Attachment_20_Chg_1 _POI_List_Two.pdf

Course Number Course Title

PER‐202 Field Force Extrication Tactics (FFE)

PER‐200 Field Force Operations (FFO) ‐ Resident

PER‐200 Field Force Operations (FFO) ‐ Nonresident

PER‐200‐1 Field Force Operations Train the Trainer (FFO TtT)

PER‐200‐C Field Force Operations Refresher (FFO‐R)

AWR‐900 Framework for Healthcare Emergency Management (FRAME)

PER‐906 Hazard Assessment and Response Management for CBRNE Incidents (HARM) POI located in Attachment 48

MGT‐901 Healthcare Leadership for Mass Casualty Incidents (HCL)

PER‐201 Hazardous Materials Evidence Collection for CBRNE Incidents (HEC)

PER‐324 Healthcare Emergency Response Operations for CBRNE Incidents (HERO)

PER‐902 Hospital Emergency Response Training for Mass Casualty Incidents (HERT)

PER‐903‐1

Hospital Emergency Response Training for Mass Casualty Incidents (Train‐the‐

Trainer) (HERT TtT)

POI List Two

Training Delivery Services Attachment 20, Chg 1

Field Force Extrication Tactics

PER-202

Plan of Instruction Version Control Number: 10.2

CENTER FOR DOMESTIC PREPAREDNESS

FEDERAL EMERGENCY MANAGEMENT AGENCY

DEPARTMENT OF HOMELAND SECURITY

61 RESPONDER DRIVE

ANNISTON, ALABAMA 36205

SECTION I

COURSE DESCRIPTION

Course Number: PER-202

Course Title: Field Force Extrication Tactics

Version Control Number: 10.2

Effective Date:

Course Purpose. To provide students the knowledge and skills to operate the tools necessary to extricate an individual safely from protester devices, while reducing liability and ensuring due process. Successful graduates can identify and defeat protester devices while protecting the safety of all involved.

Course Goals. To develop critical thinking and intuitive decision-making skills that support safe and responsive action in handling an extrication incident.

Course Scope. Through this course, responders receive instruction in protest situations, legal considerations, responsibilities of extrication teams, and extrication techniques required to defeat protester devices. The course culminates in a series of hands-on activities that allow responders to practice all of the learned skills (operating extrication tools, defeating protester devices, communicating with other students while operating power tools in a realistic context.

Course Length: 3 days

Course Academic Hours: 24 hours

Class Size

a. Minimum: 18

b. Optimal: 20

c. Maximum: 24

Class Iterations per Year: 8

Optimum Annual Student Throughput: 192 (resident only)

FFE POI 10.2 1

Course Delivery Means

a. Resident. Onsite training at the Center for Domestic Preparedness (CDP) in Anniston, Alabama

b. Non-resident. At the request of a jurisdiction, this course may be delivered as a non-resident course by CDP instructional staff.

c. Indirect. Not applicable

Target Audience. The target audience for this course is police officers, firefighters, and/or medical personnel, or other responders who require training and practice in the extrication of protesters.

Course Prerequisites. To be eligible to attend the course, a student must:

a. have successfully completed IS-100.b, Introduction to the Incident Command System or any of the other ICS-100 series courses;

b. IS-700.a, National Incident Management System (NIMS), An Introduction; and

c. be in good physical shape and capable of lifting 60 pounds while bending at the knees and waist

d. be capable of operating the following power tools while bending downward and forward at the waist:

(1) extrication saw

(2) angle grinder

(3) reciprocating saw

(4) jackhammer

(5) rotary hammer

(6) rebar cuter

(7) rotary tool

Exceptions to any of the above prerequisites may be granted on a case-by-case basis at the discretion of the Center for Domestic Preparedness Registrar.

Job/Function Task Trained Task Number Task Title Proficiency Level1 LE-0010 Disperse and Remove Protesters Part Task LE-0020 Plan Response to a Protester Device Situation Proficiency LE-0030 Defeat a Protester Device Proficiency LE-0040 Operate Extrication Saw Proficiency

FFE POI 10.2 2

LE-0050 Operate Angle Grinder Proficiency LE-0060 Operate Reciprocating Saw Proficiency LE-0070 Operate Jackhammer Proficiency LE-0080 Operate Rotary Hammer Proficiency LE-0090 Operate Hand Tools Proficiency LE-0100 Operate Rebar Cutter Proficiency LE-0110 Operate Rotary Tool Proficiency

1Proficiency Level = Familiarization, Part Task, Proficiency, or Reinforced

Continuing Education Units or Academic Equivalency. As an International Association for Continuing Education and Training (IACET) Authorized Provider, the Center for Domestic Preparedness awards 2.4 continuing education units for this program under the American National Standards Institute (ANSI)/IACET Standard.

Instructor Qualifications. All instructors delivering curriculum at the CDP must meet the basic instructor qualifications outlined in the performance work statement. A request for exception will be made through the appropriate Government contracting officer’s representative (COR).

Regulations, National Goals, Doctrine, Standards, and Capability Gaps Supported by the Course

a. Regulations. The Occupational Safety and Health Administration (OSHA) standards for operating hand and power tools were taken into account when developing this course.

b. National Goals. This course supports the principles of Presidential Policy Directive 8:

National Preparedness (PPD-8). It trains law enforcement first responders to prevent, or stop threats of terrorism by applying the following core capabilities:

(1) Interdiction and Disruption. Students practice apprehending protesters and stopping threats and hazards during unlawful assemblies.

(2) On-Scene Security and Protection. Students practice maintaining a safe environment and providing on-scene security while extricating protesters to eliminate the risk of further damage to persons, property, and the environment.

c. Doctrine. According to NIMS, the process a first responder uses to manage an incident is determined by the local agency. This course provides responders with an example and practical application in a process consistently employed by jurisdictions to respond effectively to protester device situation.

d. Standards. California Commission on Peace Officer Standards and Training (2012). Post guidelines: crowd management, intervention, and control civil disobedience. pp. 47–50.

Retrieved from http://lib.post.ca.gov/Publications/CrowdMgtGuidelines.pdf

e. Capability Gaps. This course supports the capability gaps identified at recent protester extrication events throughout the United States.

