Attachment_23 _POI_List_Five.pdf

Course Number Course Title

PER‐265

Law Enforcement Response Actions for CBRNE Incidents (LERA) ‐

Resident Training

PER‐320 Personal Protective Measures for Biological Events (PPMB)

PER‐320‐1

Personal Protective Measures for Biological Events (Train‐the‐Trainer) (PPMB

TtT)

PER‐908‐1 Radiological Series, Train‐the‐Trainer

PER‐904 Radiological Emergency Response Operations (RERO)

PER‐263 Respiratory Protection: Program Development and Administration (RP)

AWR‐160‐1

Standardized Awareness Authorized Trainer Program (Train‐the‐Trainer)

(SAAT)

POI List Five

Training Delivery Services

Attachment 23

SECTION I

COURSE DESCRIPTION

Course Title: Law Enforcement Response Action for CBRNE Incidents

Course Number: PER-265

Version Control Number: 10.1

Effective Date:

Course Purpose. The purpose of this course is to provide law enforcement officers with the skills and ability to identify and safely respond to chemical, biological, radiological, nuclear, or explosive (CBRNE) incidents and hazards.

Course Goals

a. To develop critical thinking and intuitive decision making skills that support safe and responsive action in handling a CBRNE incident.

b. To apply the knowledge and skills achieved in PER-264, Law Enforcement Protective Measures for CBRNE Incidents to realistic incident scenarios.

Course Scope. Through this course, law enforcement personnel receive an opportunity to apply the knowledge and skills learned through PER-264, Law Enforcement Protective Measures for CBRNE Incidents in practice and in realistic incident response scenarios. During the first portion of the course, students practice establishing initial command of CBRNE incidents. Students receive advanced practical application in the identification of CBRNE hazards, personal protective equipment (PPE), safety considerations, and hazards and evidence preservation. The last portion of the course consists of collaborating with other law enforcement professionals to respond to realistic CBRNE incidents intended to develop critical thinking and intuitive decision-making skills that support safe and responsive action in the event of an actual incident.

Course Length: 1 day

Course Academic Hours: 8 hours

Class Size

a. Minimum: 20

b. Optimal: 40

c. Maximum: 50

Class Iterations per Year: 20

Optimum Annual Student Throughput: 800

LERA POI 10.1 1

Resident Training POI

Course Delivery Means

a. Resident. This course is delivered in residence at the Center for Domestic Preparedness (CDP), Anniston, AL.

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

c. Indirect. This course is delivered by designated agencies under the guidance and authority of the CDP.

Target Audience. The target audience for this course is law enforcement or security personnel who require training and practice in the identification of CBRNE hazards and the response to CBRNE incidents.

Course Prerequisites. To be eligible to attend the course, a student will meet the following requirements:

a. Have successfully completed PER 264, Law Enforcement Protective Measures for CBRNE Incidents;

b. Have a requirement or responsibility to perform law enforcement or security-related functions during an incident;

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

d. Have completed IS-200.b, Incident Command System for Single Resources and Initial Action Incidents or any of the other ICS-200 series courses;

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

f. Have completed IS-800.b, National Response Framework (NRF), An Introduction.

g. Be physically capable of completing all learning activities and exercises. This includes the move tactically as a member of a law enforcement team, clear rooms, apprehend a suspect, and extricate a victim or suspect from a building/room.

h. Exceptions to any of the above prerequisites may be granted on a case-by-case basis at the discretion of the CDP’s Registrar.

Job/Function Tasks Trained Task Number Tasks Title Proficiency Level1 BIO-0007 Identify a Biological Hazard Proficient CHEM-0006 Identify a Chemical Hazard Proficient EXP-0004 Identify an Explosive Hazard Proficient HO-0001 Collect Samples Using Method A Reinforced

LERA POI 10.1 2

Task Number Tasks Title Proficiency Level1 HO-0003 Don and Doff Personal Protective Equipment Level C Reinforced

IC-0001 Assume Initial Command of a Chemical, Biological, Radiological, Nuclear, or Explosive Incident Reinforced

LE-0002 Handle a Weapon Reinforced LE-0003 Perform Weapon Retention Techniques Reinforced LE-0004 Apply Restraint Devices Reinforced LE-0006 Preserve Evidence Proficient LE-0007 Process Through Technical Decontamination Reinforced RAD-0008 Identify a Radiological or Nuclear Hazard Proficient

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

Continuing Education Units or Academic Equivalency. The International Association for Continuing Education and Training, in partnership with the CDP, awards 0.8 continuing education units for the successful completion of this course.

Instructor Qualifications. All instructors delivering curriculum at the CDP must meet the basic instructor qualifications outlined in the performance work statement.

Exceptions to these instructor qualifications may be granted on a case-by-case basis at the discretion of the CDP Assistant Director for Training Delivery. A request for exception will be made through the appropriate government contracting officer’s representative.

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

a. Regulations. The following regulation was taken into account when developing this course: The Occupational Safety and Health Administration (OSHA) Hazardous Waste Operations and Emergency Response (HAZWOPER), 29 Code of Federal Regulations (C.F.R.) § 1910.120 (2013).

(1) Students practice wearing the appropriate combination of respirator, protective ensemble and other equipment to protect themselves from exposure to hazards.

