July 23, 2025 • 62 mins
Jason has 30 years of diversified law enforcement experience ranging from patrol officer to lieutenant. He created, implemented, and supervised several innovative police initiatives. Jason received the Medal of Merit for researching, creating, and training thousands of first responders and employees in active shooter response. He tirelessly works with schools to make lock-down drills more practical and real. Lieutenant Polinski was awarded the 2015 Friend of Education Award by District 194 for his continued dedication to education and training that aided in creating safe learning environments. Jason holds a Bachelor’s Degree in Criminology and Sociology and a Master of Public Administration degree with an emphasis in Law Enforcement.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:03):
Hey, good morning, and welcome to break Through Walls. I'm
Ken Walls and I'm your host, and today I have
like this guy is pretty amazing. What he's developed to
help our children in the school systems. You're not gonna
believe it. So do me a favor. I have the
(00:25):
one and only Jason Polinski on the show. Do me
a favor and share this out to everybody that you know,
and let's get a bunch of people on here. Learn
how Jason and his team are saving lives and changing lives.
So stay with us, make sure you share this out.
(00:47):
Appreciate you. All right, we're back. Let me bring Jason
(01:21):
on the show right now. Here we go. Jason, Welcome
to break Through Walls. How you doing, Ken, I'm good man,
It's great to have you on.
Speaker 2 (01:32):
Yeah, thanks for the offer. I appreciate it.
Speaker 1 (01:35):
Well, you know, you and I met on X spaces.
For those not familiar with x spaces, you should become
familiar with them because you'll meet a lot of really,
really amazing people there.
Speaker 2 (01:51):
You know.
Speaker 1 (01:52):
Let's you know, I like to start with, you know,
letting the audience know where you're from, like where it
all began for you.
Speaker 2 (02:04):
Born and raised in Minnesota. Spent a little bit of
my life in Colorado, some family out there, but I
went to school all through the same school district. Went
to college at the University of Minnesota Duluth for my
undergrad I got my master's degree from Hamlin. Got hired
right at the right page of twenty three years old
(02:24):
in law enforcement and kind of a through and through
Minnesota guy.
Speaker 1 (02:30):
So let's see, who's the Minnesota. That's the Vikings, that
would be the Vikings. You're a Vikings fan, Yes I am.
It's kind of frustrating at times, but yes i am.
I've been. I've only been to I've been to Minneapolis
one time in my entire life, and it was for
(02:53):
a layover. I was coming. I spoke at an event
in Vegas and it's a long story, but I ended
up they were late getting there and I missed my
connection flight at twelve o'clock in the morning and I
had to spend the night in Minnesota. I was coming
from Vegas where it was like ninety degrees, so I'm
wearing shorts and a T shirt and that's really.
Speaker 2 (03:14):
All I had.
Speaker 1 (03:16):
And it was not ninety degrees in Minneapolis, like not
even remotely close. In fact, it was like thirty some degrees.
Speaker 2 (03:24):
I'm like, this is crazy kind of warm in the wintertime. Yeah,
we brought a bunch of guys up ice fishing from Florida, Texas.
Never stepped foot on a frozen lake before North Carolina,
and it was actually I'm driving my truck out to
the ice house and they turned about three shades of
(03:47):
white that I've never seen this. But it's funny bringing
up Southern people up to go ice fishing.
Speaker 1 (03:54):
Well, I'm from Ohio, so I just moved to Texas
a few years ago. It's, you know, similar climate, not
as cold, but it's it's similar. So I'm very familiar
with several feet of snow and below zero temperatures. And
I grew up running snowmobiles on a frozen lake, So
(04:17):
I do you know what it's not. I know all
about it, but when you're not prepared for it then yeah. So,
and it was it was like in April or May
or something. It was like and it was freezing, and
I'm like, what the heck? So, so you so you
went through high school? Did you go to college up there?
Speaker 2 (04:41):
Yeah, I went to the University of Minnesota.
Speaker 1 (04:42):
Duluth, okay, and what was your would you study in college?
Speaker 2 (04:48):
You know, I didn't really know what I wanted to do.
I started off, I love the outdoors. I've hunted and
fished my whole life, and I wanted to kind of
you know, you're always told at nineteen years old, take
what you love and try to make money at it.
So I went into wildlife management. And then I realized
there was a lot of math and chemistry and I'm
not smart enough for that shit. So I ended up
(05:10):
going on academic probation my first quarter and then lo
and behold, I decided to take a class called criminology,
and part of the class was to go on a
ride along. So I went on a ride along with
my instructor, Sergeant Wigman. He was a delude sergeant, and
I ended up getting in a foot chase and at
(05:31):
the time, I was playing hockey and I was in
really good shape, and I'm he said just stay behind me.
So I said, okay, well we're running, and I'm like, serget,
I can get this guy, and he said get him
so oh my card, and I tackled him and we
got back to the car and I said, I can't
believe you get paid for this. This is fun. So
(05:53):
I changed my major to go into law enforcement. Oh
my god. So wait, you had a real cop and
you were just a student. He said, get it. That's
I know pretty well. I don't think he would have
sent I mean, he was my professor and he was
a good guy.
Speaker 1 (06:12):
That's awesome. That's awesome. So so so you got into
law enforcement? Where how did that start for you? Were
you working like on this patrol? What were you What
were you doing when you first started.
Speaker 2 (06:29):
I first started, I did an internship in the city
that I did the internship with hired me. So now
the city is about seventy five thousand people, about seventy
five cops. And you start out in patrol and I
worked my first few years dog shift, overnight's patrol. About
(06:53):
year seven, I think I got selected to go and
work in the schools as a school resource officer and
I did that for three years. Absolutely loved that spot,
which plays in later to the story. And then I
immediately got promoted a sergeant when I got out of
the schools, and then I got selected to go be
(07:14):
a team leader for our drug task Force, which was
county and statewide and got back from that. I was
a sergeant for a little bit, got promoted to lieutenant,
and that's kind of where it sits now. But I've
had the fortunate opportunity in my career that every three
or four years I get to try something different in
(07:35):
law enforcement. So I've kind of done the gauntlet. That's
pretty cool. You know, I know a lot. When I
say a lot, I mean I know a lot of
cops I did. I did a lot of technol I'll
just say technology work for the what's it called the.
Speaker 1 (08:00):
Nark Ohio NARCO, which is the Narcotics Officers Association thing,
And I've been to the I've been to the the
what is the annual convention or whatever they call it.
I'm like, what kind of this is a drinking convention?
I'm kidding, that's very no, it was there, Ohio NARCO.
(08:29):
They have their own thing, and you know they have
FBI and de A and all these people come in
for But anyway, so you know, I've seen a lot
and I think it's and I would imagine you can
relate to this. I would like it's almost like you
can pick out a cop that's been around for a while.
(08:50):
There's a there's a certain look in their eye like
they've like they've seen it all. You've seen it all.
Speaker 2 (08:56):
I know you have, Oh, definitely, Yeah, Yeah, you just
to be honest. Over the course of the years, you
do become jaded, and you do become may be critical.
You find yourself kind of thinking through things that most
normal people don't even consider. And it's I think it's
just the constant repetitiveness of the ends and out of
(09:19):
what law enforcement demands of a person. Yeah, it does
change you, Yeah, you know, I think.
Speaker 1 (09:30):
And the primary reason I wanted to have you come
on today is you know, you were talking the other
night in a space about a system that y'all have developed.
To man, I hate even talking about this to be real,
(09:50):
but the school shootings. I have a fourteen year old daughter,
and my god, that is like that's that's the biggest
nightmare of any parent. And you know, you think about all.
(10:12):
I mean, there's been two one is too many, but
there's been a lot, and so you have developed a
system to help minimize loss in the event of one
of these these happenings. Talk about if you would before
you go into what it is and what it does
(10:33):
and how it does what it does. Talk about the
reason behind this. I mean, it wasn't just like, hey,
I think, I mean, what was there, What was the
driving force behind coming up with this thing?
Speaker 2 (10:51):
Passion? I think, And it goes back to when I
was a school resource officer and I was in the
school shortly after Columbine happened. Every day that I would
go to work, in the back of my mind, you know,
I'm pretty much the first one. If there's a list,
I'm the only threat in there. And then you look
out over the sea and there was probably two thousand
(11:13):
students in the high school. I was a school cop
in and you look out over the sea of children
and it's like you take that daunting responsibility, like I'm
the only line of defense for this entire group of kids, right,
And we were actually way ahead of the curb. We
(11:36):
were doing so after Columbine Lockdown was born and we
were doing lockdown drills in two thousand and two. I
started training cops on response back in two thousand and two,
and fast forward, Sandy Hook happens, and that one really
when there was dead elementary school kids. That's I questioned,
(12:01):
why isn't anybody doing anything about this, and I talked
to a good friend of mine who we worked narcotics
together and he was a SWAT member, and we kind
of said, you know, nobody's taking the bull by the
horn here, let's take run hide fight and put it
on steroids. You know, the hide isn't working. I taught
run Hide Fight for years and I refuse to teach it.
(12:24):
And about twenty fourteen, I'm getting ready to do a
presentation to a bunch of teachers on run Hide Fight,
and my son at the time, who was probably eleven,
came into my office and said, Dad, what do I do?
And I looked him in the eye and I said,
you run as fast as you can. Don't listen to
your teachers. Well, that kind of an internal dilemma for
(12:47):
me because the next day I'm teaching something that is
completely opposite what I'm telling my kid. Yeah, because I knew,
and to this day, I run hide fight is nothing
more than fight or flight. So you look at the buildings,
and you look at the way the cops respond, and
the common denomination denominator in this is we don't have
(13:09):
the right tools to respond effectively. So that's how it started,
and we started brainwashing our brain searching on how can
we enhance the building to enhance the response to the kids,
the teachers, and the cops, because those are the stakeholders.
So that's what we did, you know.
Speaker 1 (13:31):
I think about I mean, like, if I go to
my daughter's school right now, I can't get in that school,
like not without standing in front of a camera. They
scan my face. They have I think they have, I
don't know they somebody has to recognize you. You have
(13:53):
to really identify yourself. I think about how in the
world are people because there are people getting in with
ars and and all kinds. I mean, how are they
getting in these schools? Aren't all schools pretty secure like
(14:15):
what I'm talking about.
Speaker 2 (14:17):
No, And even with artificial intelligence, there's there's ways around technology,
and you know, metal detectors, artificial intelligence, clear backpacks, facial recognition,
gun recognition, all that stuff. All those have one thing
in common, and that is they're not ever going to
stop a bullet. That the tools that we're giving them
(14:40):
aren't for the kids. Therefore, the administrator and you can
we they're actually the latest trend is AI and and
we will not put AI in our system for the
primary reason of it is not one effective. It's nothing
more than alert and it will never stop a bullet.
(15:00):
So once AI recognizes there's a weapon here, you have
to ask yourself, now, what do we do the gun's
in it's too late? Or if the facial recognition, who
are they looking for at the door? Right? What are
they scanning right? That's one thing. Obviously. If it's a student,
(15:21):
well a lot of students have been school shooters, it's
a stranger, So I guess what's the purpose of it?