FFE POI 10.2 3

Version Control Number Change History Version Control Number

New, Minor, or

Major Concise Description of Change(s)

Effective Date of Change

10.2 Major A major revision of this course consists of the

following:

Added lecture on characteristics, main components, and safety considerations of extrication tools.

Added detailed descriptions to extrication tool demonstrations and practical exercises.

Added descriptions, multimedia presentations, and guided discussions to instruction on protester groups and devices.

Added examples of extrication best practices, communication techniques, and sample descriptions of extrication team members.

Merged Experiential Learning Activity 1 and Performance Examination

May 29, 2015

Additional Remarks: None

FFE POI 10.2 4

SECTION II

COURSE SUMMARY AND RECOMMENDED SCHEDULE

Course Executive Summary. The following is a concise overview for each learning activity within the program. Each activity is presented in the sequence in which it is recommended to be executed.

Activity Number Activity Title Activity Description Total Time

Admin 1 Course Introduction and Overview

Provides students with an overview of the course, orients students to the facilities, and introduces instructors and students.

30 minutes

Exam 1 Pre-Test

Provides a baseline measure of each student’s knowledge of the subject matter presented in this course.

30 minutes

Mod 1 Overview of Protest Situations Reviews protest situations. 1 hour

Mod 2 Protester Devices Reviews protest devices and tactics used by protesters. 1 hour

Mod 3 The Extrication Team

Provides an overview of the key elements in an extrication response plan and a thorough description of the responsibilities of each member of an extrication team.

1 hour

Mod 4 Legal Considerations

Focuses on the legal considerations extrication teams must contemplate when dealing with crowd control. The importance of conducting and documenting training is also covered.

1 hour

ELA 1 Operating Extrication Tools

Provides students an opportunity to practice the operation of extrication tools and assesses students on their ability to operate the tools (Exam 2).

3 hours

FFE POI 10.2 5

Activity Number Activity Title Activity Description Total Time

ELA 2 Defeating Protester Devices

Engages students in operations, which allows them to practice problem solving and extrication skills.

11 hours

Exam 3 Post-Test

Measures the students’ comprehension of the cognitive material presented during the course.

45 minutes

Mod 5 Current Trends Reviews recent protester device situations. 1 hour

ELA 3 Extrication Capstone Exercise

Engages students in operations, which allows them to practice defeating protester devices in accordance with the processes taught during the course.

3 hours

Admin 2 End-of-Course Evaluation Collection and Graduation

Recognizes students’ efforts/achievements in completing the course. Allows students to provide feedback using Level 1 course evaluation forms.

15 minutes

Recommended Course Schedule. This schedule illustrates the recommended sequencing by day for the administrative and academic learning activities. Every attempt will be made to maintain this sequencing of the academic learning activities in order to ensure maximum transfer of learning is achieved.

Activity Number Activity Title Hours

DAY 1

Admin 1 Course Introduction and Overview 30 minutes

Exam 1 Pre-Test 30 minutes

Module 1 Overview of Protest Situations 1 hour

Module 2 Protester Devices 1 hour

Module 3 The Extrication Team 1 hour

Module 4 Legal Considerations 1 hour

FFE POI 10.2 6

Experiential Learning Activity 1

Operating Extrication Tools (including equipment safety briefing):

3 hours

Station 1: Extrication Saw & Large Angle Grinder

Station 2: Reciprocating Saw & Small Angle Grinder

Station 3: Jackhammer & Rotary Hammer

Station 4: Rebar Cutter & Rotary Tool

Exam 2: Performance Examination

Day 1 Total 8 hours

DAY 2

Experiential Learning Activity 2 Defeating Protester Devices 4 hours

Experiential Learning Activity 2 (continued)

Defeating Protester Devices 4 hours

Day 2 Total 8 hours

DAY 3

Experiential Learning Activity 2 (continued)

Defeating Protester Devices 3 hours

Exam 3 Post-Test 45 minutes

Module 5 Current Trends 1 hour

Experiential Learning Activity 3 Extrication Capstone Exercise 3 hours

Admin 2 End-of-Course Evaluation Collection and Graduation 15 minutes

Day 3 Total 8 hours

Total Academic Hours 24 hours

FFE POI 10.2 7

SECTION III

LEARNING ACTIVITY DESCRIPTIONS

Number: Administrative 1

Title: Course Introduction and Overview

Total Time: 30 minutes

Instructional Methods Method Time Instructor to Student Ratio Lecture 22 minutes 1:20 Facilitation 8 minutes 1:20

Media/Technology: Multimedia presentation

Purpose: To provide an introduction to the CDP; to review the course and associated graduation criteria; to provide an overview of key policies, expectations, and the facilities; and to conduct staff and student introductions.

Learning Objectives

a. Terminal Learning Objectives. Not Applicable

b. Enabling Learning Objectives. Not Applicable

Downgrade Justification. Not Applicable

Concept for Instruction

a. Lecture. The lead instructor welcomes the class to the CDP; introduces himself/herself;

provides an overview of the course; explains the course graduation criteria; and provides an overview of key policies, expectations, and the facilities.

b. Facilitation. The lead instructor facilitates and introduction of the instructional staff for the course and the class members.

Required Instructional Materials: Instructor guide, multimedia presentation

Risk Assessment: Low

Reference: Center for Domestic Preparedness. (2013). Student handbook. Anniston, AL:

Author.

Instructor and Training Support Personnel Description Special Qualifications Quantity Instructor None 1

FFE POI 10.2 8

Training Facilities Facility Title Facility Description Quantity Classroom Capable of accommodating the enrolled class size 1

Equipment

Item Unit of Measure Quantity

None

Consumables

Item Quantity Unit of Measure

Unit of Issue

None

Agent

Description Unit of Measure Quantity

None

FFE POI 10.2 9

Number: Examination 1

Title: Pre-Test

Total Time: 30 minutes

Instructional Methods Method Time Instructor to Student Ratio Written Examination 30 minutes 1:20

Media/Technology: Not Applicable

Purpose: To provide a baseline measure of each student’s knowledge of the subject matter presented in this course. As such, no test review is included.