(2) Students undergo medical screenings, and are subjected to the physiological and psychological stressors involved with wearing PPE.

b. National Goals. This course reinforces the National Preparedness Goal by providing training to law enforcement first responders intended to support prevention of terrorism or extremism and the effective response to a CBRNE incident by supporting the following core capabilities:

(1) Infrastructure Systems. Students practice responding to and securing CBRNE incidents to minimize health and safety threats.

(2) Interdiction and Disruption. Students practice apprehending suspects and securing threats and/or hazards.

LERA POI 10.1 3

(3) On-Scene Security and Protection. Students ensure a safe and secure environment for first responders and for people within affected areas by assuming initial command of the scene, establishing and maintaining safe command and control, and securing the incident perimeter.

(4) Screening, Search, and Detection. Students practice identifying threats and don personal protective equipment to physically search for CBRNE hazards.

(5) Situational Assessment. Student practice under realistic CBRNE incident response conditions and must assess hazards and collaborate with team members to mount an effective response.

c. Doctrine. According to the National Incident Management System, the process a first responder uses to manage an incident will be determined by the local agency. This course provides responders with an example and practical application in a process consistently employed by jurisdictions to manage CBRNE incidents.

d. Standards. The following standards are reinforced in this course:

(1) OSHA standards related to PPE;

(2) U.S. Nuclear Regulatory Commission’s standards for protecting against radiation;

(3) U.S. Department of Transportation standards for responding to dangerous goods and hazardous material transportation incidents;

(4) U.S. National Library of Medicine: National Institutes of Health standards for responding to hazardous material incidents; and

(5) American Society for Testing and Materials (ASTM) International standard practices for the collection and sampling of powders suspected of being bio-threat agents.

LERA POI 10.1 4

Version Control Number Change History Version Control Number

New, Minor or

Major Concise Description of Change(s) Effective Date of

Change

10.0 Major

A major revision of this course consist of the following:

Added CBRNE Incident Response to include practical application using situational decision games

Added CBRNE Hazard Identification and Response to include use of situations/venues to practice assessment of CBRNE incidents

Deleted the purpose of decontamination, decontamination and corridor, types of decontamination, operations within the corridor

Deleted challenges of mass casualty, conducting simple triage in warm zone, sign, symptoms, and treatment protocols, and activities at the triage cold site

Deleted chemical agent detection and classification equipment

August 17, 2014

10.1 Minor Completed a minor revision based upon

the outcomes of three pilot classes.

Additional Comments/Remarks: None

LERA POI 10.1 5

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

Med 1 Medical Evaluation and Vitals Screening

To conduct medical evaluation and vitals screening in accordance with CDP policy.

30 minutes

Mod 1 CBRNE Incident Response

To provide practical application in the establishment of initial incident command for complex situations involving a CBRNE hazard.

1 hour

Mod 2

Advanced CBRNE Hazard Identification and Response

To provide knowledge of the means for creating CBRNE hazards. 1 hour

Advanced CBRNE Hazard Identification and Response Practical Exercise

To provide practical application in identifying and determining a response to a CBRNE hazard.

2 hours

ELA 1 Advanced CBRNE Incident Response Exercise

To provide realistic CBRNE incident response situations that require task organizing as a law enforcement team, donning PPE, securing a perimeter, making entry, identifying CBRNE hazards, apprehending suspects, preserving hazardous evidence, and doffing PPE.

3 hours and 45 minutes

Admin 1 After Action Review and End-of-Course Evaluation Collection

Students complete end-of-course evaluations and forms are collected. 15 minutes

Admin 2 Graduation Students receive a certificate for successfully completing the course. 15 minutes

Med 2 Vitals Screening To conduct vitals screening in accordance with CDP’s policy. 15 minutes

LERA POI 10.1 6

Recommended Academic 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

Med 1 Medical Evaluation and Vitals Screening 30 minutes Module 1 CBRNE Incident Response 1 hour

Module 2

Advanced CBRNE Hazard Identification and Response 1 hour

Advanced CBRNE Hazard Identification and Response Practical Exercise 2 hours

Admin 1 Lunch 45 minutes

ELA 1 Advanced CBRNE Incident Response Exercise 3 hours and 45 minutes

Med 2 Vitals Screening 15 minutes

Admin 2 After Action Review and End-of-Course Evaluation Collection 15 minutes

Admin 3 Graduation 15 minutes

Total Academic Hours 8 hours

LERA POI 10.1 7

SECTION III

LEARNING ACTIVITY DESCRIPTIONS

Number: Module 1

Title: CBRNE Incident Response

Total Time: 1 hour

Instructional Methods Method Time Instructor-to-Student Ratio

Lecture 25 minutes 1:40 Tactical Decision Game 35 minutes 2:40

Media/Technology: Multimedia presentation

Purpose. To provide practical application in the establishment of initial incident command for complex situations involving a CBRNE hazard.

Learning Objectives

a. Terminal Learning Objective. Given a scenario, assume initial command of a CBRNE incident to establish and maintain command and control of the scene. (IC-0001)

b. Enabling Learning Objectives

(1) Given a scenario, evaluate the situation to determine response requirements. (IC- 0001d)

(2) Given a scenario, establish and confirm command to direct response actions. (IC- 0001e)

(3) Given a scenario, initiate, maintain, and control communications to communicate necessary mission requirements. (IC-0001f)

(4) Given a scenario, establish an initial action plan to achieve tactical priorities. (IC- 0001g)

(5) Given a scenario, establish and secure a perimeter to prevent unauthorized access.

