| Active assailant |
An individual actively engaged in killing or attempting to kill people in a confined and populated area |
| Building perimeter layer |
The outer boundary of a school building as well as satellite structures such as portable units and other detached buildings |
| Building interior layer |
The space inside school buildings, such as classrooms, administrative offices, common spaces, and hallways |
| Complementary (measures) |
Measures that enhance the ability of another measure to respond to a threat. For example, lighting can improve the ability of security staff to detect a threat. Lighting and security staff are complementary measures. |
| Communications capability |
Technology that allows school staff to communicate, such as cell phones or two-way radios. Communications capability may only be within the school (e.g., among staff or between staff and adminstrators) or it could connect staff directly with local emergency responders or police. |
| Confidence (in the context of assessing security measure performance) |
The SSAT asks users to assess how likely it is that a given security measure will perform as expected to detect, delay, or respond to a threat. For example, the SSAT asks users to rate their confidence that school security staff will detect a threat. SSAT users might consider many things in their assessment, such as the policies in place to guide staff behavior, staff training, lighting, visibility, whether staff have other duties that would distract from their security mission, the specific SSAT scenario, or other factors. |
| CPTED |
Crime prevention through enviornmental design. CPTED principles recommend improving security through “natural surveillance,” established via clear sightlines rather than surveillance technology or security personnel; perimeter barriers constructed from landscaping instead of fencing; and clear signage to aid building evacuation and first-responder access instead of equipment- and personnel-reliant communication or surveillance systems |
| Detect |
Identification of a security threat that is occurring or about to occur |
| Delay |
Extending the amount of time it takes for an assailant to reach their intended target either through impediments or barriers (that take time to overcome) or security responses that stop or slow the assailant |
| Detection measures |
Measures communicate that a safety-related violent threat or incident is occurring or about to occur. Examples can include monitored closed-circuit TV (CCTV), security staff patrols, or open-sight designs that allow for natural surveillance. |
| Delay measures |
These measures increase the level of effort, resources, and time necessary for violent threats or incidents to occur. Examples can include fencing, reinforced window, staff patrols, or automatic lock mechanisms. |
| Effectiveness (in the context of confidence judgments) |
The SSAT askes users to assess how likely it is that a given security measure will respond effectively to a threat. For example, the SSAT asks users to state whether school security staff will respond effectively a threat. SSAT users might consider many things in their response, such as whether staff have functional communications equipment, policies in place to guide staff behavior, staff training, whether staff have other duties that would distract from their security mission, the specific SSAT scenario, or other factors. |
| Evacuation policy/plan |
Plans describing actions to take for a rapid, orderly process for students, staff, and visitors to exit school buildings and reunite at a predetermined location a safe distance away |
| Functional (in the context of assessment of measures) |
In the SSAT, functional means that the security measure is fully implemented and working properly. For example, functional CCTV cameras would be installed properly, switched on, and feeding video that can be watched live. Fully functional lighting would be installed at regular intervals and include working lightbulbs, sensors, or switches. |
| Grounds perimeter layer |
The layer corresponding to the outermost boundary of the school campus or grounds. The grounds perimeter is the layer furthest away from school where security measures can be implemented. |
| Interior |
The inside of a school building or facility, including administrative offices, classrooms, hallways, and common spaces such as lounges, cafeteria, gym, or theatre. |
| Lockdown policy/plan |
Plans describing actions to take for securing school facilities with staff and students from threats inside the building when evacuation is impossible. Staff, students, visitors, and other members of the community shelter in place. |
| Lockout policy/plan |
Plans describing actions to take for securing school facilities from violent threats outside the building. Limited movement within the building may be possible. |
| Modular units |
School classrooms or administrative offices housed in portable, prefabricated buildings separate from the main facility but located on the school campus. |
| Non-custodial parent |
A parent who does not have physical custody of their child as the result of a court order and is therefore not authorized to pick the child up from school |
| Open plan interior |
A building interior in which there are no, or few, floor-to-ceiling walls separating classrooms |
| Perimeter |
The outer boundary of an area protected by physical security measures. The SSAT includes two different perimeters as layers in the school security system: (1) the grounds perimeter, corresponding to the outermost boundary of the school campus or grounds and the the furthest away from the school that security measures could be put in place, and (2) the building perimeter, corresponding to the outer walls (including windows and doors) of school buildings where security measures can be implemented to prevent or detect entry into the buildings. |
| Response |
Actions taken that directly address the assailiant or violent threat (e.g., interdict to halt the incident) or act to mitigate harm (e.g., treat injured after a violent incident) |
| Response measures |
These measures contribute to overcoming violent threats or incidents or limiting the damage caused by an incident. Examples can include security guards, communication and notification equipment, or first aid kits placed at various locations throughout a school building. |
| School grounds layer |
Buildings and features outside of school buildings and within the school perimeter, such as parking lots, playgrounds, outdoor walkways, or athletic facilities |
| School resource office (SRO) |
Sworn law enforcement officers responsible for safety and crime prevention in schools. These individuals are typically employed by a local police or sheriff's department and work closely with school administrators and may be physically located at the school for part or all of the school day. |
| School security staff |
Staff whose primary duties entail school security. Such staff could include school resource officers, school safety officers, other law enforcement officers, volunteers, private secuurity guards, or instructional or admininstrative staff. See School Resource Officer, School Security Officer |
| School security/safety officer (SSO) |
Non-sworn school security staff who have been trained to act as a first line of defense and respond to acts of crime and violence in schools |
| Security incident |
In the context of the SSAT, a criminal or violent acts that occurs within school boundaries--that is, at the school perimeter, on the school grounds, at the building perimeter, or inside the building. Security incidents vary and include vandalism, student fights, entry by an unauthorized parent, bomb threats, weapons in school, or active assailants. |
| Systems approach |
A systems approach requires conceptualizing school physical security as a component of the broader school safety system. When implemented, this approach also includes the elements of prevention and response and recovery. Protection and risk mitigation extend beyond physical security measures to elements of school violence prevention, such as student mental health and school climate, as well as emergency response and recovery efforts. |
| Tip line |
A mechanism that allows reporting of potential threats to the authorities, such as a website, text messaging service, or designated phone number |
| Urban, suburban, rural |
"Urban areas are densely settled and contain 50,000 or more people. Urban areas contain a major city.
Suburban areas are densely settled areas within the metropolitan area of a major city but outside the city itself.
Rural areas are those not designated as urban or suburban. They generally contain less than 50,000 people and are more than 5 miles from a densely populated metropolitan area." |
| Unauthorized entry |
In the SSAT, unauthorized entry means either (1) an authorized or unauthorized person gaining entry to school grounds or facilities by breaking in or (2) an unauthorized person gaining entry without breaking in due to the failure of entry control measures such as visitor databases or entering through a propped open exterior door. |
| Unauthorized person |
A person who is not authorized to have access to school grounds or facilities. |