Learning Objectives

a. Terminal Learning Objectives

(1) Given a protester scenario, identify considerations of a protest situation in accordance with analysis of current legal precedence and crowd control best practices. (LE-0010)

(2) Given a mission assignment, plan a response to a protester device situation in accordance with tactical objectives. (LE-0020)

(3) Given a protester device situation and a selection of tools, defeat the device in accordance with the Field Force Extrication Checklist. (LE-0030)

(4) Given hand tools, operate the hand tools in accordance with the manufacturer’s specifications. (LE-0090)

b. Enabling Learning Objectives

(1) Given a written examination, identify types of crowd situations in accordance with analysis of recent protests. (LE-0010a)

(2) Given a written examination, identify psychological factors of protesters in accordance with Riots, Revolts, and Insurrections. (LE-0010b)

(3) Given a written examination, identify motivators for use of a protester device in accordance with after action reviews of recent protests. (LE-0010c)

(4) Given a written examination, identify constitutional guidelines in accordance with current case law. (LE-0010d)

(5) Given a written examination, identify use-of-force limitations in accordance with current case law. (LE-0010e)

(6) Given a written examination, identify need-to-train guidelines in accordance with current case law. (LE-0010f)

FFE POI 10.2 10

(7) Given a written examination, identify roles of extrication team members in accordance with extrication best practices. (LE-0020b)

(8) Given a written examination, identify the fundamental elements in an extrication response plan in accordance with accepted extrication practices. (LE-0020c)

(9) Given a written examination, identify characteristics of the basic PVC sleeping dragon in accordance with past protest utilization of the device. (LE-0030a)

(10) Given a written examination, identify characteristics of the sleeping dragon wrapped in tar, chicken wire, and duct tape (tar dragon) in accordance with past protest utilization of the device. (LE-0030b)

(11) Given a written examination, identify characteristics of the sleeping dragon made of metal pipe in accordance with past protest utilization of the device. (LE-0030c)

(12) Given a written examination, identify characteristics of the sleeping dragon made of angled steel in accordance with past protest utilization of the device. (LE-0030d)

(13) Given a written examination, identify characteristics of the sleeping dragon encased in a concrete sleeve in accordance with past protest utilization of the device. (LE- 0030e)

(14) Given a written examination, identify characteristics of the sleeping dragon encased in a 5-gallon bucket of concrete in accordance with past protest utilization of the device. (LE-0030f)

(15) Given a written examination, identify characteristics of the sleeping dragon encased in a 55-gallon drum of concrete in accordance with past protest utilization of the device. (LE-0030g)

(16) Given a written examination, identify characteristics of the bicycle lock in accordance with past protest utilization of the device. (LE-0030h)

(17) Given a written examination, identify characteristics of the tripod in accordance with past protest utilization of the device. (LE-0030i)

(18) Given a written examination, identify the use of common hand tools for extrication in accordance with best practices. (LE-0090a)

(19) Given a written examination, identify the safety considerations for hand tools in accordance with OSHA Safety and Health Regulations for Construction, 29 Code of Federal Regulations (C.F.R.) Part 1926. (LE-0090b)

Downgrade Justification: Not applicable

Concept for Instruction

a. Written Examination. The proctor will explain that the purpose for this diagnostic written examination is to obtain results that will aid instructors and the students in determining baseline subject matter knowledge. This knowledge will be used to best target instruction

FFE POI 10.2 11

to the needs of the class. The proctor explains the examination procedures as defined in the proctor guide and answer key and administers the examination.

b. Facilitation. The proctor provides examination scores to the students and responds to their questions, as appropriate. Because the examination is diagnostic, a review of missed examination items is not conducted.

Required Instructional Materials: Proctor guide and answer key, written examination booklet, and written examination answer form

Risk Assessment: Low

References

Bay Area Peace Navy v. U.S., 914 F. 2d 1224, 1227 (9th Cir.1990).

Brower v. County of Inyo, et al., 489 U.S. 539 (1989).

Brown v. Bryan, 98 U.S. 40877 (2000)

Bjelopera, J. P. (2013). The domestic terrorist threat: Background and issues for Congress.

Washington, DC: Congressional Research Service.

California Commission on Peace Officer Standards and Training. (2012). POST guidelines:

Crowd management, intervention, and control. Retrieved from http://lib.post.ca.gov/Publications/CrowdMgtGuidelines.pdf

Cerrah, I. (1998). Crowds and public order policing: An analysis of crowds and interpretations of their behavior based on observational studies in Turkey, England, and Wales. Hampshire, England: Ashgate Publishing Ltd.

Christen, H. T., & Maniscalco, P. M. (2011). Terrorism Response Procedures. In Homeland security: Principles and practices of terrorism response (pp. 77–82). Sudbury, MA: Jones and Barlett Publishers.

Civil Disorder, 18 U.S.C. § 232 (2012).

Ciminillo v. Streicher, 434 F. 3d 461 (6th Cir. 2006)

City of Canton v. Harris, 489 U.S. 378 (1989)

Cox v. New Hampshire, 312 U.S. 569 (1941).

Crowell v. Kirkpatrick, 667 F. Supp. 2d 391 (U.S. Dist. 2009), aff’d, 09-4100cv (2nd Cir. 2010)

Federal Bureau of Investigation. (n.d.). Counterterrorism analytical lexicon. Retrieved from http://cryptome.org/fbi-ct-lexicon.pdf

Federal Bureau of Investigation. (1967). Prevention and control of mobs and riots. Washington, DC: Department of Justice.

FFE POI 10.2 12

Faggiano, V., McNall, J., & Gillespie, T. (2012). Critical incident management: A complete response guide. Boca Raton, FL: CRC Press.

Forrester v. City of San Diego, 25 F.3d 804 (9th Cir. 1994).

Garner, B. A. (Ed). (1999). Black’s law dictionary (7th ed.) St. Paul, MN: West Group.

Graham v. Connor, 827 F. 2d, 945 (4th Cir. 1987).

Graham v. Connor, 490 U.S. 386, 396, 109 (1989).

Idaho Code Ann. § 18-2005 (2014)

Headwaters Forrest Defense v. County of Humboldt et al., 276 F.3d 1125 (9th Cir. 2002).

Heffron v. International Society for Krishna Consciousness, 452 U.S. 640 (1981).

Hiibel v. Sixth Judicial District Humboldt County, 542 U.S. 177 (2004).

Michigan v. DeFillippo, 443 U.S. 31 (1979).