(IC-0001h)

(6) Given a scenario, establish staging areas to provide required safe operating zones.

(IC-0001i)

(7) Given a scenario, establish a command post to provide consolidated organizational structure. (IC-0001j)

Downgrade Justification: Not applicable

LERA POI 10.1 8

Concept of Instruction

a. Lecture. A brief overview of each enabling learning objective is provided to reinforce essential requirements for assumption of initial command.

b. Tactical Decision Game. Students are divided into small groups and provided with a situation and a limited time to respond to the requirements for establishing initial incident command. After a predetermined timeframe for the decision game, a short After Action Review is conducted to reinforce the proper procedures for responding to the given situation. The After Action Review should reinforce proper assumption of command procedures as defined in the enabling learning objectives and address additional requirements such as safety consideration, PPE requirements for entering the scene, etc.

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

Risk Assessment: Low

References

Computer-Aided Management of Emergency Operations Chemicals for Windows (Version 2.4).

[Computer Software]. Environmental Protection Agency Office of Emergency Management and the National Oceanic and Atmospheric Administration Office of Response and Restoration.

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.

Noll, G. G., Hildebrand, M. S., & Yvorra, J. G. (2005). Hazardous materials: Managing the incident (3rd ed.). Chester, MD: Red Hat Publishing Co., Inc.

U.S. Department of Transportation. (2012). Emergency response guidebook. Chicago:

Labelmaster.

WebWISER [Computer Software]. U.S. National Library of Medicine: National Institutes of Health. Bethesda, MD.

WISER For Android (Version 2.0) [Computer Software]. U.S. National Library of Medicine:

National Institutes of Health. Bethesda, MD.

WISER For IOS (Version 3.1) [Computer Software]. U.S. National Library of Medicine: National Institutes of Health. Bethesda, MD.

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.

LERA POI 10.1 9

Instructor and Training Support Personnel Description Special Qualifications Quantity

Instructor None 2 Total Personnel 2

Training Facilities Facility Type Facility Description Quantity

Classroom 50 person capacity 1

Equipment

Item Quantity Unit of Measure

Unit of Issue

None

Consumables

Item Quantity Unit of Measure

Unit of Issue

None

Agent

Description Unit of Measure

Quantity

None

LERA POI 10.1 10

Number: Module 2

Title: Advanced CBRNE Hazard Identification and Response

Total Time: 3 hours

Instructional Methods Method Time Instructor-to-Student Ratio

Lecture 55 minutes 1:40 Guided Discussion 5 minutes 1:40 Practical Application 2 hours 8:40

Media/Technology: Multimedia presentation and actual equipment

Purpose. To provide knowledge of the means for creating CBRNE hazards and practical application in identifying and determining a response to an identified hazard.

Learning Objectives

a. Terminal Learning Objectives

(1) Given a situation, identify a chemical hazard in accordance with Jane’s Chem-Bio Handbook. (CHEM-0006)

(2) Given a situation, identify biological hazards in accordance with Biological Incident Operations: A Guide for Law Enforcement. (BIO-0007)

(3) Given a situation, identify a radiological and nuclear hazard in accordance with Standards for Protecting Against Radiation, 10 C.F.R. Part 20. (RAD-0008)

(4) Given a situation, identify an explosive hazard in accordance with the Emergency Responder’s Guide to Terrorism. (EXP-0004)

(5) Given a scenario, assume initial command of a CBRNE incident to establish and maintain command and control of the scene. (IC-0001)

b. Enabling Learning Objectives

(1) Given a situation, identify the means for creation of chemical hazards to prevent a possible incident. (CHEM 0006b)

(2) Given a situation, identify the means for creation of biological hazards to prevent a possible incident. (BIO 0007a)

(3) Given a situation, identify the means for the creation of radiological and nuclear hazards to prevent a possible incident. (RAD-0006a)

(4) Given a situation, identify the means for the creation of explosive hazards to prevent a possible incident. (EXP-0004a)

LERA POI 10.1 11

(5) Given a situation, identify safety considerations for chemical hazards to ensure the safety of responders and the public. (CHEM 0006c)

(6) Given a situation, identify safety considerations for biological hazards to ensure the safety of responders and the public. (BIO 0007b)

(7) Given a situation, identify safety considerations for radiological and nuclear hazards to ensure the safety of responders and the public. (RAD-0006b)

(8) Given a situation, identify safety considerations for explosive hazards to ensure the safety of responders and the public. (EXP-0004b)

(9) Given a scenario, evaluate the situation to determine response requirements. (IC- 0001d)

(10) Given a scenario, establish and confirm command to direct response actions. (IC- 0001e)

(11) Given a scenario, initiate, maintain, and control communications to communicate necessary mission requirements. (IC-0001f)

(12) Given a scenario, establish an initial action plan to achieve tactical priorities. (IC- 0001g)

(13) Given a scenario, establish and secure a perimeter to prevent unauthorized access.

(IC-0001h)

(14) Given a scenario, establish staging areas to provide required safe operating zones.

