In the next set of slides, we will focus how each of these functional annexes relate to large events. The annexes will be discussed with general questions provided that schools can consider within their own scenario-based planning threats and hazards unique to their school community.

14. Security Annex (1 of 6)
Topics relating to large events in the Security Annex include:
Access control;
Environmental and other event controls;
Student code of conduct and discipline; and
Large event security staff.
This annex focuses on the courses of action that schools will implement on a routine, ongoing basis to secure the school from threats originating from both inside and outside of the school. This includes efforts done in conjunction with law enforcement personnel.
Certain topics related to large events that planning team members should consider when developing this annex include the following:
Access control;
Environmental control;
Student code of conduct and discipline issues; and
Security staffing.
These topics will be considered further in the next set of slides.

15. Security Annex (2 of 6) Controlling and Limiting Access
Limit the number of tickets available.
Require student identification.
Hold events during certain hours.
Exclude certain students (e.g., those from other schools).
The safety of a large event may be improved by controlling and limiting access. In advance of a large school-based event, schools should consider policies and procedures to control access, including:
Limiting the number of tickets sold to the event;
Requiring that students show identification cards in order to enter the event;
Holding the event during certain hours (e.g., daytime vs. nighttime, weekend vs. weekday, or limiting the duration of the event); and
Excluding certain students (e.g., those from other schools).

16. Security Annex (3 of 6) Environmental and Event Controls
Crime Prevention through Environmental Design (CPTED):
Avoiding high-risk situations:
Additional controls:
Perimeter control
Appropriate signage
Appropriate music
Closing off certain areas
Adequate lighting
Understaffing security
Failing to monitor perimeter
Segregating the crowd
Promoting rivalries
Exceeding maximum capacity
Large event safety may also be improved by controlling the environment and aspects of the event through factors such as those detailed on this slide.
CPTED examples for large event security include the following:
Perimeter control, including the use of fencing to limit access to the event and securing the parking lot;
Roping off certain parts of the event to limit access (i.e., closing certain seating sections);
Providing adequate and appropriate signage, directing attendees toward exits and restrooms, and providing first aid or other types of assistance;
Providing adequate lighting; and
Playing appropriate music.
Additional environmental and event controls include the following:
Hiring and using easily identifiable event staff and security personnel;
Using metal detectors;
Prohibiting backpacks; and
Maintaining a dress code.
Methods to avoid high-risk situations include those detailed in the list below.
Exceeding maximum capacity (e.g., by overselling tickets).
Promoting extreme rivalries between schools or turf wars. (If a game in question is a rivalry game, it can be held at an alternative, neutral location or at a location that is more easily secured.)
Failing to monitor the perimeter (e.g., parking lots, side streets, etc.).
Segregating the crowd.
Not having an adequate number of staff onsite, such as security personnel, ushers, etc.
Easily identifiable staff
Prohibiting backpacks
Metal detectors
Dress Code

17. Security Annex (4 of 6) Student Code of Conduct and Discipline Issues
Will discipline records be used to determine whether an individual has access to events?
What about large after-school events (e.g., football games) that are open to the broader community?
How will student discipline issues be handled during an event?
It is important to consider how student conduct may be different at large events when aiming to maintain a safe and secure environment for the whole community. The planning team should take into account policies and procedures that address the following:
Will discipline records be used to determine whether an individual has access to events? What about large after-school that are open to the broader community?
How will student discipline issues be handled during an event?