Momboisse, R. R. (1967). Riots, revolts, and insurrections. Springfield, IL: Charles C. Thomas.

Monell v. New York City Department of Social Services, 436 U.S. 658 (1978).

Occupy’s Disability Caucus. (2012). Disability activists in wheelchairs arrested at Gracie

Mansion ADA celebration. Retrieved from http://wagingnonviolence.org/feature/disability-activists-in-wheelchairs-arrested-at-gracie-mansion-ada-celebration/

Olsen, K. (1995, February 8). Forest activists testing Idaho law in Cove-Mallard timber harvest.

The Moscow-Pullman Daily News, p. 9A.

Ruckus Society. (2009). The Ruckus Society – take action: Donate today! [Video]. Available from https://www.youtube.com/watch?v=dOC44ZrToY4 or http://www.ruckus.org/donate

Safety and Health Regulations for Construction, 29 C.F.R. § 1926.1419(b) (2014).

Schenck v. Prochoice Network, 519 U.S. 357 (1997).

Schweingruber, D. (2000). Mob sociology and escalated force: Sociology’s contribution to repressive police tactics. The Sociological Quarterly, 41(3). 371–389.

Shanahan, E. A., McBeth, M. K., Tigert, L. E., Hathaway, P. L. (2010). From protests to litigation to YouTube: A longitudinal case study of strategic lobby tactic choice for the Buffalo Field Campaign. Social Science Journal, 47, 137-150. doi: 10.1016/j.soscij.2009.10.002

Sopow, E. (2004, spring). Protest policing and the age of outrage: A scholar-practitioner’s multi-disciplinary linkage of theory and reality. Fielding Focus. 2(2): 4-5.

Staff Reports. (1995, June 27). Man locks himself to Cove-Mallard gate. The Moscow-Pullman

Daily News, p. 3A.

FFE POI 10.2 13

Tatum v. City and County of San Francisco, 441 F. 3d 1090, 1094-95 (9th Cir. 2006).

Ting v. United States, 108 F. 3d 339 (9th Cir. 1997).

Tobey v. Jones, 706 F. 3d 379 (4th Cir. 2013).

United States v. Robinson, 414 U.S. 218 (1973).

U.S. CONST. amend. I.

U.S. CONST. amend. IV.

Ward v. Rock Against Racism, 491 U.S. 781 (1989).

Wutz, T. J. (2000). Fire Department Organization: Command and Control. In Firefighter’s handbook: Essentials of firefighting and emergency response (pp. 35–41). Albany. NY:

Delmar Thomson Learning.

Instructor and Training Support Personnel Description Special Qualifications/Skill Quantity

Classroom Capable of accommodating the enrolled class size 1

Equipment

Item Quantity Unit of Measure

Unit of Issue

Consumables

Measure

Unit of Issue

None

Agent

Description Unit of Measure Quantity

None

FFE POI 10.2 14

Number: Module 1

Title: Overview of Protest Situations

Total Time: 1 hour

Instructional Methods Method Time Instructor to Student Ratio Lecture 40 minutes 1:20 Guided Discussion 20 minutes 1:20

Media/Technology: Media presentation

Purpose: To provide students with a description of protest situations.

Learning Objectives

a. Terminal Learning Objective. Given a protester scenario, identify considerations of a protest situation in accordance with analysis of current legal precedence and crowd control best practices. (LE-0010)

b. Enabling Learning Objectives

(1) Given a written examination, identify types of crowd situations in accordance with analysis of recent protests. (LE-0010a)

(2) Given a written examination, identify psychological factors of protesters in accordance with Riots, Revolts, and Insurrections. (LE-0010b)

(3) Given a written examination, identify motivators for use of a protester device in accordance with after action reviews of recent protests. (LE-0010c)

Downgrade Justification: Not Applicable

Concept for Instruction

a. Lecture. A lecture supplemented by a multimedia presentation to present the types of protests, psychological factors of protesters, characteristics of protester devices and the motivators for using them.

b. Guided Discussion. To introduce the idea of civil disobedience, the instructor presents questions to allow students to share their knowledge and experience of protest groups and those who use locking and nonlocking devices.

Required Instructional Materials: Instructor guide, student guide, and multimedia presentation

Risk Assessment: Low

References

FFE POI 10.2 15

Bjelopera, J. P. (2013). The domestic terrorist threat: Background and issues for Congress.

Washington, DC: Congressional Research Service.

Cerrah, I. (1998). Crowds and public order policing: An analysis of crowds and interpretations of their behavior based on observational studies in Turkey, England, and Wales. Hampshire, England: Ashgate Publishing Ltd.

Federal Bureau of Investigation. (n.d.). Counterterrorism analytical lexicon. Retrieved from http://cryptome.org/fbi-ct-lexicon.pdf

Federal Bureau of Investigation. (1967). Prevention and control of mobs and riots. Washington, DC: Department of Justice.

Laughing at Liberals. (2012). Seattle May Day mayhem! 2012 [Video]. Available from https://www.youtube.com/watch?v=wYT82Fec3cQ

Momboisse, R. R. (1967). Riots, revolts, and insurrections. Springfield, IL: Charles C. Thomas.

Occupy’s Disability Caucus. (2012). Disability activists in wheelchairs arrested at Gracie Mansion ADA celebration. Retrieved from http://wagingnonviolence.org/feature/disability-activists-in-wheelchairs-arrested-at-gracie-mansion-ada-celebration/

Ruckus Society. (2009). The Ruckus Society – take action: Donate today! [Video]. Available from https://www.youtube.com/watch?v=dOC44ZrToY4 or http://www.ruckus.org/donate

Sopow, E. (2004, spring). Protest policing and the age of outrage: A scholar-practitioner’s multi-disciplinary linkage of theory and reality. Fielding Focus. 2(2): 4-5.

Instructor and Training Support Personnel

Measure

Unit of

Measure

Unit of

FFE POI 10.2 16

Agent

Description Unit of Measure Quantity

None

FFE POI 10.2 17

Number: Module 2

Title: Protester Devices

Total Time: 1 hour

Instructional Methods Method Time Instructor to Student Ratio Lecture 45 minutes 1:20 Guided Discussion 15 minutes 1:20

Media/Technology: Media presentation

Purpose: To provide students with a description of protest situations and devices.