(IC-0001i)

(15) Given a scenario, establish a command post to provide consolidated organizational structure. (IC-0001j)

Downgrade Justification: Not applicable

Concept of Instruction

a. Lecture. Conduct a lecture to present enabling learning objectives (1) through (4).

b. Guided Discussion. As the CBRNE hazards are addressed, the instructor prompts students with questions to allow sharing of their knowledge and experience with regards to hazard creation and safety.

c. Practical Application. The lead instructor divides the class into groups and provides them with a worksheet to capture observations and record response actions for each hazard scenario. Each group is provided a set amount of time to observe and record response actions for a scenario. For each scenario, students collaborate amongst themselves to accomplish the following:

(1) Observe and identify the hazard(s);

(2) Determine appropriate PPE to access the hazard area;

LERA POI 10.1 12

(3) Determine safety requirements and precautions necessary to mitigate risk to self and others;

(4) Determine evidence preservation requirements for the scene; and

(5) Determine appropriate response elements or units needed to mitigate the hazard.

After a predetermined timeframe, each group delivers their assessment of the situation to the instructor and receives appropriate feedback. Upon completion of a scenario, the group rotates to another scenario and repeats the procedures. At the conclusion of all scenarios, the lead instructor conducts a consolidated After Action Review with all students to reinforce effective assessment of CBRNE hazard situations.

Required Instructional Materials: Instructor guide, student guide, multimedia presentation, and Observation and Response Worksheet

Risk Assessment: Low

References

Alibek, K., Dashiell, T., Dwyer, A., Lane, S., Patrick, W., Ponikvar, D., Rinard, J., & Sidell, F.

(2005). Jane’s chem-bio handbook. (3rd ed.). Alexandria, VA: Jane’s Information Group.

Edgewood Chemical Biological Center. (2004). Biological incident operations: A guide for law enforcement. Retrieved from http://www.dps.mo.gov/HomelandSecurity/safeschools/documents/Biological%20Incident%2 0Operations%20-%20A%20Guide%20for%20Law%20Enforcement.pdf

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

Fish, T., Stout, N., & Wallace, E. (2011). Practical crime scene investigations for hot zones.

Boca Raton, FL: Tayler & Francis Group.

Hogan, L. J. (2001). Terrorism and public policy. In L. J. Hogan (Ed.) Terrorism: Defensive strategies for individuals, companies, and governments (pp. 11–28). Frederick, MD: Amlex, Inc.

Improvised Explosive Device (IED). (2012). DOD dictionary of military terms online. Retrieved from http://www.dtic.mil/doctrine/dod_dictionary/?zoom_query=ied&zoom_ sort=0&zoom_per_page=10&zoom_and=1

Marks, M. E. (2002). Emergency responder’s guide to terrorism. Chester, MD: Red Hat Publishing Co., Inc.

U.S. Centers for Disease Control and Prevention. (2012). Emergency preparedness and response: Facts about phosgene. Retrieved from http://www.bt.cdc.gov/agent/phosgene/basics/facts.asp

U.S. Department of Health and Human Services. (2005). Radiation emergencies. Retrieved from http://www.phe.gov/emergency/communication/guides/media/Documents/05.pdf

LERA POI 10.1 13

Standards for Protecting Against Radiation, 10 C.F.R. Part 20 (2014).

U.S. Department of Transportation. (2012). Emergency response guidebook. Chicago:

Labelmaster.

Instructor and Training Support Personnel Description Special Qualifications/Skill Quantity

Lead Instructor None 1 Assistant Instructor None 7

Training Facilities Facility Type Facility Description Quantity

Classroom 50 person capacity 1 Indoor and/or Outdoor Training Area

Multiple venues that provide realistic hazard placement locations or laboratory sites 1

Equipment Item Quantity Unit of Measure Unit of Issue

Biological hazard production items and associated tools

Varies Each Activity

Chemical hazard production items and associated tools Varies Each Activity

Explosive hazard production items and associated tools Varies Each Activity

Radiological or nuclear hazard production items and associated tools

Varies Each Activity

Consumables Item Quantity Unit of Measure Unit of Issue

Biological hazard (inert or simulated) Varies Each Activity

Chemical hazard (inert or simulated) Varies Each Activity

Explosive hazard (inert or simulated) Varies Each Activity

Radiological or nuclear hazard (inert or simulated) Varies Each Activity

Agent Description Unit of Measure Quantity

None

Additional Lesson Comments/Remarks. Instructors are encouraged to use current events as a means to provide realism to hazard selections, hazard placement, laboratory sites, etc.

LERA POI 10.1 14

Number: Experiential Learning Activity 1

Title: Advanced CBRNE Incident Response Exercise

Total Time: 3 hours and 45 minutes

Instructional Methods

Method Time Instructor-to-Student Ratio Experiential Learning Activity 2 hours and 45 minutes 8:40 Guided Discussion 1 hour 8:40

Media/Technology: Actual equipment

Purpose. To provide responders with realistic CBRNE incident response situations that requires collaboration as a law enforcement team.

Operational Objectives

a. Assume initial command of the scene.

b. Task organize the team to achieve all mission objectives.

c. Don PPE to prevent unnecessary exposure to known or suspected hazards.

d. Secure the area to provide a sufficient safety zone given the hazard(s), deny entry of unauthorized personnel, and to ensure containment of suspects.

e. Enter the building at the safest, most appropriate point or points.

f. Identify hazards as they are encountered and take appropriate precautions and/or actions.

g. Clear each room within the building/facility to eliminate the presence of suspicious personnel.

h. Apprehend and restrain the suspect or suspects.

i. Identify, collect, and preserve, as appropriate, any potential evidence encountered with the building/facility.

j. Process all personnel, weapons, and evidence out of the scene through technical decontamination.