And then buzzing systems. You know, Sandy Hook had a
buzzing system. Tennessee had a buzzing system. There's evil that
exists in this world, and they don't give a shit
about swiping a driver's license. They both shot their way
through the front. You know, you want to do bad,
(15:44):
you don't care about following the rules. So our system
looks at those that don't want to follow the rules.
And how do you take a school that is target
rich and make it target less than sixty seconds?
Speaker 1 (16:00):
That's yeah, so I think, and that's where you guys
come in, and really you really shine with with your system.
I wonder I could share I can share the screen,
I think, and and I could show your website if
(16:24):
you'd like, And I think that it would be kind
of kind of cool for you to to go through
it just to you know, tell me where to click
and then kind of show people how your system works.
Because this look, this hits close to home for me,
(16:44):
you know, having having a daughter in school and and
and we're very active in that school with her and
all the other parents. And I think that people do
you think that people like what do they just bury
their heads in the sand and pretend it's not going
to happen, And I mean, what's the general consensus hope.
Speaker 2 (17:10):
I think they hope it will never happen here, and
hope is not a good plan. And also as far
as burying your head in the sand, I've been personally
involved in information that I wanted to go out to
parents in the community of the good work that when
I was a lieutenant overseeing our school resource officers. You know,
(17:30):
they're averaging four to six legitimate threats a year, and
schools would be shocked how many of these threats are
are never really exposed. And we wanted to put like
a year in review saying, look at the good work
the school cops did and the principals did to make
sure your kids are safe. And I was told at
(17:50):
the time, this is probably twenty fourteenish, we can't share
that we're going to scare the parents. Well, the problem
with that is when the next ref renn it comes out,
how do the parents know what to vote on if
they don't know the truth?
Speaker 1 (18:04):
You know?
Speaker 2 (18:04):
So yes, Berry heads in the sand and hope it
never happens here.
Speaker 1 (18:12):
This is This is a I was I was looking
forward to this, this interview, but I was also not
looking forward to it. I'm just being real with you.
It's not something that that I mean, it's and and
that's what makes you and anybody in your field. By
(18:32):
the way, if I didn't say thank you for your
service already thank you for your service, it means the
world to me. But it's not. I just don't think
that this is a topic that people want to think
about or talk about.
Speaker 2 (18:47):
Yet.
Speaker 1 (18:48):
I think it's a topic that needs to be talked about.
Speaker 2 (18:51):
The only time it's talked about. And I wrote an
article a while back called washprints and repeat, And you
can go back and certainly since Columbine and you can
see a trend that our nation does you'll have an incident.
Take san you Hook or Valdi or take any one
of them. You have an incident, you have thoughts and prayers,
(19:12):
then you have a couple days of grieving. Then you
have a call to action from parents to do something.
Nobody knows what to do because we have not defined
what to do. And then it turns into a gun
fight for the next six months until the next one happens.
And it's been that washerns and repeat for almost thirty years.
(19:34):
And we as adults are the ones hurting our children
because we are too opinionated, we can't make up our mind,
and we just want to fight about guns, and our
system takes guns out of the conversation altogether. It's not
a political matter. So it's the adults need to step
up and be adults. Stop fighting about stuff. And if
(19:57):
you look out at the rest of our society, we've
defined and fire safety, we've defined car safety, we've defined
water safety, we've defined everything safety and security except safe schools.
We still don't define it. Because one district might have
a camera system and AI and they call that security.
(20:18):
Another district might have a visitor management system and window
film and they call that security. Right there's no consistent
definition across the board, and the wrong minds aren't being
asked what do we do? And politicians and architects are
answering that question for us right now.
Speaker 1 (20:37):
Yeah, kind of pathetic in my opinion. So let me.
I'm going to pop your website up on screen here
and go full screen with it. Talk about what people
should be looking for on your website here.
Speaker 2 (20:57):
It's the only approach that looks at this from a
multi leveled approach. So what we've noticed is everybody tries
to fix what just happened. So Uvaldi because he came
for the back door. The whole country's blown up on
single point entry. After Sandy Hook, it was visitor management,
after Parkland was visitor management, single point injury, and we
(21:19):
keep focusing on that Tennessee front door. But there's also
a lot of shootings that started within the school, So
you can't look at what just happened. You have to
look at the building as a whole. So much like
a fire suppression system. I'll go through this real quick
because it actually is. It was kind of mind blowing
(21:40):
when I came across it. But the fire suppression system
was the code was written in the early nineteen hundreds,
it sat on a desk until nineteen fifty eight, after
ninety five children died in a school in Chicago called
Our Lady of the Angel School. So you have this
document sitting there. I'm guessing that nobody believed in. But
it took almost one hundred kids to die for them
(22:02):
to say enough of the deaths from fires, We're going
to activate the fire code in Chicago. When it branched
out after that, when we were creating our system, we
were looking at kind of well, what if that, you know,
if the gun starts here, if the first SHOT's here,
how do we And we ended up with a multi
(22:22):
layered system, and you kind of took a ten thousand
foot view and you look at a fire suppression system,
it's the same thing. It's they look at the whole building,
no matter where the fire starts. They have tools to
put out the fire, contain the fire. It's a keep
it simple, stupid response for the teachers, the kids, and
the firefighters. Not one kid has died in a fire
(22:44):
in this nation since the fire code has been implemented.
It was the multi layered system, and the fire code
defined fire safety. So our system is the same, just
a different threat now too.
Speaker 1 (23:00):
For the fire code implementation in a school, I'm sure
it's it's it's not free.
Speaker 2 (23:09):
No, And but people, that's that's the one elephant in
the room. How much is it right? And it's it.
Speaker 1 (23:17):
And I'm bringing that elephant up for a reason because
it needs to be. I love your logic and it's true.
I love what you said it the other night.
Speaker 2 (23:28):
You have to put the cost into perspective, and keep
in mind, we didn't start this to get rich. We
started this to save kids' lives, period. And enough's enough.
So I've been when we went out for the first
referendum with a public school of sixteen schools, they were
asking I think it was twenty three million dollars for
(23:49):
a swimming pool, and then they asked sixteen million dollars
for security, which was our system. Our system was less
to outfit every building in that district than one swimming pool.
And you look at it, and you look at like
a new football field. You're looking at if it's artificial turf,
five to seven million dollars. Well, they'll we have districts
(24:12):
across this nation that will go out and ask for
sporting facilities, no questions asked, But where are your priorities?
I mean, what to me if you're if you're an
education leader in this nation and your number one priority
is not the safety of your kids, please find a
different job.
Speaker 1 (24:32):
Amen.
Speaker 2 (24:33):
And I say that with passion because I've seen the
mindset a lot of these educational leaders. They it's almost
like they're afraid to even dive into this discussion. Like
it it scares them. But you can't fix it if
you don't address it. And like again, I believe that
if if you come into a school, your number one
(24:55):
job is to create a safe, leer environment, period and
then go get your fun stuff.
Speaker 1 (25:00):
Totally agree with that. I totally agree. And I would
imagine that there's my wife who's very active with our school. Well,
I'm gonna you just got a new lead because you
got to be in our school system. I mean on
(25:21):
our foot here in Texas. Like you know, our football
stadium I think was in the thirty five million range
just for the football stage. I mean it's it's bigger
and nicer than a lot of college campus football stadiums.
And I'm not aware of your system being in our
school system. So and there's I know there's school systems
(25:44):
here that they've spent ninety million dollars on a football stadium,
like on a football stadium, so you know, and I
just think that this is a prime market for what
you're doing to help our children. My god, honestly, it
would be I don't think there's a parent that would
(26:09):
watch this that would say, yeah, no, I'd rather have
a nice football stadium than my child to be safe.
That would be insane to me. Like, and I'm not
saying you can't have both. I'm saying prioritize it first.
Let's get the safety first, yeah, and then get the
extra stuff. Yeah.
Speaker 2 (26:30):
I grew up playing football and hockey. I'm all about sports.
Sports are great, great for children. It teaches them a
lot about life and it's important. But if you have
a Uvaldi that happens, your football stadium ain't gonna matter
from that point forward because you didn't do everything you could.
And I think you've all the used up to twenty
(26:51):
seven billion in lawsuits right now. I mean it's destroying.
It's literally it's a community destroyer. And we got a yeah,
and that's my frustration. If our system was in Evaldi,
there's not one child dead.
Speaker 1 (27:08):
Oh my god, and.
Speaker 2 (27:09):
I watched that just going well, think about it. I'll
give you what happened, and this might be kind of
the easiest way to do it. So suspect and I
won't use his name. Suspect kills Grandma, I believe. At
the house. Drive tells a girlfriend in Germany he's going
to go to a nearby school and shoot it up.
He gets in a car crash just before he gets
(27:32):
to the school parking lot. Some people come out to
help him and he starts shooting at them. Then he
goes to the front parking lot and he starts shooting
rounds into the building. That's when the first nine when
one call came out, So there's your stopwatch. Two minutes later,
he goes to the back of the building and he's
coming in a back door that was left open. He
(27:52):
goes to the first door, goes in and it was
an adjoining classroom, so it was double the kids. And
basically you have a barricaded suspect with hostages. And I
will not go into the police response. I can you
can probably assume my thoughts on how they acted, which
was bullshit, But I think I just said it.
Speaker 1 (28:15):
He did he did out loud?
Speaker 2 (28:18):
I know, well, I got a month and a half left.
I don't care. If you put our system in there,
that first shot, rather than a nine on one call,
would indicate a button being depressed. That button sends a
message right away to dispatch, so cops are started. It
activates an alert system both inside and outside of the school,
(28:40):
so the entire building knows that they need to take action.
And lastly, it's going to activate twelve hundred magneto twelve
hundred punds of magnetic pressure in that space that that
button was hit. So now you've just secured everybody in
that spot. When he goes to the and so they
hit that button, they had two minutes before he made
entering that door. With our system, I've seen two thousand
(29:01):
kids go into complete lockdown with cover, concealment and communication
in sixty seconds. Wow, So plenty of time for that
whole school to get secured. He comes to that back door,
I don't care if that back door is open, come
on in. He goes to that first door, he's gonna
interact with twelve hundred pounds of magnetic pressure on the door.
All the kids are behind Level seven ballistic panels that
(29:24):
pull out of the wall. They're installed in the wall.
You've created cover. A bullet cannot go through there, You've
created concealment. He can't see them. You've enforced the door.
You've enforced the glass, and he's not getting in that door.
He's not shooting through that wall. Every child in there
is safe and again within a minute. And if you
(29:45):
look at a school, it truly is a target rich environment.
By that, I mean it's a very it's fishing a barrel,
you know. Yeah, how do you take that target rich
and make a target less? And what do the kids need? Well,
they need cover, they need concealment, and they need communication.
(30:07):
So it's all the magic in the world and all
the alerts in the world are never going to stop
a bullet. So we're not giving the kids the tools
when they need them the most.