Learning Objectives

a. Terminal Learning Objective. Given a protester device situation and a selection of tools, defeat the device in accordance with the Field Force Extrication Checklist. (LE-0030)

b. Enabling Learning Objectives

(1) Given a written examination, identify characteristics of the basic polyvinyl choloride (PVC) sleeping dragon in accordance with past protest utilization of the device. (LE- 0030a)

(2) Given a written examination, identify characteristics of the sleeping dragon wrapped in tar, chicken wire, and duct tape (tar dragon) in accordance with past protest utilization of the device. (LE-0030b)

(3) Given a written examination, identify characteristics of the sleeping dragon made of metal pipe in accordance with past protest utilization of the device. (LE-0030c)

(4) Given a written examination, identify characteristics of the sleeping dragon made of angled steel in accordance with past protest utilization of the device. (LE-0030d)

(5) Given a written examination, identify characteristics of the sleeping dragon encased in a concrete sleeve in accordance with past protest utilization of the device. (LE-0030e)

(6) Given a written examination, identify characteristics of the sleeping dragon encased in a 5-gallon bucket of concrete in accordance with past protest utilization of the device.

(LE-0030f)

(7) Given a written examination, identify characteristics of the sleeping dragon encased in a 55-gallon drum of concrete in accordance with past protest utilization of the device.

(LE-0030g)

(8) Given a written examination, identify characteristics of the bicycle lock in accordance with past protest utilization of the device. (LE-0030h)

FFE POI 10.2 18

(9) Given a written examination, identify characteristics of the tripod in accordance with past protest utilization of the device. (LE-0030i)

(10) Given a written examination, identify characteristics of a nonlocking protester device in accordance with past protest utilization of the device. (LE-0030j)

Downgrade Justification: Not Applicable

Concept for Instruction

a. Lecture. A lecture supplemented by a multimedia presentation to present the characteristics of protester devices.

b. Guided Discussion. The instructor presents questions to allow students to share their knowledge and experience of recent protester device situations.

Required Instructional Materials: Instructor guide, student guide, and multimedia presentation

Risk Assessment: Low

References

Buffalo Field Campaign Media (BFCMedia). (2008). Bison advocate forcibly removed from protest platform [Video]. Available from http://www.youtube.com/watch?v=WTwMIzB0Tto

Indigenous Action Media. (2011). Blockade halts Snowbowl destruction and desecration of holy mountain [Video]. Available from http://www.indigenousaction.org/blockade-halts-ski-resort-destruction-desecration-of-holy-mountain-video-pics/

Olsen, K. (1995, February 8). Forest activists testing Idaho law in Cove-Mallard timber harvest.

The Moscow-Pullman Daily News, p. 9A.

Shanahan, E. A., McBeth, M. K., Tigert, L. E., Hathaway, P. L. (2010). From protests to litigation to YouTube: A longitudinal case study of strategic lobby tactic choice for the Buffalo Field Campaign. Social Science Journal, 47, 137-150. doi: 10.1016/j.soscij.2009.10.002

Staff Reports. (1995, June 27). Man locks himself to Cove-Mallard gate. The Moscow-Pullman Daily News, p. 3A.

Instructor and Training Support Personnel

FFE POI 10.2 19

Measure

Unit of Issue

Protester device in concrete (Mock Device) 1 Each Class

Protester device, duct tape PCV (Mock Device) 1 Each Class

Protester device, PVC (Mock Device) 1 Each Class

Protester device, tar (Mock Device) 1 Each Class

Protester device, 55-gallon drum (Mock Device) 1 Each Class

Measure

Unit of Issue

None

Agent

Description Unit of Measure Quantity

None

FFE POI 10.2 20

Number: Module 3

Title: The Extrication Team

Total Time: 1 hour

Instructional Methods Method Time Instructor to Student Ratio Lecture 1 hour 1:20

Media/Technology: Multimedia presentation

Purpose: To provide students with a best practice organization of an extrication team and key considerations for safe and effective team operations.

Learning Objectives

a. Terminal Learning Objective. Given a mission assignment, plan a response to a protester device situation in accordance with tactical objectives. (LE-0020)

b. Enabling Learning Objectives

(1) Given a protester device situation, identify tools required to defeat protester devices in accordance with the tool manufacturer’s specifications. (LE-0020a)

(2) Given a written examination, identify roles of extrication team members in accordance with extrication best practices. (LE-0020b)

(3) Given a written examination, identify the fundamental elements in an extrication response plan in accordance with accepted extrication practices. (LE-0020c)

Downgrade Justification: Not Applicable

Concept for Instruction: Lecture supplemented by a multimedia presentation. The instructor presents a lecture for each enabling learning objective.

Required Instructional Materials: Instructor guide, student guide, and multimedia presentation

Risk Assessment: Low

References

Christen, H. T., & Maniscalco, P. M. (2011). Terrorism Response Procedures. In Homeland security: Principles and practices of terrorism response (pp. 77–82). Sudbury, MA: Jones and Barlett Publishers.

Faggiano, V., McNall, J., & Gillespie, T. (2012). Critical incident management: A complete response guide. Boca Raton, FL: CRC Press.

Safety and Health Regulations for Construction, 29 C.F.R. § 1926.1419(b) (2014).

FFE POI 10.2 21

Wutz, T. J. (2000). Fire Department Organization: Command and Control. In Firefighter’s handbook: Essentials of firefighting and emergency response (pp. 35–41). Albany. NY:

Delmar Thomson Learning.

Instructor and Training Support Personnel

Measure

Measure

Unit of Issue

None

Agent

Description Unit of Measure

Quantity

None

FFE POI 10.2 22

Number: Module 4

Title: Legal Considerations

Total Time: 1 hour

Instructional Methods Method Approximate Time Instructor to Student Ratio Lecture 50 minutes 1:20 Guided Discussion 10 minutes 1:20

Media/Technology: Multimedia presentation

Purpose: To provide students with an explanation of the legal precedence and considerations on formulating and implementing an extrication plan.