Downgrade Justification: Not Applicable

Concept of Instruction

a. Experiential Learning Activity. The instructor divides students into two groups and assigns each to a scenario and associated training venue. The controller for each scenario provides a very short briefing of an ill-structured situation and associated

LERA POI 10.1 15

mission, being careful not to reveal too many details. Each group dons PPE and organizes the tasks necessary to accomplish the stated mission. Essential tasks that each group must perform are establishing and securing the incident perimeter, entering and clearing a room or rooms, identifying hazards, detaining and restraining suspects, preserving hazardous evidence, and process out of the scene through technical decontamination.

b. Guided Discussion. The evaluators take approximately 15 minutes to conduct After Action Reviews at the conclusion of the first mission for each group. After each group has completed both missions, the controllers and evaluators bring the two groups together and conduct a comprehensive After Action Review of student performance for both groups and both missions.

Required Instructional Materials: Experiential learning guide

Risk Assessment: Moderate

References

Alibek, K., Dashiell, T., Dwyer, A., Lane, S., Patrick, W., Ponikvar, D., Rinard, J., & Sidell, F.

(2005). Jane’s chem-bio handbook. (3rd ed.). Alexandria, VA: Jane’s Information Group.

ASTM International. (2010). E2458-10: Standard practices for bulk sample collection and swab sample collection of visible powders suspected of being bio-threat agents from nonporous surfaces. West Conshohocken, PA: ASTM International.

Edgewood Chemical Biological Center. (2004). Biological incident operations: A guide for law enforcement. Retrieved from http://www.dps.mo.gov/HomelandSecurity/safeschools/documents/Biological%20Incident%2 0Operations%20-%20A%20Guide%20for%20Law%20Enforcement.pdf

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

Fish, T., Stout, N., & Wallace, E. (2011). Practical crime scene investigations for hot zones.

Boca Raton, FL: Tayler & Francis Group.

Levy, J. M. (2010). The first responder’s field guide to hazmat and terrorism emergency response. Campbell, CA: Firebelle.

Marks, M. E. (2002). Emergency responder’s guide to terrorism. Chester, MD: Red Hat Publishing Co., Inc.

National Fire Protection Association. (2013). NFPA 472, Standard for competence of responders to hazardous materials/weapons of mass destruction incidents. Quincy, MA:

Author.

Standards for Protecting Against Radiation, 10 C.F.R. Part 20 (2014).

LERA POI 10.1 16

Description Special Qualifications/Skill Quantity

Instructor None 8 Role Player None 8

Training Facilities Facility Type Facility Description Quantity

Indoor/Outdoor Training Area

Indoor and outdoor training area capable of supporting securing of a building, multiple room entry and clearing, apprehension of suspects, and securing and collection of evidence

Equipment Item Quantity Unit of Measure Unit of Issue

Air-purifying respirator with filter 1 Each Student Appropriate items to support hazardous evidence preservation Varies Each Activity

Belt, various sizes 1 Each Student Biological hazard production items and associated tools Varies Each Activity

Boots, rubber, various sizes 1 Each Student Chemical hazard production items and associated tools Varies Each Activity

Explosive hazard production items and associated tools Varies Each Activity

Flex-cuff cutter 2 Each Activity Gloves, butyl rubber, various sizes 1 Pair Student Handgun, training 1 Each Student Holster, handgun 1 Each Student Radiological or nuclear hazard production items and associated tools

Varies Each Activity

Rifle, training 4 Each Activity Shotgun, training 4 Each Activity Suit, chemical, PPE Level C, various sizes 1 Each Student

LERA POI 10.1 17

Consumables Item Quantity Unit of Measure Unit of Issue

Antiseptic towelettes 1 Box Activity Bag, plastic, clear 20 Each Activity Biological hazard (inert or simulated) Varies Each Activity

Chemical hazard (inert or simulated) Varies Each Activity Explosive hazard (inert or simulated)

Varies Each Activity

Flex-cuffs 20 Each Activity Gloves, nitrile/vinyl 2 Box Activity Kit, chemical simulation 1 Kit Activity Marker, black 10 Each Activity Method A Sampling Kit 4 Each Activity Plastic sheeting 1 Roll Activity Radiological or nuclear hazard (inert or simulated)

Varies Each Activity

Tape, chemical-resistant (ChemTape®) 4 Roll Activity

Towel (paper) 4 Roll Activity

Agent Description Unit of Measure Quantity

None

Additional Comments/Remarks:

a. Instructors are encouraged to use current events as a means to provide realism to hazards, hazard placement, laboratory sites, etc.

b. Inert or simulated hazard and hazard production item quantities and types needed are based upon the hazard or hazards employed in the scenario.

LERA POI 10.1 18

Number: Admin 4

Title: After Action Review and End-of-Course Evaluation

Total Time: 15 Minutes

Instructional Methods

Method Time Instructor-to-Student Ratio Administrative 15 minutes 1:40

Media/Technology: None

Purpose. To conduct an After Action Review of the course and collect students’ end-of-course evaluation forms.