18. Security Annex (5 of 6)
Considerations for Security Staff at Large Events
Staff recruitment
Staff roles
Determine number of staff and qualifications
School Resource Officers (SROs)
Local police
Paid security staff
School personnel
Volunteers
Ticket-takers
In order to maintain appropriate security at a large event, it is necessary to adequately select and evaluate staff on an ongoing basis. Consider standardizing policies and procedures related to how event staff are recruited and what steps are used to approve them to serve at an event. Topics to consider include:
Where are event staff recruited from? Consider using the following:
SROs, even from other districts;
School personnel (teachers, administrators, etc.);
Local police (who may already need to be onsite if the event is a community event);
Volunteers (Parent-Teacher Association members, booster clubs, retired police, parents, community members); and
Paid security staff.
What roles will staff play, both in running the event and during an emergency? Consider all needed assignments, including:
Perimeter control, including traffic;
Ticket-takers;
Entrance screeners;
Ushers;
Inside security; and
ICS response structure.
How many staff are enough, as a whole, and how many are needed for each position? It is always better to have too many than too few.
How are staff determined to be qualified? All volunteers, even ushers, are expected to serve in an emergency response/security worker capacity at the event. Ushers can, for example, observe and report.
Note: Despite the potential budget and staff cuts that may impact a school’s ability to adequately staff large events, it is critical to plan ahead to ensure events are safe. Schools can draw from different resources (e.g., school staff, parents, volunteers, and school resource officers or SROs) to staff events. Having representatives from these groups serve on the collaborative planning team will help to seamlessly integrate them into large event preparedness planning.
Perimeter control
Entrance screeners
Inside security
Ticket-takers
Ushers
ICS response structure

19. Security Annex (6 of 6)
Considerations for Security Staff at Large Events (cont.)
Types of training for security staff
Incident Command System (ICS)
Knowledge of the populations who should be assisted first
CPR
How to optimize orderly responses within the large event setting
Emergency response procedures for large events
Conflict resolution
It is also helpful to consider policies and procedures related to training staff for large event security. What types of training are necessary? Consider the following topics:
ICS (as in, how would ICS be initiated during a large event emergency? Who would play what role? Who initiates orders);
Knowledge of the populations who should be assisted first (e.g., youth, individuals with access and functional needs);
Cardiopulmonary Resuscitation (CPR);
How to optimize orderly responses within the large event setting (preventing panic, stampeding, and other issues that are likely to arise);
Emergency response procedures for large events (such as evacuation, lockdown, and shelter-in-place); and
Conflict resolution.

20. Communications and Warning Annex
Keep channels of communication open:
Manage interoperability of communications systems and equipment:
With students;
Within and across agencies; before, during, and after the event
With external visitors;
For various types of events; and
Throughout the school year.
Decide what type of equipment is needed;
Decide how to assign equipment;
Ensure interoperability;
Establish procedures for using equipment; and
Discuss equipment with staff and first responders.
Communications equipment (e.g., cell phones, walkie-talkies, and radios) is vital for managing large events. Good communication is critical in preventing problems before they start, such as redirecting traffic patterns when an exit route has become blocked. This in particularly the case while managing large crowds, when there are often multiple safety and security personnel scattered across a sizeable area. This is also especially true when a challenge (such as bringing security personnel to the area where a fight that has broken out) must be dealt with quickly, and when managing crowd control during any sort of emergency response, such as an evacuation or lockdown. Some large event considerations related to communications are detailed below.
Keep channels of communication open:
With students;
Within and across agencies before, during, and after the event;
With external visitors;
For various types of events; and
Throughout the school year.
Ensure interoperability of communications systems and equipment:
What kind of equipment is needed?
How will you ensure/verify interoperability across communication channels?
Who should have what equipment?
When should the equipment should be used? Only in emergencies? To communicate at specific intervals?
Schools should also discuss communications equipment with their first responders, as well as with large event security staff, school administrators, and volunteers so that everyone is prepared and able to use it.

21. Evacuation, Shelter-in-Place, and Lockdown Annexes
Evacuation Annex
Shelter-in-Place Annex
Lockdown Annex
Large events can be framed using the responses developed for an ordinary school building setting. However, planning teams must carefully review these responses and consider how they play out in a large event setting. Common questions your planning team might ask include:
How would you conduct a lockdown in an open field?
How do you call for a shelter-in-place when your students are visiting another school site?
How do you get community members to evacuate an auditorium when they don’t know the proper procedures?
As your planning team develops courses of actions for evacuation, shelter-in-place, and lockdown procedures, it is important to remember that at large events, there may be many adults in attendance. While youth are under the oversight and supervision of the school, adults are not. At large events, a school may have direct responsibility for students but may also still have indirect responsibility for any community members present. In developing an EOP, various types of spectators other than students should be taken into account, though the provisions made for these individuals and groups need not necessarily be as detailed as those for students.
Note also that youth are likely trained in emergency response procedures (i.e., they know what a lockdown, shelter-in-place, or evacuation entails), while adults in attendance may not.