Learning Objectives

a. Terminal Learning Objective. Given a protester scenario, identify considerations of a protest situation in accordance with analysis of current legal precedence and crowd control best practices. (LE-0010)

b. Enabling Learning Objectives

(1) Given a written examination, identify constitutional guidelines in accordance with current case law. (LE-0010d)

(2) Given a written examination, identify use-of-force limitations in accordance with current case law. (LE-0010e)

(3) Given a written examination, identify need-to-train guidelines in accordance with current case law. (LE-0010f)

Downgrade Justification: Not Applicable

Concept of Instruction

a. Lecture. A lecture supplemented by a multimedia presentation is presented covering each of the enabling learning objectives.

b. Guided Discussion. At the conclusion of select main ideas, the instructor uses questioning techniques to facilitate a student-driven discussion about the information presented in the case studies related to extrication processes.

FFE POI 10.2 23

Bay Area Peace Navy v. U.S., 914 F. 2d 1224, 1227 (9th Cir.1990).

Brower v. County of Inyo, et al., 489 U.S. 539 (1989).

Brown v. Bryan, 98 U.S. 40877 (2000)

Ciminillo v. Streicher, 434 F. 3d 461 (6th Cir. 2006)

City of Canton v. Harris, 489 U.S. 378 (1989)

Civil Action for Deprivation of Rights Act of 1871. 42 U.S.C. §1983 (2013).

Cox v. New Hampshire, 312 U.S. 569 (1941).

Crowell v. Kirkpatrick, 667 F. Supp. 2d 391 (U.S. Dist. 2009), aff’d, 09-4100cv (2nd Cir. 2010)

Forrester v. City of San Diego, 25 F.3d 804 (9th Cir. 1994).

Graham v. Connor, 827 F. 2d, 945 (4th Cir. 1987).

Graham v. Connor, 490 U.S. 386, 396, 109 (1989).

Headwaters Forrest Defense v. County of Humboldt et al., 276 F.3d 1125 (9th Cir. 2002).

Heffron v. International Society for Krishna Consciousness, 452 U.S. 640 (1981).

Hiibel v. Sixth Judicial District Humboldt County, 542 U.S. 177 (2004).

Michigan v. DeFillippo, 443 U.S. 31 (1979).

Monell v. New York City Department of Social Services, 436 U.S. 658 (1978).

Schenck v. Prochoice Network, 519 U.S. 357 (1997).

Tatum v. City and County of San Francisco, 441 F. 3d 1090, 1094-95 (9th Cir. 2006).

Ting v. United States, 108 F. 3d 339 (9th Cir. 1997).

Tobey v. Jones, 706 F. 3d 379 (4th Cir. 2013).

“Truly historic settlement” approved in Pershing Park class action. (2010, September). The

Partnership for Civil Justice Fund. Retrieved from http://www.justiceonline.org/commentary.truly-historic-settlemen-in-pershing-park-cl/html

United States v. Robinson, 414 U.S. 218 (1973).

FFE POI 10.2 24

U.S. CONST. amend. I.

U.S. CONST. amend. IV.

Ward v. Rock Against Racism, 491 U.S. 781 (1989).

Instructor and Training Support Personnel

Measure

Unit of

Measure

Unit of Issue

None

Agent

Description Unit of Measure

Quantity

None

FFE POI 10.2 25

Number: Experiential Learning Activity 1

Title: Operating Extrication Tools

Total Time: 3 hours

Instructional Methods Method Approximate Time Instructor to Student Ratio Demonstration 1 hour 4:20 Practical Application 1 hour 4:20 Performance Examination 30 minutes 4:20 Lecture 15 minutes 4:20 Guided Discussion 15 minutes 4:20

Media/Technology: Actual equipment

Purpose: To provide students with practical application in the operation of power tools and hand tools used in extrication and to assess students on their ability to operate the tools.

(1) Given an extrication saw, operate an extrication saw in accordance with the manufacturer’s specifications. (LE-0040)

(2) Given an angle grinder, operate an angle grinder in accordance with the manufacturer’s specifications. (LE-0050)

(3) Given a reciprocating saw, operate a reciprocating saw in accordance with the manufacturer’s specifications. (LE-0060)

(4) Given a jackhammer, operate a jackhammer in accordance with the manufacturer’s specifications. (LE-0070)

(5) Given a rotary hammer, operate a rotary hammer in accordance with the manufacturer’s specifications. (LE-0080)

(6) Given hand tools, operate the hand tools in accordance with the manufacturer’s specifications. (LE-0090)

(7) Given a rebar cutter, operate a rebar cutter in accordance with the manufacturer’s specifications. (LE-0100)

(8) Given a rotary tool, operate the rotary tool in accordance with the manufacturer’s specifications. (LE-0110)

(1) Given an extrication saw, identify the characteristics of an extrication saw in accordance with the manufacturer’s specifications. (LE-0040a)

FFE POI 10.2 26

(2) Given an extrication saw, identify the main components of an extrication saw in accordance with the manufacturer’s specifications. (LE-0040b)

(3) Given an extrication saw, identify the safety considerations for an extrication saw in accordance with OSHA Safety and Health Regulations for Construction, 29 C.F.R.

Part 1926. (LE-0040c)

(4) Given an extrication saw, operate an extrication saw to remove device from a protester. (LE-0040d)

(5) Given an angle grinder, identify the characteristics of an angle grinder in accordance with the manufacturer’s specifications. (LE-0050a)

(6) Given an angle grinder, identify the main components of an angle grinder in accordance with the manufacturer’s specifications. (LE-0050b)

(7) Given an angle grinder, identify the safety considerations for an angle grinder in accordance with OSHA Safety and Health Regulations for Construction, 29 C.F.R.

Part 1926. (LE-0050c)

(8) Given an angle grinder, operate an angle grinder to remove device from a protester.

(LE-0050d)

(9) Given a reciprocating saw, identify the characteristics of a reciprocating saw in accordance with the manufacturer’s specifications. (LE-0060a)

(10) Given a reciprocating saw, identify the main components of a reciprocating saw in accordance with the manufacturer’s specifications. (LE-0060b)

(11) Given a reciprocating saw, identify the safety considerations for a reciprocating saw in accordance with OSHA Safety and Health Regulations for Construction, 29 C.F.R.

Part 1926. (LE-0060c)

(12) Given a reciprocating saw, operate a reciprocating saw to remove device from a protester. (LE-0060d)

(13) Given a jackhammer, identify the characteristics of a jackhammer in accordance with the manufacturer’s specifications. (LE-0070a)

(14) Given a jackhammer, identify the main components of a jackhammer in accordance with the manufacturer’s specifications. (LE-0070b)

(15) Given a jackhammer, identify the safety considerations for a jackhammer in accordance with OSHA Safety and Health Regulations for Construction, 29 C.F.R.