Speaker 1 (30:21):
I want to I wanna, I gotta do a quick
break for our sponsor. But when we come back from this,
I want to open up the website and kind of
get into that a little bit because and I have
some questions about, you know, how long it takes to
install your system and all of that stuff. So everybody
(30:42):
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Speaker 2 (31:26):
You're in for a treat.
Speaker 1 (31:31):
So with your system. Let's say that a school system,
and you know, North Texas is growing like crazy. They're
building schools. I mean, they can't build schools fast enough actually,
But let's say that somebody says, hey, we want your
(31:54):
system installed at this school or in this school systemnumber one.
Do you know an approximation of the investment or I mean,
does it depend on the size of I suppose it
probably depends on the size of the school and all
of that.
Speaker 2 (32:11):
Right, it depends on the size of the school. It
depends on the architectural layout of the school. A lot
of schools have kind of an open concept, which I
think is horrible. A lot of schools have more of
a traditional concept, which I believe is the best direction
to go. But the design is going to obviously impact
(32:34):
the cost. The districts that we installed, like the two
high schools in the district, they house about twenty three
hundred kids a piece. There are small campuses, and the
two big schools were around and two to two point
three million, and then you go down from there. It
(32:55):
all averaged out to you know, you can do an
elementary school. It might be seven hundred and fifty k.
I mean, it just depends on a lot of factors.
But it's to be honest, it's less than a fire
suppression system. Wow. Really Yeah. One of my business partners
(33:15):
owns a fire suppression company, and he said, it's it's
cheaper than what he does.
Speaker 1 (33:23):
It's also cheaper than having to attend your child's funeral.
Speaker 2 (33:28):
Yeah, and that's I hate the term, but I mean
I would bleed an artery out from my children, or.
Speaker 1 (33:34):
You're, oh my god.
Speaker 2 (33:36):
I don't most A lot of us who want to serve.
You take that oath and you take it seriously, and
I I it just to me, why are we talking
about money? You know? Yeah, it's our children right in
the same breath you're you're putting in a twenty three
(33:56):
million dollar swimming pool right again. It just it's frustrating.
Speaker 1 (34:02):
Yeah, I totally agree with that. So if somebody wants
to learn more about this, I'm gonna go back to
having your website up here, so it's three D response
dot com. I'll put that up on the screen here
in a minute, the website address, but talk about where
(34:26):
they would find out more information on here? Is it?
Speaker 2 (34:30):
Is it?
Speaker 1 (34:31):
This video?
Speaker 2 (34:32):
Is it?
Speaker 1 (34:32):
What?
Speaker 2 (34:32):
What is? Where do they go? The front page is
basically just an intro. But if you go to our system, okay,
well actually and go to the top one, so we
don't just look at the parts of it prevention and
risk management. We have a member on our team who
(34:52):
owns a mental health clinic and her office just takes
in homicidal, suicidal children that are court ordered because they've
committed a violent crime. Wow, this team, and she has
sixty counselors that work for her. They strictly deal with
(35:15):
violence in juveniles, and you have to have the right
prevention team in place when you're talking to children on
what to look for. And this was important to me
because when I was a school cop, the biggest thing
that I learned was creating relationships with the kids with
their families, and that alone can be a game changer.
(35:37):
But when you see somebody that may be homicidal or suicidal,
you might need a resource, and that's what we provide.
And then if you scroll down to the next part
of system, it'll be the actual system.
Speaker 1 (35:50):
This here yep, okay, Active threat mitigation.
Speaker 2 (35:55):
Okay, So that picture, that's my business partner, what he's
doing right now. That's actually we call it a pocket door.
So ninety nine point nine percent of the time that
door is sitting in the wall and all you really
see is a handle. So when we create the system,
we get a lot of people saying, we don't want
the school to look like a prison. Well, right, you can't.
(36:19):
We take great pride and you can't see the seven
or eight different layers that they're hidden. So if something happens,
you pull out this wall, which is a level seven
ballistic panel, and then the wall behind it is level
seven ballistic and all of a sudden, you've provided cover
and concealment to every child in that classroom. You've stopped
the bullet.
Speaker 1 (36:40):
Wow, and how does how does that? So? Is that
near the door the entryway that blocks them from entering.
Speaker 2 (36:52):
That doesn't block entering that that just provides cover. And yeah,
we look at thresholds. We protect the the rest of
the building. So you can take if you if you
stand in a hallway and you look in a classroom,
you can probably see ninety percent of that room from
a window, right, you take that ninety percent and drop
it down to about twenty five percent. Okay, so we're
cutting out vision, but we're cutting out vision with ballistic materials.
Speaker 1 (37:16):
Got it? Yeah? Wow? So so somebody can I mean,
obviously it's gonna be it's gonna be different for every
every school. And and I assume that if if a
school administrator or whoever is interested in this, you're gonna
(37:39):
do you personally go visit the school to to talk
to them or how does that work?
Speaker 2 (37:45):
Yeah? I will or somebody on my team will go
visit because we have to do a cost analysis. We
have to do to design and figure out you know,
and get them a dollar amount. Yeah. Yeah, we we
actually physically walk the building. We get blueprints than our
team of almost one hundred years of first responders and
educators sit down and we design customly for that building.
(38:10):
So it's not a cut and paste from building a building, right,
it's a very tactical approach to securing the building.
Speaker 1 (38:18):
That is really amazing. Are there other people out here
doing things like this? Probably not on the level you're
doing it.
Speaker 2 (38:27):
No, we're the only ones so far. And I learned
the patent process that was fun. But we just got
our patent a proved last November and through the patent's
office there was no no hurdles or any problems with
any other system like ours.
Speaker 1 (38:46):
Wow, and where's the best place for people to I mean,
obviously you're on x so everybody should definitely be following
you on x AT. I'm going to scroll it here.
What's that three D response s and your website is
(39:10):
three D response dot com Right, yep, I'm putting that,
I'm typing it in. I'm not looking at the.
Speaker 2 (39:19):
One thing that we don't show that you'll most people
get a kick out of, and we don't show it
for a reason. But if you look at adam Land, Tennessee,
is a great one. So that girl, boy whatever it was,
comes to the front door, shoots the glass open, and
then basically has free reins in the school. And by
the way, the cops did a phenomenal job in that response. Yeah,
(39:42):
but if you had our system in there, again, it's
a complete game changer, because that person goes into the vestibule,
the glass is protected the people on inside of the
glass that are managing the budgeon they have, and at
their presence as well. And again this would be tactically
(40:05):
designed by us. The person comes to the front door,
shoots the glass, the glass doesn't fall, They hit their
police button, notifies the whole school. Within sixty seconds, all
the teachers get their kids covered concealment. They start to
dispatch from the command center that we create where the
intruder is. So now all the teachers can hear we
(40:26):
have somebody that's trying to shoot their way in the
front door. That's really valuable information for teachers because if
you're talking the run, hide, fight thing. The biggest complaint
I got was teachers saying, how do we know what's
going on? So when after they start breaking that glass,
they can hit another button. We call it suspect Identification system,
(40:47):
and when that button's activate, it's going to drop a
lot of bright yellow powder that's going to take away
their ability to see into the school. It's going to
mark them bright yellow. So now when the police arrive,
they can say the suspect's been marked. Now the police
(41:08):
are looking for who was in bright yellow. And then
when the cops arrive, if say she got in and continued,
they're going to turn their attention to the police and
they're going to start to dispatch the officer. So it
might the officers will hear something like officers, I see
you come through the front door. When you get in
the building, you're going to want to take a right,
(41:29):
go up the steps. The suspect is on the second floor.
So you've taken a massive building. And right now officers
are going in and they're looking for blood, screams, gunshots.
It's it's all like what stimuli are We have to
find stimuli With our system, it's a Google map. You
(41:50):
just they walk you right to where the suspect is.
And we've trained over seventy cops on this part of
it alone. On the response from the police side, and
every single cop that walked out of there said, this
is a game changer. We watched the amount of time
in an elementary school to find a suspect from four
and a half minutes dropped down to forty seconds. That's
(42:13):
a lot.
Speaker 1 (42:14):
Wow.
Speaker 2 (42:16):
Wow. Our system is very complex and it's very it's
a system, and people buy security objects or items. We
need systems.
Speaker 1 (42:28):
Yep. I agree with you one thousand percent. And for
the people out here, A yeah, I've heard. I have
the benefit of having already heard your your thoughts on this,
but I'm going to bring it up for everybody else
to hear it. There are people who are They get
(42:50):
on x spaces and other forms of social media and
they begin to pontificate. It's one of my favorite words,
pontificate about how every teacher should have a gun, every
teacher should be carrying and and and and be able
to fight back. So what are your thoughts on that.
Speaker 2 (43:17):
You broke up at the questions should teachers carry a gun? Yeah? Yeah,
you know, it's a it's a big bag of worms.
The conversation. People are so passionate about it. Very if
you really dive into the whole concept of it, it's
more complicated than what people think. I'll just throw out
(43:37):
a few concerns I have. Number one is are we
going to give teachers qualified immunity? Law enforcement would every
officer would probably give up their badge if they if
we lost qualified immunity. Basically, what that is is they
can't come after you civilly. So if we're giving teachers
these guns, and even if they are they responded perfectly,
(44:00):
they can still be sued personally. So that's a big one.
The other one is have we asked the teachers? You know,
I've asked a lot of teachers and the majority of
them don't want anything to do with it, right They
signed up to teach the next one, and people kind
of don't really consider it. But are we going to
give them less lethal So you're asking this teacher to
(44:23):
stop a deadly forced situation and all of a sudden,
the deadly force isn't there anymore, and you're standing there
with a gun. Are we going to give them pepper
spray a taser? They have to be able to go
up and down a continuum based upon the threat they receive.
Are we going to train them in jiu jitsu and
gun retention. One of the best things I ever learned
in life was every time you go to a domestic
(44:46):
or every time you go to a call, there's always
a gun there. It's yours. Don't ef and lose it.
I've been in a few fights where I've had people
trying to get my gun out of my holster, and
fighting somebody and with one hand on your holster is
not an easy task. Then it goes into marksmanship qualification, insurance.
(45:06):
If anybody really wants to know if this is even doable,
call an insurance company, and I think you're going to
get your answer. The other sometimes too, if you put
yourself in the cop shoes and you're responding to this
and you see somebody with a gun and you just
walked over two dead kids. I mean, we're not trained
to give verbal commands drop the gun, you're a threat,
(45:31):
you're you might be putting the officers in a bad spot.
And then just the physiological response to that much stress
I was in a shooting. I experienced the tunnel vision,
I experienced the time slow down, the loss of my
fine tune motor skills. You know, you get this stress
dump and you don't know how you're going to respond.
And I've seen teachers just in drills sit in a
(45:54):
corner and start crying or or just lock up and freeze.