22. Recovery Annex Scenarios Related Recovery Questions
An active shooter at a football game kills one community member and injures four visiting students.
An earthquake strikes during a high school graduation ceremony being held at an event hall.
Deadly toxic gas is released in an off-campus auditorium. Six students and all three chaperone adults become ill.
What kind of recovery efforts is a school responsible for if an incident occurs at these types of events?
Are schools responsible for community members along with youth?
What resources will be needed for recovery—both physical and emotional?
The Recovery Annex describes how schools will recover from an emergency. Unique issues may arise in the recovery efforts that follow a large event incident. If an emergency occurs, members of the planning team should meet with emergency response, health, mental health, transportation, and food service personnel, as well as business operations representatives.
Consider the unique recovery issues that may arise following these scenarios:
An active shooter at a football game being held on school grounds kills one community member and injures four students from the visiting school.
An earthquake strikes during a high school graduation ceremony that is being at a municipal event hall.
A group of students on an out-of-town fieldtrip wait in an auditorium to hear a noted speaker when a deadly toxic gas is released. Six students and all three adult chaperones become ill.
Think about each of the scenarios above and consider these questions:
What kind of recovery efforts is a school responsible for if an incident occurs at these types of events?
Are schools responsible for community members along with youth?
What resources will be needed for both physical and emotional recovery?

23. Steps 5 & 6: Plan Preparation, Review, Approval, Implementation, and Maintenance (1 of 4)
Share the plan.
Train stakeholders on the plan and their roles in it.
Conduct exercises and drills.
Review, revise, and maintain the plan.
In Step 5, school planning teams are tasked with writing and revising the plan, getting the plan approved, and then sharing the plan with key stakeholders. Then, in Step 6, the EOP is implemented and maintained. Considerations for large events at this stage in the process include the following:
Share the plan with key stakeholders;
Train stakeholders on the plan and their roles in it;
Conduct exercises and drills; and
Review, revise, and maintain the plan.
These considerations will be explored in detail on the next slides.

24. Steps 5 & 6: Plan Preparation, Review, Approval, Implementation, and Maintenance (2 of 4)
Large event issues to consider when sharing the plan with stakeholders:
Balance the need to share plans with stakeholders with the need to maintain the confidentiality of plans.
Create a Large Events Index, which includes the most relevant sections of the plan related to Large Events. This index can be shared with security staff and other individuals responsible for the safety and security of a large event.
Although schools should be careful to protect the plan from those who are not authorized to have it, it is likewise important for the school planning team to share the plan with community partners and additional stakeholders that have a role in the plan. This relates to large events. While large event staff may be hired for a specific event, and so may not need access to the entire plan, it may be important for such staff to have access to elements of the plan related to large events.
It is therefore suggested that planning teams create a Large Events Index, which includes the most relevant large events emergency management procedures for those individuals who are responsible for the safety and security of an event. Not only will this help to secure the plan as a whole, but the Large Events Index will serve as a streamlined reference that will allow staff to easily access the procedures that are most applicable during a large event.