Part 1926. (LE-0070c)

(16) Given a jackhammer, operate a jackhammer to remove a device from a protester.

(LE-0070d)

(17) Given a rotary hammer, identify the characteristics of a rotary hammer in accordance with the manufacturer’s specifications. (LE-0080a)

FFE POI 10.2 27

(18) Given a rotary hammer, identify the main components a rotary hammer in accordance with the manufacturer’s specifications. (LE-0080b)

(19) Given a rotary hammer, identify the safety considerations for a rotary hammer OSHA Safety and Health Regulations for Construction, 29 C.F.R. Part 1926. (LE-0080c)

(20) Given a rotary hammer, operate a rotary hammer to remove device from a protester.

(LE-0080d)

(21) Given hand tools, use hand tools to remove device from a protester. (LE-0090d)

(22) Given a rebar cutter, identify the characteristics of a rebar cutter in accordance with the manufacturer’s specifications. (LE-0100a)

(23) Given a rebar cutter, identify the main components of a rebar cutter in accordance with the manufacturer’s specifications. (LE-0100b)

(24) Given a rebar cutter, identify the safety considerations for a rebar cutter in accordance with OSHA Safety and Health Regulations for Construction, 29 C.F.R.

Part 1926. (LE-0100c)

(25) Given a rebar cutter, operate a rebar cutter to remove device from a protester. (LE- 0100d)

(26) Given a rotary tool, identify the characteristics of a rotary tool in accordance with the manufacturer’s specifications. (LE-0110a)

(27) Given a rotary tool, identify the main components of a rotary tool in accordance with the manufacturer’s specifications. (LE-0110b)

(28) Given a rotary tool, identify the safety considerations of a rotary tool in accordance with OSHA Safety and Health Regulations for Construction, 29 C.F.R. Part 1926.

(LE-0110c)

(29) Given a rotary tool, operate a rotary tool to remove device from a protester. (LE- 0110d)

Downgrade Justification: Not Applicable

Concept for Instruction:

a. Demonstration. The instructor divides students into four groups and assigns each to a training station. The assistant instructors for each training station provide a demonstration of each extrication tool.

b. Practical Application. Students operate tools at their assigned station, and then they are rotated to another station until the four groups have completed all four stations.

c. Performance Examination. The instructor assesses students on their ability to operate extrication tools.

FFE POI 10.2 28

d. Lecture. The lead instructor provides the class with an overall information briefing on the purpose, execution, and safety precautions. The assistant instructor conducts lectures at the beginning of each learning activity to describe the main components, characteristics, and safety considerations for each tool.

e. Guided Discussion. The assistant instructors conduct brief after action reviews after each learning activity and the lead instructor conducts a comprehensive after action review at the conclusion the experiential learning activity.

Required Instructional Materials: Actual equipment

Risk Assessment: Moderate

References

DeWALT Industrial Tool Corp. (2006). Instruction manual for DeWALT DW310 and DW311 reciprocating saw. Baltimore, MD: Author.

DeWALT Industrial Tool Corp. (2006) Instruction manual for DeWALT D28110, D28112, D28402 and D28402N heavy-duty small angle grinder. Baltimore. MD: Author.

Husqvarna. (2010). Operator’s manual for K970 and K970 Rescue. Swedan: Author.

Lobster Tools. (2009). Owner’s manual & operating instructions for Lobster EH-16PCU electric-hydraulic rebar cutter. Sauk City, WI: Author.

Milwaukee Electrical Tools Corporation. (2010). Operator’s manual for 6509-31 and 6519-30

Sawzall reciprocating saw. Brookfield, WI: Author.

Occupational Safety and Health Administration. (2002). Hand and power tools. Retrieved from https://www.osha.gov/Publications/osha3080.html

Partner Industry Products. (1998). Operator’s manual for Partner K 950 active power cutter.

Partille, Sweden: Author.

Partner Industry Products. (1998). Operator’s manual for Partner K 960, K960 rescue power cutter. Partille, Sweden: Author.

Partner Industry Products. (2007). Operator’s manual for Partner K 950, K960 power cutter.

Partille, Sweden: Author.

Partner Industry Products. (2007). Workshop manual for Partner K 650 and 700 active and K

950/1250 active power cutter. Partille, Sweden: Author.

Robert Bosch Tools Corp. (2002) Operating/safety instructions for 11304 demolition hammer.

Prospect, IL: Author.

Robert Bosch Tools Corp. (2002) Operating/safety instructions for Bosch 11387 and 11388 demolition hammer. Prospect, IL: Author.

FFE POI 10.2 29

Robert Bosch Tools Corp. (2009). Operating/safety instructions for Dremel 100, 200, and 300, rotary tool. Racine, WI: Author.

Safety and Health Regulations for Construction, 29 C.F.R. § 1926.300. (2014).

Facility Title Facility Description Quantity

Breakout area Indoor or outdoor location large enough to accommodate the operation of multiple tool stations 4

Instructor and Training Support Personnel Description Special Qualifications Quantity Instructor None 4

Equipment

Item Quantity Unit of Measure

Unit of Issue

Angle grinder, large 1 Each Class Angle grinder, small 1 Each Class Bike locks (demo only), Kryptonite 3 Each Class

Canopies 4 Each Class Cutter, rebar 1 Each Class Extension cord, 100’ 1 Each Class Extension cord, 50’ 1 Each Class Face shield 1 Each Class Generator 1 Each Class Hammer, rotary 1 Each Class

Jackhammer, 60-lb. 1 Each Class

Pants, fire-retardant 1 Pair Class Rotary tool set (e.g., Dremel®) 1 Each Class

Saw, Fire/Rescue (e.g., K-12) 1 Each Class

Saw, Reciprocating 1 Each Class

Sledgehammer 5lb 1 Each Class Sprayer, garden, 2-gallon 1 Each Team

Steel toe caps 1 Pair Student Universal Tool, Fire/Rescue Saw 1 Each Class Vest, instructor 1 Each Instructor Wally board with straps 1 Each Class