Learning Objectives

a. Terminal Learning Objective: Not applicable

b. Enabling Learning Objective: Not applicable

Downgrade Justification: Not applicable

Concept for Instruction: Not applicable

Required Instructional Materials: End-of-course evaluation form

Risk Assessment: Low

Reference: Not applicable

Instructor and Training Support Personnel Description Special Qualifications Quantity

Student Services Representative None 1

Training Facilities Facility Type Facility Description Quantity

Classroom 50 person capacity 1

Equipment

None

LERA POI 10.1 19

None

Agent Description Unit of Measure Quantity

LERA POI 10.1 20

Number: Admin 5

Title: Graduation

Total Time: 15 Minutes

Instructional Methods Method Time Instructor-to-Student Ratio

Administrative 15 minutes 1:40

Media/Technology: None

Purpose. To recognize student achievement in completing the course.

Learning Objectives

a. Terminal Learning Objective: Not applicable

b. Enabling Learning Objective: Not applicable

Downgrade Justification: Not applicable

Concept for Instruction: Not applicable

Required Instructional Materials: End-of-course evaluation form

Risk Assessment: Low

Reference: Not applicable

Instructor and Training Support Personnel Description Special Qualifications Quantity

Student Services Representative None 1

Training Facilities Facility Type Facility Description Quantity

Classroom 50 person capacity 1

Equipment

LERA POI 10.1 21

None

Agent Description Unit of Measure Quantity

LERA POI 10.1 22

SECTION IV

STUDENT ASSESSMENT PLAN

Purpose. The purpose of the Student Assessment Plan is to articulate student participation and graduation requirements for the program of instruction. The instructional staff must present and explain the Student Assessment Plan to the class during the course introduction and answer questions to ensure student understanding of what is expected and required to successfully perform and fulfill the course requirements. A copy of the Student Assessment Plan must also be provided to a student upon their request.

Student Participation. Student participation is a crucial element of any course. The student must be fully committed to contributing to a positive learning environment. This requires active student participation to include completion of all assigned work, asking thought provoking and clarifying questions, and the sharing of student knowledge and experience.

Course Graduation. Course graduation is achieved when a student successfully completes all of the course criteria. Upon successful completion of the course graduation criteria, a student will receive a course graduation certificate.

Course Completion. A student who fails to achieve one or more of the course graduation criteria will not receive a course graduation certificate. Unless otherwise determined by the CDP Registrar, a student who fails to complete each of the course graduation criteria will receive a certificate or letter of attendance.

Course Graduation Criteria. To successfully graduate the course, a student must accomplish each of the following:

a. Participate in each of the modules, activities, and exercises.

b. Complete and submit an end-of-course evaluation.

LERA POI 10.1 23

SECTION V

CONSOLIDATED RESOURCE LISTS

Training Facilities Summary Facility Title Facility Description Quantity

Classroom 50 person capacity 1

Select venues

A set of 6 to 8 training venues or bays staged with simulated hazards or hazard making components.

Number of venues by class is dependent upon fill rate and group size.

6–8

Indoor Training Area

Indoor training area capable of supporting securing of a building, multiple room entry and clearing, apprehension of suspects, and preservation of hazardous evidence.

Staffing Matrix

Classroom Setup and Tablet Configuration

a. Initial Classroom Configuration. Arrange the classroom tables to accommodate small groups of four to five students to facilitate discussion and small group activities.

b. Classroom Equipment and Materials Item Quantity Unit of Measure Unit of Issue

Chairs suitable for classroom use 50 Each Class

Clock w/ power source 1 Each Class

Computer 1 Each Class

Course presentation visuals CD 1 Each Class

Dry-erase board (4 feet x 10 feet) 1 Each Class

Chart, easel w/ pad (2 feet x 3 feet) 1 Each Class

Pencil sharpener, electric 1 Each Class

Lectern 1 Each Class

Microphone, body pack 1 Each Class

Microphone, handheld 2 Each Class

Name plate 1 Each Instructor/Student

Type M1 M2 ELA1 Admin 1 Admin 2 Instructor 2 5 8 0 1 Role Players 0 0 8 0 Student Service Representative 0 0 0 1

LERA POI 10.1 24

Screen, projector 1 Each Class

Projector, LCD w/ remote control 1 Each Class

Table, classroom 25 Each Class

c. Tablet Configuration Number Requirement Documents

1 Student Guide in Adobe Reader format 2 Glossary and Acronym Listing in Adobe Reader format

Applications 1 National Library of Medicine, Web Wireless Information System for Emergency

Responders (Web WISER), Version 4.4.89 or later 1 National Library of Medicine, Wireless Information System for Emergency

Responders, 3.1 or later 1 U.S. Department of Transportation, Emergency Response Guidebook (2012) for iPAD, Version 1.0 or later Capability

1 Enable the Safari browser to allow access to Web WISER

Equipment Summary

Item M1 M2 ELG 1 Unit of Measurement

Unit of Issue

Air-purifying respirator with filter 1 Each Student

Appropriate items to support hazardous evidence preservation Varies Each Activity

Belt, various sizes Each Student

Biological hazard production items and associated tools Varies Varies Each Activity

Boots, rubber, various sizes 1 Pair Student

Chemical hazard production items and associated tools Varies Varies Each Activity

Explosive hazard production items and associated tools Varies Varies Each Activity

Flex-cuff cutters 2 Each Activity

Handgun, training Each Student

Holster, handgun 1 Each Student

Rifle, training 4 Each Activity

LERA POI 10.1 25

Item M1 M2 ELG 1 Unit of Measurement

Unit of Issue

Radiological or nuclear hazard production items and associated tools Varies Varies Each Activity