You know, it's that fight or flight kicks in the
other thing too, is I've done I think four mental
health checkups in my career, and what I've learned. I
also oversaw our mental health team for years. I learned
(46:15):
that a lot of mental health issues don't manifest themselves
until like late twenties, early thirties. So you could have
a twenty two year old, very healthy teacher and at
twenty nine and they could be schizophrenic and you don't
know it. So are we going to tie that into it?
But my team sat down and we literally have a
page and a half of concerns with that topic. So
(46:37):
when the topic comes up, I wish people would really
look into it seriously. I think there was a kid
in your school and a security guard left their gun
in a bathroom and a kid found it in my
school in our state, in your state.
Speaker 1 (46:56):
I don't know, I haven't heard that, but you know,
I think again, I think that, I personally think. I
mean I have a friend who is you know, an
sro here locally that I mean, and I have friends
in Ohio that that are SROs that you know, they
they they they love these kids. I mean literally, they
(47:22):
just most SROs have a real like passion for helping children.
And I don't think, I don't think that most school
resource officers would support every teacher having a firearm. I
(47:44):
just don't. I don't see that it's a reality.
Speaker 2 (47:47):
Best response that I can think of is a system
like ours that provides the stakeholders the tools and a
licensed school RECEO officer in your building. Right now, you
have the best of both worlds. You gave the you're
looking at providing with a cop in the school. I
(48:09):
could tell you there could be sixty shots when I
was a school cop going off, I would never hear it.
I'm still responding to an incident, but in that moment
now you've just given them the tools to respond to it.
So you're looking at buying time. Can we lock these
kids up safely for fifteen minutes, twenty minutes? Yes we can? Wow,
And I don't care how many guns are in the school.
(48:32):
Is the good gun going to be where the bad
gun is when it's to be there?
Speaker 1 (48:36):
That's right? I agree, I agree man, everybody watching, please
share this out and get the word out to every parent.
You know, ultimately it's going to come down to parents
are going to make the decision to put your system in.
(48:57):
You know, with enough pressure promise you, I know, with
enough pressure on the school board, on the administrators, on
the superintendents on this. This is something that that can
be implemented and save a whole lot of kids. And
and it's it's I look at as you know, nobody wants.
Speaker 2 (49:20):
To use.
Speaker 1 (49:23):
Automobile insurance. Nobody, nobody wants to pay for it. I don't,
and nobody wants to ever have to use it. But boy,
it sure is nice to have if you ever need it.
And and this is even more important because this is
your your child we're talking about. This is the safety
of children. So you know, personally, yeah, go ahead, sure,
(49:47):
absolutely we took it.
Speaker 2 (49:48):
We took it one step further up here in Minnesota.
I had a phone call from a state representative a
couple of years ago wanted to see what we were doing.
So I gave them a two And after the tour
he looked at me and said, why isn't this in
every building? Why aren't you go I mean he we
call it drank the kool aid once he saw it.
(50:09):
And he's young. He's twenty six, so he's not that
removed from being in scry himself, right, And unbeknownst to
me that the kids a bulldog. He calls me in uh,
like four days and said, I wrote a bill for you.
I want your system in every school in the state.
And wow, I'm going for it. So this was three
years ago he wrote the bill. I don't know if
(50:30):
you've noticed, but our state is kind of whatever.
Speaker 1 (50:35):
Yeah, you have a governor that unfortunately his name sounds
similar to mine. I hate that.
Speaker 2 (50:41):
But anyway, so he writes the bill. This year, finally
we went and our first committee hearing was with the
Education Committee at the Capitol and that passed unanimously with
bipartisan support. So this Friday it's actually going to the floor.
Speaker 1 (50:57):
Wow.
Speaker 2 (50:58):
And basically it's going to be a law that any
new building, any retrofit of fifteen percent or more, or
any add on will have to have a multi layered
system in it to protect children from firearms and weapons.
Speaker 1 (51:17):
So I have a really dumb question. I think, why
in God's name wouldn't one hundred percent of all schools
in America have the system one hundred percent, not one
hundred It should be a must have every single school.
Speaker 2 (51:41):
There's been I call it an invisible wall that I've
come across. During the political process, you get so far
and all of a sudden you're just left baffled with
what's going on and it I'll give you an example
of the author of the bill wanted me to get
(52:03):
a letter of endorsement from a group like Mom's Demand Action.
So I reached out to the local chapter. I gave
two moms a tour of our system and they loved it.
They said, absolutely, will write a letter. They write the letter,
I give it to the author the bill. He brings
it up to the other side of the aisle and
(52:26):
he calls me and says, I just dropped a nuclear
bomb on them. He was asked, how did you get this?
And he shortly thereafter got a phone call from the
national chapter saying that we respectively retract our letter, and
he said why, and they said, we're neutral on this topic,
(52:48):
and so he goes, So, let me get this straight.
Mom's the Man Action who's supposed to be keeping kids safe?
Is neutron A bill that'll keep kid Safe, and they said,
we retract the letter. So it made it made me
think that kind of is that part of the invisible
wall is they do they really not want to do this,
but you'd think an organization that touts of keeping kids
(53:09):
safe would be all in favor of it. So that's
what I mean by There's just been some moments through
this political process that I've seen that really make two
plus two is not equaling four.
Speaker 1 (53:22):
How Okay, I'm gonna start dropping f bombs. I'm not,
I'm not going to do it. But how in the
name of everything holy can any adult on this planet
politicize the safety of our children like that? Is the
most insane shit I've ever heard in my life.
Speaker 2 (53:45):
Well, think about it, Ken, It goes back to the
Washerman's repeat. Where do all those conversations end up at
gun control? It's been a thirty year gun control fight.
Speaker 1 (53:56):
It's insane. It's just insane.
Speaker 2 (54:00):
And we need, honestly, we need a we we as
parents and I'm a parent, we need a paradigm shift
and the way we look at keeping our kids safe.
And we need to we need to what what what
we used yesterday didn't work? Why do it's the definition
of insanity. Yeah, it's just over and over and over again.
And that's what our system is. It's the first time
(54:23):
in approach or response looked at it from the stakeholder's
point of views, that actually is tactical human Yes it uh.
When I tell you, Uvaldi, there's not one kid that
I mean at Parkland. The first three they own the
element of surprise. But once that first alert goes off
(54:44):
and you can take your school back, you can minimize
the number of people being hurt after that point. Once
the surprise is done, take your school back as fast
as you can, because right now they own it until
they say it's done.
Speaker 1 (54:57):
Is there a video on the website that people can
watch that will help them? Yes, understand what what what
we're talking about here?
Speaker 2 (55:11):
If you go to can you pull up my website again?
Speaker 1 (55:14):
Yeah, let me do that right now.
Speaker 2 (55:19):
So go to in the media, okay, And there's a
care eleven article in there that is probably the most descriptive.
It's not the whole system right there, care eleven.
Speaker 1 (55:34):
Oh here, Okay, the.
Speaker 2 (55:36):
Suspects phrase not in there, and a couple other layers
are not in there. But that's probably the most descriptive
overview of the system.
Speaker 1 (55:45):
Oh okay, I'm not showing that that. Let me share
this tab so here it is when when they click
on it they get it opens up to this this
page here. So okay, that I'm sure shows a commercial
prior to the thing.
Speaker 2 (56:06):
So we'll.
Speaker 1 (56:08):
Yeah, so wow wow wow wow wow.
Speaker 2 (56:15):
So hopefully Friday go as well. And I think of Minnesota.
I told a lot of the representatives and centers like
you guys have an opportunity to put Minnesota on the
map here. Yeah, I think it'll be the first time
the response has been defined in a law.
Speaker 1 (56:33):
Have have you been to any of the the schools
where shootings have occurred.
Speaker 2 (56:42):
We were flown down to Tennessee the day after the
Tennessee shooting happened, but we didn't go in. We've actually
were flowing down a private school wanted to talk to
us and our phone rings after something happens. That needs
to change. Yeah, I should do it when quiet get
in front of it.
Speaker 1 (57:04):
It goes back to the when do they put up
a traffic light in an intersection after enough people are
killed at that intersection? Unfortunately, you know that's.
Speaker 2 (57:14):
Just the way people are. We're responsive and we need
to be more proactive.
Speaker 1 (57:20):
So final words, we have two thousand people watching right now,
what are your what are your final words to all
two thousand people watching to to to get to wake
them up? I mean, we got to wake people up.
This is this is freaking insane to me.
Speaker 2 (57:41):
So be vocal. I really do think. Educate yourself on
what your definition of security is. Do some research and
if your school says that they're going to go out
and they're going to buy metal detectors, ask them, well,
how how is that going to help my kid? You know,
(58:02):
if we're not giving the tools to the kids and
the teachers and the cops, it's not a system. Quit
buying devices and let's get a system. Talk to your
state legislator. There's a bill written for it. They can
easily adopt the bill and get it going in their state.
But if you're a parent, I urge you to question
(58:24):
what they're doing to keep their kids safe. I question
you to question them. If their top priority is truly
the safety of their children, what are you doing about it?
Challenge them because they like to be right all the time.
But if you can come in there with a little
bit of knowledge and question them with facts, You're going
to make things turn and it we started this grassroots.
(58:48):
I think to get this going is going to be
grassroots too, because the political world is a mess. It's
been three years to try to get this bill to
pass with the top of keeping kids safe. That's unacceptable.
That's certain things in our world shouldn't we shouldn't have
to wait for. So that's my advice where my call
(59:12):
to action is educate yourself, challenge your school leaders with facts.
Speaker 1 (59:19):
Totally agree. I wow, and like Darlene Eaton says, amen,
everybody watching, please go to X and and follow Jason
on X. It's it's scrolling across the bottom. His handle
(59:39):
is at three D the number three D response s
look him up, give him a follow on X. Go
to the website, which is three D response dot com.
And if you go to in the media and scroll
down to the k K A R E eleven, that's
(01:00:05):
where you're going to find the best video to see
this this system in full pretty much and go check
it out, check out everything. Follow this guy and reach
out to Jason. I know you're you're very open to
people reaching out to you as well, So reach out
(01:00:29):
and what's that unless you're a swatter. I had to
make you laugh. Sorry, yeah, if you're a swallow only,
oh my god. Uh yeah, don't don't don't do that.
(01:00:50):
You probably don't want to do that to him. I'm
telling you so. But anyway, dude, thank you so much.
I'm I can. I consider you an new friend and anything.
I have a lot of friends with big podcasts. I
think you need to get this message out to a
lot more people because this is important. These are chokes
(01:01:16):
me up, man, these are our kids, you know how much.
Stop politicizing the safety of our children and get this
shit done. Like we have helicopters that pick people up
and freaking fly them to hospitals in the event of
a bad accident. Like let's move like that on this.
(01:01:37):
We need to move like this is an emergency. We
got to get this done. So Jason, thank you, thank
you for spending the time with us. I'm going to
wrap up and end the live stream. But I appreciate you,
I really do. I appreciate your service, I appreciate this system,
everything that you're doing to try to change the world
and save our children. Thank you. I mean that pleasure.