FFE POI 10.2 30

Measure

Unit of Issue

Adhesive bandages 2 Box Class Can, mixed fuel, 2-gallon 1 Each Class Ear plugs 1 Box Class

Glasses, safety 1 Pair Student Gloves, work 1 Pair Student Kit, first aid 1 Each Class Mask, dust, R-95 (BX20) 1 Box Team Protester device, 5-gallon bucket concrete filled 1 Each Class

Protester device, metal, straight 4” diameter 1/8” thin 1 Each Class

Protester device, PVC 1 Each Class

Sanitizer, hand 4 Bottle Class Sunscreen, 30 SPF 2 Bottle Class Sunscreen, 50 SPF 2 Bottle Class Wipes, alcohol 2 Box Class Wipes, Lens Cleaning Towelettes 2 Box Class Wood, 2”x4”x 10’ for Practice 1 Each Class

Agent Item Unit of Measure Quantity

FFE POI 10.2 31

Number: Experiential Learning Activity 2

Title: Defeating Protester Devices

Total Time: 11 hours

Instructional Methods Method Time Instructor to Student Ratio Lecture 30 minutes 1:20 Experiential Learning Activity 10 hours 4:20 Guided Discussion 30 minutes 4:20

Media/Technology: Actual equipment

Purpose: To engage students in operations, which allows them to practice problem solving and extrication skills.

Learning Objective(s)

a. Terminal Learning Objective(s)

(1) Given a mission assignment, plan a response to a protester device situation in accordance with tactical objectives. (LE-0020)

(2) Given a protester device situation and a selection of tools, defeat the device in accordance with the Field Force Extrication Checklist. (LE-0030)

(1) Given a protester device situation, identify tools required to defeat protester devices in accordance with the tool manufacturer’s specifications. (LE-0020a)

(2) Given a protester device situation and a selection of tools, defeat a polyvinyl chloride

(PVC) sleeping dragon in accordance with the Field Force Extrication Checklist. (LE- 0030k)

(3) Given a protester device situation and a selection of tools, defeat a sleeping dragon wrapped in duct tape in accordance with the Field Force Extrication Checklist. (LE- 0030l)

(4) Given a protester device situation and a selection of tools, defeat a sleeping dragon wrapped in tar, chicken wire, and duct tape (tar dragon) in accordance with the Field Force Extrication Checklist. (LE-0030m)

(5) Given a protester device situation and a selection of tools, defeat a sleeping dragon made of metal pipe in accordance with the Field Force Extrication Checklist. (LE- 0030n)

(6) Given a protester device situation and a selection of tools, defeat a sleeping dragon made of angled steel in accordance with the Field Force Extrication Checklist. (LE- 0030o)

FFE POI 10.2 32

(7) Given a protester device situation and a selection of tools, defeat a sleeping dragon encased in a concrete sleeve in accordance with the Field Force Extrication Checklist.

(LE-0030p)

(8) Given a protester device situation and a selection of tools, defeat a sleeping dragon encased in a 5-gallon bucket of concrete in accordance with the Field Force Extrication Checklist. (LE-0030q)

(9) Given a protester device situation and a selection of tools, defeat a sleeping dragon encased in a 55-gallon drum of concrete in accordance with the Field Force Extrication Checklist. (LE-0030r)

(10) Given a protester device situation and a selection of tools, defeat a bicycle lock in accordance with the Field Force Extrication Checklist. (LE-0030s)

(11) Given a protester device situation and a selection of tools, defeat a tripod in accordance with the Field Force Extrication Checklist. (LE-0030t)

Downgrade Justification: Not applicable

Concept for Instruction

a. Lecture. The assistant instructors conduct an activity and safety briefing at the beginning of the learning activity to reinforce essential tool safety considerations.

b. Experiential Learning Activity. The lead instructor divides students into three groups and assigns them to identical training areas with protester devices and tools. The assistant instructor for each training area provides a briefing of a protester device situation and associated mission. Each group works as a team and organizes the tasks necessary to defeat the devices. Essential tasks that each group must perform are identifying the types of protester devices, identifying the safety hazards and conditions, selecting appropriate tools and support equipment, and defeating the devices.

c. Guided Discussion. The assistant instructors conduct brief after action reviews after each learning activity and the lead instructor conducts a comprehensive after action review at the conclusion the experiential learning activity.

Required Instructional Materials: Field Force Extrication Checklist and Team Assignment Sheet

Risk Assessment: Moderate

References

Husqvarna. (2010). Operator’s manual for K970 and K970 Rescue. Swedan: Author.

FFE POI 10.2 33

Lobster Tools. (2009). Owner’s manual & operating instructions for Lobster EH-16PCU electric-hydraulic rebar cutter. Sauk City, WI: Author.

Milwaukee Electrical Tools Corporation. (2010). Operator’s manual for 6509-31 and 6519-30

Sawzall reciprocating saw. Brookfield, WI: Author.

Occupational Safety and Health Administration. (2002). Hand and power tools. Retrieved from https://www.osha.gov/Publications/osha3080.html

Partner Industry Products. (1998). Operator’s manual for Partner K 950 active power cutter.

Partille, Sweden: Author.

Partner Industry Products. (1998). Operator’s manual for Partner K 960, K960 rescue power cutter. Partille, Sweden: Author.

Partner Industry Products. (2007). Operator’s manual for Partner K 950, K960 power cutter.

Partille, Sweden: Author.

Partner Industry Products. (2007). Workshop manual for Partner K 650 and 700 active and K

950/1250 active power cutter. Partille, Sweden: Author.

Robert Bosch Tools Corp. (2002) Operating/safety instructions for 11304 demolition hammer.

Prospect, IL: Author.

Robert Bosch Tools Corp. (2002) Operating/safety instructions for Bosch 11387 and 11388 demolition hammer. Prospect, IL: Author.

Robert Bosch Tools Corp. (2009). Operating/safety instructions for Dremel 100, 200, and 300, rotary tool. Racine, WI: Author.

Safety and Health Regulations for Construction, 29 C.F.R. § 1926.300. (2014).

Training Facilities Facility Title Facility Description Quantity

Breakout area Indoor or outdoor location large enough to allow for a minimum of four separate protester device mockups. 4

Instructor and Training Support Personnel Description Special Qualifications Quantity Instructor None 4

Equi…