Shotgun, training 4 Each Activity

Simulated hazardous evidence Varies Each Activity

Simulated non-hazardous evidence Varies Each Activity

Suit, chemical, PPE Level C, various sizes 1 Each Student

Consumables Summary

Item M1 M2 ELG 1 Unit of Measurement

Unit of Issue

Antiseptic towelette 1 Box Activity

Apron, butyl rubber 15 Each Activity

Bag, plastic, clear 20 Each Activity

Biological hazard (inert or simulated) Varies Varies Each Activity

Chemical hazard (inert or simulated) Varies Varies Each Activity

Clothing set (socks, shorts, shirts, and bras), various sizes 2 Each Student

Explosive hazard (inert or simulated) Varies Varies Each Activity

Flex-cuffs 20 Each Activity

Gloves, nitrile/vinyl 2 Box Activity

Kit, chemical simulation 1 Kit Activity

Marker, black 10 Each Activity

Method A Sampling Kit 4 Each Activity

Plastic sheeting 1 Roll Activity

Radiological or nuclear hazard (inert or simulated) Varies Varies Each Activity

Tape, chemical-resistant (ChemTape) 4 Each Activity

Towel (paper) 4 Roll Activity

Agent Summary

Item M1 M2 ELG 1 Unit of Measure

Unit of Issue

LERA POI 10.1 26

Course Materials Printing Guidance Material Title Number of Copies Printing Instructions

Resident Plan of Instruction As requested Double sided, stapled

Instructor Guide As requested Double sided, three-hole punched

Student Guide As requested Double sided, three-hole punched

End-of-Course Evaluation Form 1 per student OMR form Non-Resident Plan of Instruction As requested Double sided, stapled

Instructor Guide As requested Double sided, three-hole punched

Student Guide 1 per student Double sided, three-hole punched

End-of-Course Evaluation Form 1 per student OMR form Indirect Plan of Instruction As requested Double sided, stapled

Instructor Guide As requested Double sided, three-hole punched

Student Guide 1 per student Double sided, three-hole punched

LERA POI 10.1 27

Alibek, K., Dashiell, T., Dwyer, A., Lane, S., Patrick, W., Ponikvar, D., Rinard, J., & Sidell, F.

(2005). Jane’s chem-bio handbook. (3rd ed.). Alexandria, VA: Jane’s Information Group.

ASTM International. (2010). E2458-10: Standard practices for bulk sample collection and swab sample collection of visible powders suspected of being bio-threat agents from nonporous surfaces. West Conshohocken, PA: ASTM International.

Centers for Disease Control and Prevention. (2013). Phosgene. Retrieved from http://emergency.cdc.gov/agent/phosgene/basics/facts.asp

Computer-Aided Management of Emergency Operations Chemicals for Windows (Version 2.4).

[Computer Software]. Environmental Protection Agency Office of Emergency Management and the National Oceanic and Atmospheric Administration Office of Response and Restoration.

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.

Edgewood Chemical Biological Center. (2004). Biological incident operations: A guide for law enforcement. Retrieved from http://www.dps.mo.gov/HomelandSecurity/safeschools/documents/Biological%20Incident%2 0Operations%20-%20A%20Guide%20for%20Law%20Enforcement.pdf

Hogan, L. J. (2001). Terrorism and public policy. In L. J. Hogan (Ed.) Terrorism: Defensive strategies for individuals, companies, and governments (pp. 11-28). Frederick, MD: Amlex, Inc.

Improvised Explosive Device (IED). (2012). In DOD dictionary of military terms online. Retrieved from http://www.dtic.mil/doctrine/dod_dictionary/?zoom_query=ied&zoom_ sort=0&zoom_per_page=10&zoom_and=1

Levy, J. M. (2010). The first responder’s field guide to hazmat and terrorism emergency response. Campbell, CA: Firebelle.

Marks, M. E. (2002). Emergency responder’s guide to terrorism. Chester, MD: Red Hat Publishing Co., Inc.

National Fire Protection Association. (2013). NFPA 472, Standard for competence of responders to hazardous materials/weapons of mass destruction incidents. Quincy, MA:

Author.

Noll, G. G., Hildebrand, M. S., & Yvorra, J. G. (2005). Hazardous materials: Managing the incident (3rd ed.). Chester, MD: Red Hat Publishing Co., Inc.

U.S. Department of Health and Human Services. (2005, September). Radiation emergencies.

Retrieved from http://www.phe.gov/emergency/communication/guides/media/Documents/05.pdf

LERA POI 10.1 28

U.S. Department of Transportation. (2012). Emergency response guidebook. Chicago, IL:

LabelMaster.

Standards for Protecting Against Radiation, 10 C.F.R. Part 20 (2014).

WebWISER [Computer Software]. U.S. National Library of Medicine: National Institutes of Health. Bethesda, MD.

WISER For Android (Version 2.0) [Computer Software]. U.S. National Library of Medicine:

National Institutes of Health. Bethesda, MD.

WISER For IOS (Version 3.1) [Computer Software]. U.S. National Library of Medicine: National Institutes of Health. Bethesda, MD.

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.