(01:02:01):
So everybody, make sure you're following Jason, my wife just
followed you. So thank you to everybody and share this out.
Let's get this info out to everybody that we can.
Everybody have a great day and we'll see you soon.
Thank you so much, Jason, no problem,
Hey, good morning, and welcome to break Through Walls. I'm
Ken Walls and I'm your host, and today I have
like this guy is pretty amazing. What he's developed to
help our children in the school systems. You're not gonna
believe it. So do me a favor. I have the
(00:25):
one and only Jason Polinski on the show. Do me
a favor and share this out to everybody that you know,
and let's get a bunch of people on here. Learn
how Jason and his team are saving lives and changing lives.
So stay with us, make sure you share this out.
(00:47):
Appreciate you. All right, we're back. Let me bring Jason
(01:21):
on the show right now. Here we go. Jason, Welcome
to break Through Walls. How you doing, Ken, I'm good man,
It's great to have you on.
Speaker 2 (01:32):
Yeah, thanks for the offer. I appreciate it.
Speaker 1 (01:35):
Well, you know, you and I met on X spaces.
For those not familiar with x spaces, you should become
familiar with them because you'll meet a lot of really,
really amazing people there.
Speaker 2 (01:51):
You know.
Speaker 1 (01:52):
Let's you know, I like to start with, you know,
letting the audience know where you're from, like where it
all began for you.
Speaker 2 (02:04):
Born and raised in Minnesota. Spent a little bit of
my life in Colorado, some family out there, but I
went to school all through the same school district. Went
to college at the University of Minnesota Duluth for my
undergrad I got my master's degree from Hamlin. Got hired
right at the right page of twenty three years old
(02:24):
in law enforcement and kind of a through and through
Minnesota guy.
Speaker 1 (02:30):
So let's see, who's the Minnesota. That's the Vikings, that
would be the Vikings. You're a Vikings fan, Yes I am.
It's kind of frustrating at times, but yes i am.
I've been. I've only been to I've been to Minneapolis
one time in my entire life, and it was for
(02:53):
a layover. I was coming. I spoke at an event
in Vegas and it's a long story, but I ended
up they were late getting there and I missed my
connection flight at twelve o'clock in the morning and I
had to spend the night in Minnesota. I was coming
from Vegas where it was like ninety degrees, so I'm
wearing shorts and a T shirt and that's really.
Speaker 2 (03:14):
All I had.
Speaker 1 (03:16):
And it was not ninety degrees in Minneapolis, like not
even remotely close. In fact, it was like thirty some degrees.
Speaker 2 (03:24):
I'm like, this is crazy kind of warm in the wintertime. Yeah,
we brought a bunch of guys up ice fishing from Florida, Texas.
Never stepped foot on a frozen lake before North Carolina,
and it was actually I'm driving my truck out to
the ice house and they turned about three shades of
(03:47):
white that I've never seen this. But it's funny bringing
up Southern people up to go ice fishing.
Speaker 1 (03:54):
Well, I'm from Ohio, so I just moved to Texas
a few years ago. It's, you know, similar climate, not
as cold, but it's it's similar. So I'm very familiar
with several feet of snow and below zero temperatures. And
I grew up running snowmobiles on a frozen lake, So
(04:17):
I do you know what it's not. I know all
about it, but when you're not prepared for it then yeah. So,
and it was it was like in April or May
or something. It was like and it was freezing, and
I'm like, what the heck? So, so you so you
went through high school? Did you go to college up there?
Speaker 2 (04:41):
Yeah, I went to the University of Minnesota.
Speaker 1 (04:42):
Duluth, okay, and what was your would you study in college?
Speaker 2 (04:48):
You know, I didn't really know what I wanted to do.
I started off, I love the outdoors. I've hunted and
fished my whole life, and I wanted to kind of
you know, you're always told at nineteen years old, take
what you love and try to make money at it.
So I went into wildlife management. And then I realized
there was a lot of math and chemistry and I'm
not smart enough for that shit. So I ended up
(05:10):
going on academic probation my first quarter and then lo
and behold, I decided to take a class called criminology,
and part of the class was to go on a
ride along. So I went on a ride along with
my instructor, Sergeant Wigman. He was a delude sergeant, and
I ended up getting in a foot chase and at
(05:31):
the time, I was playing hockey and I was in
really good shape, and I'm he said just stay behind me.
So I said, okay, well we're running, and I'm like, serget,
I can get this guy, and he said get him
so oh my card, and I tackled him and we
got back to the car and I said, I can't
believe you get paid for this. This is fun. So
(05:53):
I changed my major to go into law enforcement. Oh
my god. So wait, you had a real cop and
you were just a student. He said, get it. That's
I know pretty well. I don't think he would have
sent I mean, he was my professor and he was
a good guy.
Speaker 1 (06:12):
That's awesome. That's awesome. So so so you got into
law enforcement? Where how did that start for you? Were
you working like on this patrol? What were you What
were you doing when you first started.
Speaker 2 (06:29):
I first started, I did an internship in the city
that I did the internship with hired me. So now
the city is about seventy five thousand people, about seventy
five cops. And you start out in patrol and I
worked my first few years dog shift, overnight's patrol. About
(06:53):
year seven, I think I got selected to go and
work in the schools as a school resource officer and
I did that for three years. Absolutely loved that spot,
which plays in later to the story. And then I
immediately got promoted a sergeant when I got out of
the schools, and then I got selected to go be
(07:14):
a team leader for our drug task Force, which was
county and statewide and got back from that. I was
a sergeant for a little bit, got promoted to lieutenant,
and that's kind of where it sits now. But I've
had the fortunate opportunity in my career that every three
or four years I get to try something different in
(07:35):
law enforcement. So I've kind of done the gauntlet. That's
pretty cool. You know, I know a lot. When I
say a lot, I mean I know a lot of
cops I did. I did a lot of technol I'll
just say technology work for the what's it called the.
Speaker 1 (08:00):
Nark Ohio NARCO, which is the Narcotics Officers Association thing,
And I've been to the I've been to the the
what is the annual convention or whatever they call it.
I'm like, what kind of this is a drinking convention?
I'm kidding, that's very no, it was there, Ohio NARCO.
(08:29):
They have their own thing, and you know they have
FBI and de A and all these people come in
for But anyway, so you know, I've seen a lot
and I think it's and I would imagine you can
relate to this. I would like it's almost like you
can pick out a cop that's been around for a while.
(08:50):
There's a there's a certain look in their eye like
they've like they've seen it all. You've seen it all.
Speaker 2 (08:56):
I know you have, Oh, definitely, Yeah, Yeah, you just
to be honest. Over the course of the years, you
do become jaded, and you do become may be critical.
You find yourself kind of thinking through things that most
normal people don't even consider. And it's I think it's
just the constant repetitiveness of the ends and out of
(09:19):
what law enforcement demands of a person. Yeah, it does
change you, Yeah, you know, I think.
Speaker 1 (09:30):
And the primary reason I wanted to have you come
on today is you know, you were talking the other
night in a space about a system that y'all have developed.
To man, I hate even talking about this to be real,
(09:50):
but the school shootings. I have a fourteen year old daughter,
and my god, that is like that's that's the biggest
nightmare of any parent. And you know, you think about all.
(10:12):
I mean, there's been two one is too many, but
there's been a lot, and so you have developed a
system to help minimize loss in the event of one
of these these happenings. Talk about if you would before
you go into what it is and what it does
(10:33):
and how it does what it does. Talk about the
reason behind this. I mean, it wasn't just like, hey,
I think, I mean, what was there, What was the
driving force behind coming up with this thing?
Speaker 2 (10:51):
Passion? I think, And it goes back to when I
was a school resource officer and I was in the
school shortly after Columbine happened. Every day that I would
go to work, in the back of my mind, you know,
I'm pretty much the first one. If there's a list,
I'm the only threat in there. And then you look
out over the sea and there was probably two thousand
(11:13):
students in the high school. I was a school cop
in and you look out over the sea of children
and it's like you take that daunting responsibility, like I'm
the only line of defense for this entire group of kids, right,
And we were actually way ahead of the curb. We
(11:36):
were doing so after Columbine Lockdown was born and we
were doing lockdown drills in two thousand and two. I
started training cops on response back in two thousand and two,
and fast forward, Sandy Hook happens, and that one really
when there was dead elementary school kids. That's I questioned,
(12:01):
why isn't anybody doing anything about this, and I talked
to a good friend of mine who we worked narcotics
together and he was a SWAT member, and we kind
of said, you know, nobody's taking the bull by the
horn here, let's take run hide fight and put it
on steroids. You know, the hide isn't working. I taught
run Hide Fight for years and I refuse to teach it.
(12:24):
And about twenty fourteen, I'm getting ready to do a
presentation to a bunch of teachers on run Hide Fight,
and my son at the time, who was probably eleven,
came into my office and said, Dad, what do I do?
And I looked him in the eye and I said,
you run as fast as you can. Don't listen to
your teachers. Well, that kind of an internal dilemma for
(12:47):
me because the next day I'm teaching something that is
completely opposite what I'm telling my kid. Yeah, because I knew,
and to this day, I run hide fight is nothing
more than fight or flight. So you look at the buildings,
and you look at the way the cops respond, and
the common denomination denominator in this is we don't have
(13:09):
the right tools to respond effectively. So that's how it started,
and we started brainwashing our brain searching on how can
we enhance the building to enhance the response to the kids,
the teachers, and the cops, because those are the stakeholders.
So that's what we did, you know.
Speaker 1 (13:31):
I think about I mean, like, if I go to
my daughter's school right now, I can't get in that school,
like not without standing in front of a camera. They
scan my face. They have I think they have, I
don't know they somebody has to recognize you. You have
(13:53):
to really identify yourself. I think about how in the
world are people because there are people getting in with
ars and and all kinds. I mean, how are they
getting in these schools? Aren't all schools pretty secure like
(14:15):
what I'm talking about.
Speaker 2 (14:17):
No, And even with artificial intelligence, there's there's ways around technology,
and you know, metal detectors, artificial intelligence, clear backpacks, facial recognition,
gun recognition, all that stuff. All those have one thing
in common, and that is they're not ever going to
stop a bullet. That the tools that we're giving them
(14:40):
aren't for the kids. Therefore, the administrator and you can
we they're actually the latest trend is AI and and
we will not put AI in our system for the
primary reason of it is not one effective. It's nothing
more than alert and it will never stop a bullet.
(15:00):
So once AI recognizes there's a weapon here, you have
to ask yourself, now, what do we do the gun's
in it's too late? Or if the facial recognition, who
are they looking for at the door? Right? What are
they scanning right? That's one thing. Obviously. If it's a student,
(15:21):
well a lot of students have been school shooters, it's
a stranger, So I guess what's the purpose of it?
And then buzzing systems. You know, Sandy Hook had a
buzzing system. Tennessee had a buzzing system. There's evil that
exists in this world, and they don't give a shit
about swiping a driver's license. They both shot their way
through the front. You know, you want to do bad,
(15:44):
you don't care about following the rules. So our system
looks at those that don't want to follow the rules.