25. Steps 5 & 6: Plan Preparation, Review, Approval, Implementation, and Maintenance (3 of 4)
Large event issues to consider when training stakeholders on the plan and their role in it:
Communicate emergency response procedures to promote awareness.
Use non-urgent times.
Empower youth to train others.
Use public service announcements (PSAs).
Work with first responders.
Include after-school program managers in training.
Train on National Incident Management System (NIMS) and on ICS in a large event context.
Train stakeholders on the plan and their roles.
Communicate emergency response procedures and promote awareness.
Communicate emergency response procedures to parents and community members at non-urgent times.
Empower youth to train their adult family members and friends on these important skills.
Consider using PSAs on safety and security to increase community awareness.
Work with first responders to create awareness and prepare for the possibility of executing school response procedures at off-site locations or in large event settings where great numbers of youth are present.
Include after-school program managers in training efforts.
Create training programs for after-school program leaders, and ensure informational materials are readily available on-site to inform anyone on proper emergency procedures.
Include necessary skills—train staff on NIMS and ICS.
Incident Command issues are likely to arise in a mass-gathering situation and event staff need the following questions answered:
Who will be in charge?
When should law enforcement be called?
How will you get community members and other non-school attendees to follow ICS protocols?
NIMS compliance and training:
IS-15a Special Events Contingency Planning for Public Safety Agencies (
NIMS/ICS – Real-life Example:
A school sports event was occurring in a stadium that held students, staff, and community members. When a tornado warning was issued, those in charge debated whether to evacuate or keep attendees inside. The decision was to stay inside. However, those in attendance had no regard for whether someone was actually thinking about the best thing to do, and they did not follow directions. The issue is: How will you get community members and other non-school attendees to follow ICS protocols?

26. Steps 5 & 6: Plan Preparation, Review, Approval, Implementation, and Maintenance (4 of 4)
Conduct exercises and drills.
Include settings of large events.
Prepare plans for multiple venues.
Recruit students, parents, and community members for drills and exercises.
Review, revise, and maintain plan.
Prepare after-action reports.
Continuously review and improve policies and procedures.
Conduct exercises and drills
Include the settings of large events when practicing response efforts.
Prepare for multiple venues (indoor/outdoor; on- or off-campus).
Recruit students, parents, and community members to participate in drills and exercises on these response efforts.
Suggested activity: Consider whether you have ever conducted an exercise or drill that involved a large event emergency and, if so, share your experience.
Suggested activity: Brainstorm and share the various types of venues you might need to plan around for large events that occur in your school or district.
Review, revise, and maintain the plan
Prepare after-action reports and continuously review and improve policies and procedures.
After any training exercise and after an actual emergency, schools and emergency management personnel should analyze response efforts and determine what would work better in the future in order to help prevent a similar event and its consequences from occurring.

27. Summary
Emergency operations planning for large events should be incorporated into EOPs.
Planners should share information with school leadership and community partners to get them on board.
Example: Provide incident reporting data broken down by event and location to demonstrate potential problems.
K-12 schools are places where the community should be invited in, not kept out; large event preparedness can help maintain this collaborative environment.

28. Next Steps
What are three things I learned from this presentation?
How can I implement these at my school or in my district?
What steps will I take to implement these changes in my school EOP?
Think about the three main ideas that were most relevant or impactful to you, such as things learned that revealed a need you have, or a way you can enhance the planning efforts already in place.
Think through the steps you will take to set these changes into motion, and how to see them through to completion/implementation. Who will you need to bring on board? What is needed to put these changes into place—training, equipment, and/or manpower? How will these changes be maintained?

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30. Acknowledgements
Thank you to the original authors and contributors who developed and reviewed content for this presentation:
Walter Cooper, Director of Training, National Center For Spectator Sport Safety and Security (NCS4), University of Southern Mississippi
Jon R. Akers, Executive Director, Kentucky Center for School Safety
Participants of the OSDFS-Sponsored Working Group on Large Event Security, March 23, 2010, Washington, DC
This presentation was updated on September 17, 2014.
This presentation was prepared for the U.S. Department of Education under Contract Number EDESE12O0036 with Synergy Enterprises, Inc. Madeline Sullivan served as the contracting officer’s representative for the Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this presentation is intended or should be inferred. For the reader’s convenience, this presentation contains information about and from outside organizations, including hyperlinks and URLs. Inclusion of such information does not constitute an endorsement by the Department.