And how do you take a school that is target
rich and make it target less than sixty seconds?
Speaker 1 (16:00):
That's yeah, so I think, and that's where you guys
come in, and really you really shine with with your system.
I wonder I could share I can share the screen,
I think, and and I could show your website if
(16:24):
you'd like, And I think that it would be kind
of kind of cool for you to to go through
it just to you know, tell me where to click
and then kind of show people how your system works.
Because this look, this hits close to home for me,
(16:44):
you know, having having a daughter in school and and
and we're very active in that school with her and
all the other parents. And I think that people do
you think that people like what do they just bury
their heads in the sand and pretend it's not going
to happen, And I mean, what's the general consensus hope.
Speaker 2 (17:10):
I think they hope it will never happen here, and
hope is not a good plan. And also as far
as burying your head in the sand, I've been personally
involved in information that I wanted to go out to
parents in the community of the good work that when
I was a lieutenant overseeing our school resource officers. You know,
(17:30):
they're averaging four to six legitimate threats a year, and
schools would be shocked how many of these threats are
are never really exposed. And we wanted to put like
a year in review saying, look at the good work
the school cops did and the principals did to make
sure your kids are safe. And I was told at
(17:50):
the time, this is probably twenty fourteenish, we can't share
that we're going to scare the parents. Well, the problem
with that is when the next ref renn it comes out,
how do the parents know what to vote on if
they don't know the truth?
Speaker 1 (18:04):
You know?
Speaker 2 (18:04):
So yes, Berry heads in the sand and hope it
never happens here.
Speaker 1 (18:12):
This is This is a I was I was looking
forward to this, this interview, but I was also not
looking forward to it. I'm just being real with you.
It's not something that that I mean, it's and and
that's what makes you and anybody in your field. By
(18:32):
the way, if I didn't say thank you for your
service already thank you for your service, it means the
world to me. But it's not. I just don't think
that this is a topic that people want to think
about or talk about.
Speaker 2 (18:47):
Yet.
Speaker 1 (18:48):
I think it's a topic that needs to be talked about.
Speaker 2 (18:51):
The only time it's talked about. And I wrote an
article a while back called washprints and repeat, And you
can go back and certainly since Columbine and you can
see a trend that our nation does you'll have an incident.
Take san you Hook or Valdi or take any one
of them. You have an incident, you have thoughts and prayers,
(19:12):
then you have a couple days of grieving. Then you
have a call to action from parents to do something.
Nobody knows what to do because we have not defined
what to do. And then it turns into a gun
fight for the next six months until the next one happens.
And it's been that washerns and repeat for almost thirty years.
(19:34):
And we as adults are the ones hurting our children
because we are too opinionated, we can't make up our mind,
and we just want to fight about guns, and our
system takes guns out of the conversation altogether. It's not
a political matter. So it's the adults need to step
up and be adults. Stop fighting about stuff. And if
(19:57):
you look out at the rest of our society, we've
defined and fire safety, we've defined car safety, we've defined
water safety, we've defined everything safety and security except safe schools.
We still don't define it. Because one district might have
a camera system and AI and they call that security.
(20:18):
Another district might have a visitor management system and window
film and they call that security. Right there's no consistent
definition across the board, and the wrong minds aren't being
asked what do we do? And politicians and architects are
answering that question for us right now.
Speaker 1 (20:37):
Yeah, kind of pathetic in my opinion. So let me.
I'm going to pop your website up on screen here
and go full screen with it. Talk about what people
should be looking for on your website here.
Speaker 2 (20:57):
It's the only approach that looks at this from a
multi leveled approach. So what we've noticed is everybody tries
to fix what just happened. So Uvaldi because he came
for the back door. The whole country's blown up on
single point entry. After Sandy Hook, it was visitor management,
after Parkland was visitor management, single point injury, and we
(21:19):
keep focusing on that Tennessee front door. But there's also
a lot of shootings that started within the school, So
you can't look at what just happened. You have to
look at the building as a whole. So much like
a fire suppression system. I'll go through this real quick
because it actually is. It was kind of mind blowing
(21:40):
when I came across it. But the fire suppression system
was the code was written in the early nineteen hundreds,
it sat on a desk until nineteen fifty eight, after
ninety five children died in a school in Chicago called
Our Lady of the Angel School. So you have this
document sitting there. I'm guessing that nobody believed in. But
it took almost one hundred kids to die for them
(22:02):
to say enough of the deaths from fires, We're going
to activate the fire code in Chicago. When it branched
out after that, when we were creating our system, we
were looking at kind of well, what if that, you know,
if the gun starts here, if the first SHOT's here,
how do we And we ended up with a multi
(22:22):
layered system, and you kind of took a ten thousand
foot view and you look at a fire suppression system,
it's the same thing. It's they look at the whole building,
no matter where the fire starts. They have tools to
put out the fire, contain the fire. It's a keep
it simple, stupid response for the teachers, the kids, and
the firefighters. Not one kid has died in a fire
(22:44):
in this nation since the fire code has been implemented.
It was the multi layered system, and the fire code
defined fire safety. So our system is the same, just
a different threat now too.
Speaker 1 (23:00):
For the fire code implementation in a school, I'm sure
it's it's it's not free.
Speaker 2 (23:09):
No, And but people, that's that's the one elephant in
the room. How much is it right? And it's it.
Speaker 1 (23:17):
And I'm bringing that elephant up for a reason because
it needs to be. I love your logic and it's true.
I love what you said it the other night.
Speaker 2 (23:28):
You have to put the cost into perspective, and keep
in mind, we didn't start this to get rich. We
started this to save kids' lives, period. And enough's enough.
So I've been when we went out for the first
referendum with a public school of sixteen schools, they were
asking I think it was twenty three million dollars for
(23:49):
a swimming pool, and then they asked sixteen million dollars
for security, which was our system. Our system was less
to outfit every building in that district than one swimming pool.
And you look at it, and you look at like
a new football field. You're looking at if it's artificial turf,
five to seven million dollars. Well, they'll we have districts
(24:12):
across this nation that will go out and ask for
sporting facilities, no questions asked, But where are your priorities?
I mean, what to me if you're if you're an
education leader in this nation and your number one priority
is not the safety of your kids, please find a
different job.
Speaker 1 (24:32):
Amen.
Speaker 2 (24:33):
And I say that with passion because I've seen the
mindset a lot of these educational leaders. They it's almost
like they're afraid to even dive into this discussion. Like
it it scares them. But you can't fix it if
you don't address it. And like again, I believe that
if if you come into a school, your number one
(24:55):
job is to create a safe, leer environment, period and
then go get your fun stuff.
Speaker 1 (25:00):
Totally agree with that. I totally agree. And I would
imagine that there's my wife who's very active with our school. Well,
I'm gonna you just got a new lead because you
got to be in our school system. I mean on
(25:21):
our foot here in Texas. Like you know, our football
stadium I think was in the thirty five million range
just for the football stage. I mean it's it's bigger
and nicer than a lot of college campus football stadiums.
And I'm not aware of your system being in our
school system. So and there's I know there's school systems
(25:44):
here that they've spent ninety million dollars on a football stadium,
like on a football stadium, so you know, and I
just think that this is a prime market for what
you're doing to help our children. My god, honestly, it
would be I don't think there's a parent that would
(26:09):
watch this that would say, yeah, no, I'd rather have
a nice football stadium than my child to be safe.
That would be insane to me. Like, and I'm not
saying you can't have both. I'm saying prioritize it first.
Let's get the safety first, yeah, and then get the
extra stuff. Yeah.
Speaker 2 (26:30):
I grew up playing football and hockey. I'm all about sports.
Sports are great, great for children. It teaches them a
lot about life and it's important. But if you have
a Uvaldi that happens, your football stadium ain't gonna matter
from that point forward because you didn't do everything you could.
And I think you've all the used up to twenty
(26:51):
seven billion in lawsuits right now. I mean it's destroying.
It's literally it's a community destroyer. And we got a yeah,
and that's my frustration. If our system was in Evaldi,
there's not one child dead.
Speaker 1 (27:08):
Oh my god, and.
Speaker 2 (27:09):
I watched that just going well, think about it. I'll
give you what happened, and this might be kind of
the easiest way to do it. So suspect and I
won't use his name. Suspect kills Grandma, I believe. At
the house. Drive tells a girlfriend in Germany he's going
to go to a nearby school and shoot it up.
He gets in a car crash just before he gets
(27:32):
to the school parking lot. Some people come out to
help him and he starts shooting at them. Then he
goes to the front parking lot and he starts shooting
rounds into the building. That's when the first nine when
one call came out, So there's your stopwatch. Two minutes later,
he goes to the back of the building and he's
coming in a back door that was left open. He
(27:52):
goes to the first door, goes in and it was
an adjoining classroom, so it was double the kids. And
basically you have a barricaded suspect with hostages. And I
will not go into the police response. I can you
can probably assume my thoughts on how they acted, which
was bullshit, But I think I just said it.
Speaker 1 (28:15):
He did he did out loud?
Speaker 2 (28:18):
I know, well, I got a month and a half left.
I don't care. If you put our system in there,
that first shot, rather than a nine on one call,
would indicate a button being depressed. That button sends a
message right away to dispatch, so cops are started. It
activates an alert system both inside and outside of the school,
(28:40):
so the entire building knows that they need to take action.
And lastly, it's going to activate twelve hundred magneto twelve
hundred punds of magnetic pressure in that space that that
button was hit. So now you've just secured everybody in
that spot. When he goes to the and so they
hit that button, they had two minutes before he made
entering that door. With our system, I've seen two thousand
(29:01):
kids go into complete lockdown with cover, concealment and communication
in sixty seconds. Wow, So plenty of time for that
whole school to get secured. He comes to that back door,
I don't care if that back door is open, come
on in. He goes to that first door, he's gonna
interact with twelve hundred pounds of magnetic pressure on the door.
All the kids are behind Level seven ballistic panels that
(29:24):
pull out of the wall. They're installed in the wall.
You've created cover. A bullet cannot go through there, You've
created concealment. He can't see them. You've enforced the door.
You've enforced the glass, and he's not getting in that door.
He's not shooting through that wall. Every child in there
is safe and again within a minute. And if you
(29:45):
look at a school, it truly is a target rich environment.
By that, I mean it's a very it's fishing a barrel,
you know. Yeah, how do you take that target rich
and make a target less? And what do the kids need? Well,
they need cover, they need concealment, and they need communication.
(30:07):
So it's all the magic in the world and all
the alerts in the world are never going to stop
a bullet. So we're not giving the kids the tools
when they need them the most.
Speaker 1 (30:21):
I want to I wanna, I gotta do a quick
break for our sponsor. But when we come back from this,
I want to open up the website and kind of
get into that a little bit because and I have
some questions about, you know, how long it takes to
install your system and all of that stuff. So everybody
(30:42):
stay with us. Here's a quick message from our sponsor,
and then we're going to talk about installation time and
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Speaker 3 (31:15):
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is the neuroscience company that makes New Calm. It is
an honor of privilege to welcome you.
Speaker 2 (31:26):
You're in for a treat.
Speaker 1 (31:31):
So with your system. Let's say that a school system,
and you know, North Texas is growing like crazy. They're
building schools. I mean, they can't build schools fast enough actually,
But let's say that somebody says, hey, we want your
(31:54):
system installed at this school or in this school systemnumber one.
Do you know an approximation of the investment or I mean,
does it depend on the size of I suppose it
probably depends on the size of the school and all
of that.
Speaker 2 (32:11):
Right, it depends on the size of the school. It
depends on the architectural layout of the school. A lot
of schools have kind of an open concept, which I
think is horrible. A lot of schools have more of
a traditional concept, which I believe is the best direction
to go. But the design is going to obviously impact
(32:34):
the cost. The districts that we installed, like the two
high schools in the district, they house about twenty three
hundred kids a piece. There are small campuses, and the
two big schools were around and two to two point
three million, and then you go down from there. It
(32:55):
all averaged out to you know, you can do an
elementary school. It might be seven hundred and fifty k.
I mean, it just depends on a lot of factors.
But it's to be honest, it's less than a fire
suppression system. Wow. Really Yeah. One of my business partners
(33:15):
owns a fire suppression company, and he said, it's it's
cheaper than what he does.
Speaker 1 (33:23):
It's also cheaper than having to attend your child's funeral.
Speaker 2 (33:28):
Yeah, and that's I hate the term, but I mean
I would bleed an artery out from my children, or.
Speaker 1 (33:34):
You're, oh my god.
Speaker 2 (33:36):
I don't most A lot of us who want to serve.
You take that oath and you take it seriously, and
I I it just to me, why are we talking
about money? You know? Yeah, it's our children right in
the same breath you're you're putting in a twenty three
(33:56):
million dollar swimming pool right again. It just it's frustrating.
Speaker 1 (34:02):
Yeah, I totally agree with that. So if somebody wants
to learn more about this, I'm gonna go back to
having your website up here, so it's three D response
dot com. I'll put that up on the screen here
in a minute, the website address, but talk about where
(34:26):
they would find out more information on here? Is it?
Speaker 2 (34:30):
Is it?
Speaker 1 (34:31):
This video?
Speaker 2 (34:32):
Is it?
Speaker 1 (34:32):
What?
Speaker 2 (34:32):
What is? Where do they go? The front page is
basically just an intro. But if you go to our system, okay,
well actually and go to the top one, so we
don't just look at the parts of it prevention and
risk management. We have a member on our team who
(34:52):
owns a mental health clinic and her office just takes
in homicidal, suicidal children that are court ordered because they've
committed a violent crime. Wow, this team, and she has
sixty counselors that work for her. They strictly deal with
(35:15):
violence in juveniles, and you have to have the right
prevention team in place when you're talking to children on
what to look for. And this was important to me
because when I was a school cop, the biggest thing
that I learned was creating relationships with the kids with
their families, and that alone can be a game changer.
(35:37):
But when you see somebody that may be homicidal or suicidal,
you might need a resource, and that's what we provide.
And then if you scroll down to the next part
of system, it'll be the actual system.
Speaker 1 (35:50):
This here yep, okay, Active threat mitigation.
Speaker 2 (35:55):
Okay, So that picture, that's my business partner, what he's
doing right now. That's actually we call it a pocket door.
So ninety nine point nine percent of the time that
door is sitting in the wall and all you really
see is a handle. So when we create the system,
we get a lot of people saying, we don't want
the school to look like a prison. Well, right, you can't.
(36:19):
We take great pride and you can't see the seven
or eight different layers that they're hidden. So if something happens,
you pull out this wall, which is a level seven
ballistic panel, and then the wall behind it is level
seven ballistic and all of a sudden, you've provided cover
and concealment to every child in that classroom. You've stopped
the bullet.
Speaker 1 (36:40):
Wow, and how does how does that? So? Is that
near the door the entryway that blocks them from entering.
Speaker 2 (36:52):
That doesn't block entering that that just provides cover. And yeah,
we look at thresholds. We protect the the rest of
the building. So you can take if you if you
stand in a hallway and you look in a classroom,
you can probably see ninety percent of that room from
a window, right, you take that ninety percent and drop
it down to about twenty five percent. Okay, so we're
cutting out vision, but we're cutting out vision with ballistic materials.
Speaker 1 (37:16):
Got it? Yeah? Wow? So so somebody can I mean,
obviously it's gonna be it's gonna be different for every
every school. And and I assume that if if a
school administrator or whoever is interested in this, you're gonna
(37:39):
do you personally go visit the school to to talk
to them or how does that work?
Speaker 2 (37:45):
Yeah? I will or somebody on my team will go
visit because we have to do a cost analysis. We
have to do to design and figure out you know,
and get them a dollar amount. Yeah. Yeah, we we
actually physically walk the building. We get blueprints than our
team of almost one hundred years of first responders and
educators sit down and we design customly for that building.
(38:10):
So it's not a cut and paste from building a building, right,
it's a very tactical approach to securing the building.
Speaker 1 (38:18):
That is really amazing. Are there other people out here
doing things like this? Probably not on the level you're
doing it.
Speaker 2 (38:27):
No, we're the only ones so far. And I learned
the patent process that was fun. But we just got
our patent a proved last November and through the patent's
office there was no no hurdles or any problems with
any other system like ours.
Speaker 1 (38:46):
Wow, and where's the best place for people to I mean,
obviously you're on x so everybody should definitely be following
you on x AT. I'm going to scroll it here.
What's that three D response s and your website is
(39:10):
three D response dot com Right, yep, I'm putting that,
I'm typing it in. I'm not looking at the.
Speaker 2 (39:19):
One thing that we don't show that you'll most people
get a kick out of, and we don't show it
for a reason. But if you look at adam Land, Tennessee,
is a great one. So that girl, boy whatever it was,
comes to the front door, shoots the glass open, and
then basically has free reins in the school. And by
the way, the cops did a phenomenal job in that response. Yeah,
(39:42):
but if you had our system in there, again, it's
a complete game changer, because that person goes into the vestibule,
the glass is protected the people on inside of the
glass that are managing the budgeon they have, and at
their presence as well. And again this would be tactically
(40:05):
designed by us. The person comes to the front door,
shoots the glass, the glass doesn't fall, They hit their
police button, notifies the whole school. Within sixty seconds, all
the teachers get their kids covered concealment. They start to
dispatch from the command center that we create where the
intruder is. So now all the teachers can hear we
(40:26):
have somebody that's trying to shoot their way in the
front door. That's really valuable information for teachers because if
you're talking the run, hide, fight thing. The biggest complaint
I got was teachers saying, how do we know what's
going on? So when after they start breaking that glass,
they can hit another button. We call it suspect Identification system,
(40:47):
and when that button's activate, it's going to drop a
lot of bright yellow powder that's going to take away
their ability to see into the school. It's going to
mark them bright yellow. So now when the police arrive,
they can say the suspect's been marked. Now the police
(41:08):
are looking for who was in bright yellow. And then
when the cops arrive, if say she got in and continued,
they're going to turn their attention to the police and
they're going to start to dispatch the officer. So it
might the officers will hear something like officers, I see
you come through the front door. When you get in
the building, you're going to want to take a right,
(41:29):
go up the steps. The suspect is on the second floor.
So you've taken a massive building. And right now officers
are going in and they're looking for blood, screams, gunshots.
It's it's all like what stimuli are We have to
find stimuli With our system, it's a Google map. You
(41:50):
just they walk you right to where the suspect is.
And we've trained over seventy cops on this part of
it alone. On the response from the police side, and
every single cop that walked out of there said, this
is a game changer. We watched the amount of time
in an elementary school to find a suspect from four
and a half minutes dropped down to forty seconds. That's
(42:13):
a lot.
Speaker 1 (42:14):
Wow.
Speaker 2 (42:16):
Wow. Our system is very complex and it's very it's
a system, and people buy security objects or items. We
need systems.
Speaker 1 (42:28):
Yep. I agree with you one thousand percent. And for
the people out here, A yeah, I've heard. I have
the benefit of having already heard your your thoughts on this,
but I'm going to bring it up for everybody else
to hear it. There are people who are They get
(42:50):
on x spaces and other forms of social media and
they begin to pontificate. It's one of my favorite words,
pontificate about how every teacher should have a gun, every
teacher should be carrying and and and and be able
to fight back. So what are your thoughts on that.
Speaker 2 (43:17):
You broke up at the questions should teachers carry a gun? Yeah? Yeah,
you know, it's a it's a big bag of worms.
The conversation. People are so passionate about it. Very if
you really dive into the whole concept of it, it's
more complicated than what people think. I'll just throw out
(43:37):
a few concerns I have. Number one is are we
going to give teachers qualified immunity? Law enforcement would every
officer would probably give up their badge if they if
we lost qualified immunity. Basically, what that is is they
can't come after you civilly. So if we're giving teachers
these guns, and even if they are they responded perfectly,
(44:00):
they can still be sued personally. So that's a big one.
The other one is have we asked the teachers? You know,
I've asked a lot of teachers and the majority of
them don't want anything to do with it, right They
signed up to teach the next one, and people kind
of don't really consider it. But are we going to
give them less lethal So you're asking this teacher to
(44:23):
stop a deadly forced situation and all of a sudden,
the deadly force isn't there anymore, and you're standing there
with a gun. Are we going to give them pepper
spray a taser? They have to be able to go
up and down a continuum based upon the threat they receive.
Are we going to train them in jiu jitsu and
gun retention. One of the best things I ever learned
in life was every time you go to a domestic
(44:46):
or every time you go to a call, there's always
a gun there. It's yours. Don't ef and lose it.
I've been in a few fights where I've had people
trying to get my gun out of my holster, and
fighting somebody and with one hand on your holster is
not an easy task. Then it goes into marksmanship qualification, insurance.
(45:06):
If anybody really wants to know if this is even doable,
call an insurance company, and I think you're going to
get your answer. The other sometimes too, if you put
yourself in the cop shoes and you're responding to this
and you see somebody with a gun and you just
walked over two dead kids. I mean, we're not trained
to give verbal commands drop the gun, you're a threat,
(45:31):
you're you might be putting the officers in a bad spot.
And then just the physiological response to that much stress
I was in a shooting. I experienced the tunnel vision,
I experienced the time slow down, the loss of my
fine tune motor skills. You know, you get this stress
dump and you don't know how you're going to respond.
And I've seen teachers just in drills sit in a
(45:54):
corner and start crying or or just lock up and freeze.
You know, it's that fight or flight kicks in the
other thing too, is I've done I think four mental
health checkups in my career, and what I've learned. I
also oversaw our mental health team for years. I learned
(46:15):
that a lot of mental health issues don't manifest themselves
until like late twenties, early thirties. So you could have
a twenty two year old, very healthy teacher and at
twenty nine and they could be schizophrenic and you don't
know it. So are we going to tie that into it?
But my team sat down and we literally have a
page and a half of concerns with that topic. So
(46:37):
when the topic comes up, I wish people would really
look into it seriously. I think there was a kid
in your school and a security guard left their gun
in a bathroom and a kid found it in my
school in our state, in your state.
Speaker 1 (46:56):
I don't know, I haven't heard that, but you know,
I think again, I think that, I personally think. I
mean I have a friend who is you know, an
sro here locally that I mean, and I have friends
in Ohio that that are SROs that you know, they
they they they love these kids. I mean literally, they
(47:22):
just most SROs have a real like passion for helping children.
And I don't think, I don't think that most school
resource officers would support every teacher having a firearm. I
(47:44):
just don't. I don't see that it's a reality.
Speaker 2 (47:47):
Best response that I can think of is a system
like ours that provides the stakeholders the tools and a
licensed school RECEO officer in your building. Right now, you
have the best of both worlds. You gave the you're
looking at providing with a cop in the school. I
(48:09):
could tell you there could be sixty shots when I
was a school cop going off, I would never hear it.
I'm still responding to an incident, but in that moment
now you've just given them the tools to respond to it.
So you're looking at buying time. Can we lock these
kids up safely for fifteen minutes, twenty minutes? Yes we can? Wow,
And I don't care how many guns are in the school.
(48:32):
Is the good gun going to be where the bad
gun is when it's to be there?
Speaker 1 (48:36):
That's right? I agree, I agree man, everybody watching, please
share this out and get the word out to every parent.
You know, ultimately it's going to come down to parents
are going to make the decision to put your system in.
(48:57):
You know, with enough pressure promise you, I know, with
enough pressure on the school board, on the administrators, on
the superintendents on this. This is something that that can
be implemented and save a whole lot of kids. And
and it's it's I look at as you know, nobody wants.
Speaker 2 (49:20):
To use.
Speaker 1 (49:23):
Automobile insurance. Nobody, nobody wants to pay for it. I don't,
and nobody wants to ever have to use it. But boy,
it sure is nice to have if you ever need it.
And and this is even more important because this is
your your child we're talking about. This is the safety
of children. So you know, personally, yeah, go ahead, sure,
(49:47):
absolutely we took it.
Speaker 2 (49:48):
We took it one step further up here in Minnesota.
I had a phone call from a state representative a
couple of years ago wanted to see what we were doing.
So I gave them a two And after the tour
he looked at me and said, why isn't this in
every building? Why aren't you go I mean he we
call it drank the kool aid once he saw it.
(50:09):
And he's young. He's twenty six, so he's not that
removed from being in scry himself, right, And unbeknownst to
me that the kids a bulldog. He calls me in uh,
like four days and said, I wrote a bill for you.
I want your system in every school in the state.
And wow, I'm going for it. So this was three
years ago he wrote the bill. I don't know if
(50:30):
you've noticed, but our state is kind of whatever.
Speaker 1 (50:35):
Yeah, you have a governor that unfortunately his name sounds
similar to mine. I hate that.
Speaker 2 (50:41):
But anyway, so he writes the bill. This year, finally
we went and our first committee hearing was with the
Education Committee at the Capitol and that passed unanimously with
bipartisan support. So this Friday it's actually going to the floor.
Speaker 1 (50:57):
Wow.
Speaker 2 (50:58):
And basically it's going to be a law that any
new building, any retrofit of fifteen percent or more, or
any add on will have to have a multi layered
system in it to protect children from firearms and weapons.
Speaker 1 (51:17):
So I have a really dumb question. I think, why
in God's name wouldn't one hundred percent of all schools
in America have the system one hundred percent, not one
hundred It should be a must have every single school.
Speaker 2 (51:41):
There's been I call it an invisible wall that I've
come across. During the political process, you get so far
and all of a sudden you're just left baffled with
what's going on and it I'll give you an example
of the author of the bill wanted me to get
(52:03):
a letter of endorsement from a group like Mom's Demand Action.
So I reached out to the local chapter. I gave
two moms a tour of our system and they loved it.
They said, absolutely, will write a letter. They write the letter,
I give it to the author the bill. He brings
it up to the other side of the aisle and
(52:26):
he calls me and says, I just dropped a nuclear
bomb on them. He was asked, how did you get this?
And he shortly thereafter got a phone call from the
national chapter saying that we respectively retract our letter, and
he said why, and they said, we're neutral on this topic,
(52:48):
and so he goes, So, let me get this straight.
Mom's the Man Action who's supposed to be keeping kids safe?
Is neutron A bill that'll keep kid Safe, and they said,
we retract the letter. So it made it made me
think that kind of is that part of the invisible
wall is they do they really not want to do this,
but you'd think an organization that touts of keeping kids
(53:09):
safe would be all in favor of it. So that's
what I mean by There's just been some moments through
this political process that I've seen that really make two
plus two is not equaling four.
Speaker 1 (53:22):
How Okay, I'm gonna start dropping f bombs. I'm not,
I'm not going to do it. But how in the
name of everything holy can any adult on this planet
politicize the safety of our children like that? Is the
most insane shit I've ever heard in my life.
Speaker 2 (53:45):
Well, think about it, Ken, It goes back to the
Washerman's repeat. Where do all those conversations end up at
gun control? It's been a thirty year gun control fight.
Speaker 1 (53:56):
It's insane. It's just insane.
Speaker 2 (54:00):
And we need, honestly, we need a we we as
parents and I'm a parent, we need a paradigm shift
and the way we look at keeping our kids safe.
And we need to we need to what what what
we used yesterday didn't work? Why do it's the definition
of insanity. Yeah, it's just over and over and over again.
And that's what our system is. It's the first time
(54:23):
in approach or response looked at it from the stakeholder's
point of views, that actually is tactical human Yes it uh.
When I tell you, Uvaldi, there's not one kid that
I mean at Parkland. The first three they own the
element of surprise. But once that first alert goes off
(54:44):
and you can take your school back, you can minimize
the number of people being hurt after that point. Once
the surprise is done, take your school back as fast
as you can, because right now they own it until
they say it's done.
Speaker 1 (54:57):
Is there a video on the website that people can
watch that will help them? Yes, understand what what what
we're talking about here?
Speaker 2 (55:11):
If you go to can you pull up my website again?
Speaker 1 (55:14):
Yeah, let me do that right now.
Speaker 2 (55:19):
So go to in the media, okay, And there's a
care eleven article in there that is probably the most descriptive.
It's not the whole system right there, care eleven.
Speaker 1 (55:34):
Oh here, Okay, the.
Speaker 2 (55:36):
Suspects phrase not in there, and a couple other layers
are not in there. But that's probably the most descriptive
overview of the system.
Speaker 1 (55:45):
Oh okay, I'm not showing that that. Let me share
this tab so here it is when when they click
on it they get it opens up to this this
page here. So okay, that I'm sure shows a commercial
prior to the thing.
Speaker 2 (56:06):
So we'll.
Speaker 1 (56:08):
Yeah, so wow wow wow wow wow.
Speaker 2 (56:15):
So hopefully Friday go as well. And I think of Minnesota.
I told a lot of the representatives and centers like
you guys have an opportunity to put Minnesota on the
map here. Yeah, I think it'll be the first time
the response has been defined in a law.
Speaker 1 (56:33):
Have have you been to any of the the schools
where shootings have occurred.
Speaker 2 (56:42):
We were flown down to Tennessee the day after the
Tennessee shooting happened, but we didn't go in. We've actually
were flowing down a private school wanted to talk to
us and our phone rings after something happens. That needs
to change. Yeah, I should do it when quiet get
in front of it.
Speaker 1 (57:04):
It goes back to the when do they put up
a traffic light in an intersection after enough people are
killed at that intersection? Unfortunately, you know that's.
Speaker 2 (57:14):
Just the way people are. We're responsive and we need
to be more proactive.
Speaker 1 (57:20):
So final words, we have two thousand people watching right now,
what are your what are your final words to all
two thousand people watching to to to get to wake
them up? I mean, we got to wake people up.
This is this is freaking insane to me.
Speaker 2 (57:41):
So be vocal. I really do think. Educate yourself on
what your definition of security is. Do some research and
if your school says that they're going to go out
and they're going to buy metal detectors, ask them, well,
how how is that going to help my kid? You know,
(58:02):
if we're not giving the tools to the kids and
the teachers and the cops, it's not a system. Quit
buying devices and let's get a system. Talk to your
state legislator. There's a bill written for it. They can
easily adopt the bill and get it going in their state.
But if you're a parent, I urge you to question
(58:24):
what they're doing to keep their kids safe. I question
you to question them. If their top priority is truly
the safety of their children, what are you doing about it?
Challenge them because they like to be right all the time.
But if you can come in there with a little
bit of knowledge and question them with facts, You're going
to make things turn and it we started this grassroots.
(58:48):
I think to get this going is going to be
grassroots too, because the political world is a mess. It's
been three years to try to get this bill to
pass with the top of keeping kids safe. That's unacceptable.
That's certain things in our world shouldn't we shouldn't have
to wait for. So that's my advice where my call
(59:12):
to action is educate yourself, challenge your school leaders with facts.
Speaker 1 (59:19):
Totally agree. I wow, and like Darlene Eaton says, amen,
everybody watching, please go to X and and follow Jason
on X. It's it's scrolling across the bottom. His handle
(59:39):
is at three D the number three D response s
look him up, give him a follow on X. Go
to the website, which is three D response dot com.
And if you go to in the media and scroll
down to the k K A R E eleven, that's
(01:00:05):
where you're going to find the best video to see
this this system in full pretty much and go check
it out, check out everything. Follow this guy and reach
out to Jason. I know you're you're very open to
people reaching out to you as well, So reach out
(01:00:29):
and what's that unless you're a swatter. I had to
make you laugh. Sorry, yeah, if you're a swallow only,
oh my god. Uh yeah, don't don't don't do that.
(01:00:50):
You probably don't want to do that to him. I'm
telling you so. But anyway, dude, thank you so much.
I'm I can. I consider you an new friend and anything.
I have a lot of friends with big podcasts. I
think you need to get this message out to a
lot more people because this is important. These are chokes
(01:01:16):
me up, man, these are our kids, you know how much.
Stop politicizing the safety of our children and get this
shit done. Like we have helicopters that pick people up
and freaking fly them to hospitals in the event of
a bad accident. Like let's move like that on this.
(01:01:37):
We need to move like this is an emergency. We
got to get this done. So Jason, thank you, thank
you for spending the time with us. I'm going to
wrap up and end the live stream. But I appreciate you,
I really do. I appreciate your service, I appreciate this system,
everything that you're doing to try to change the world
and save our children. Thank you. I mean that pleasure.
(01:02:01):
So everybody, make sure you're following Jason, my wife just
followed you. So thank you to everybody and share this out.
Let's get this info out to everybody that we can.
Everybody have a great day and we'll see you soon.
Thank you so much, Jason, no problem,
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