LERA POI 10.1 29

PPMB POI 1.2 1

Course Number: PER-320

Course Title: Personal Protective Measures for Biological Events

Version Control Number: 1.2

Effective Date: December 4, 2014

Course Purpose. To provide students with the ability to identify biological threats, protect themselves from those threats, and operate in and perform essential protective measures in a biological environment

Course Goal: Provides students with practical knowledge concerning personal protection during a biological event

Course Scope. Personal Protective Measures for Biological Events provides students with an overview of personal protective equipment (PPE), and includes an experiential learning activity (ELA) practicing donning and doffing PPE Level C. Additionally, there is a review of the different types of decontamination and an ELA practicing technical decontamination.

Course Objectives

a. Given examples of viruses, identify general characteristics of viruses in accordance with the Centers for Disease Control and Prevention and the World Health Organization.

(BIO-0007)

b. Given a personal protective equipment level C ensemble, don and doff personal protective equipment in accordance with Occupational Safety and Health Administration and the Centers for Disease Control and Prevention. (HO-0003)

c. Given decontamination equipment, perform technical decontamination in accordance with the Occupational Safety and Health Administration. (DEC-0002)

Course Length: 1 day

Course Academic Hours: 8

Class Size

a. Minimum: 15

b. Optimal: 30

c. Maximum: 60

Class Iterations per Year: TBD

Optimum Annual Student Throughput: TBD

PPMB POI 1.2 2

Course Delivery Means

a. Resident. This course may be delivered in residence at the Center for Domestic Preparedness (CDP), Anniston, AL.

b. Non-resident. This course is delivered non-resident at host jurisdiction location.

c. Indirect: Not applicable

Target Audience. The target audience for this course is responders and receivers, individuals involved in the primary and secondary screening and inspection process at ports of entry such as airports, rail stations, seaports, etc., and Customs and Border Protection (CBP) officers.

Course Prerequisites: None

Job/Function Tasks Trained Task Number Task Title Proficiency Level1

BIO-0007 Identify a Biological Hazard Familiarization

HO-0003 Don and doff personal protective equipment (PPE) level C Familiarization

DEC-0002 Perform technical decontamination Familiarization 1Proficiency Level = Familiarization, Part Task, Proficiency, or Reinforced

Continuing Education Units or Academic Equivalency. The International Association for Continuing Education and Training (IACET©), in partnership with the CDP, awards 0.8 continuing education units (CEU) for the successful completion of this course.

Instructor Qualifications. All instructors delivering curriculum for the CDP must meet the basic instructor qualifications outlined in the performance work statement. Exceptions to these instructor qualifications may be granted on a case-by-case basis via request through the contracting officer’s representative.

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

a. Regulations. Personal Protective Measures for Biological Events is consistent with training regulations as outlined by the Occupational Safety and Health Administration (OSHA), specifically Hazardous Waste Operations and Emergency Response, 29 CFR §191.034 (2013).

b. National Goals. National Preparedness Goal—Core Capabilities by Mission Area

(1) Physical Protective Measures. Within the Protection Mission Area, this course supports the capability by providing attendees with knowledge in implementing and maintaining risk-informed physical protections, countermeasures, and policies protecting people, structures, materials, products, and systems associated with key operational activities and critical infrastructure sectors.

(2) Community Resilience. Within the Mitigation Mission Area, this course supports the capability by providing attendees with knowledge to maximize the coverage of the

PPMB POI 1.2 3

U.S. population that has a localized, risk-informed mitigation plan developed through partnerships across the entire community.

(3) Long-term Vulnerability Reduction. Within the Mitigation Mission Area, this course supports the capability by providing attendees with knowledge in building and sustains resilient systems, communities, and critical infrastructure and key resources lifelines to reduce their vulnerability to natural, technological, and human-caused incidents by lessening the likelihood, severity, and duration of the adverse consequences related to these incidents.

c. Standards

(1) Personal Protective Measures for Biological Events is consistent with applicable standards as set forth by the 2013 edition of National Fire Protection Association® (NFPA®) 472: Standard for Competence of Responders to Hazardous Materials /Weapons of Mass Destruction Incidents (2012).

(2) Personal Protective Equipment for DHS and Contractor Personnel as set forth by DHS, Office of Health Affairs Ebola Screening Guidance, October 20, 2014.

Control Number

New, Minor, or

Major Concise Description of Change(s) Effective Date of

Change

1.0 New This is a new course development based

upon a needs analysis. TBD

1.1 Minor

Adjusting module and learning activity times; providing additional virus information in Module 1; and creating different learning activity options (instructor flexibility) for personal protective equipment and decontamination resources.

October 31, 2014

1.2 Minor

Revised modules 2 and 3 to include more healthcare worker-specific donning, decontamination, and doffing information;

moved PPE and decontamination demonstration to the end of module 3;

combined ELA 1 and 2; rearranged schedule for the single ELA to be after lunch.

December 4, 2014

PPMB POI 1.2 4

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

Activity Number Activity Title Activity Description Total Time

Module 1 Introduction to Biological Threats

Provides students with an overview biological agents 1 hour

Module 2 Personal Protective Equipment

Provides students with an introduction to types of respiratory protection equipment, protective clothing, and PPE requirements

1 hour and 15 minutes

Module 3 Decontamination

Provides students with information on emergency and technical decontamination methods, the execution of each method, when each method should be used, and considerations regarding decontamination practices

1 hour and 30 minutes

Experiential Learning Activity

Donning, Decontaminating, and Doffing Personal Protective Equipment Level C

Provides students with practical application in the performance of donning, decontaminating, and doffing PPE Level C

3 hours

Module 4 Questions and Answers Forum

Provides students with an open forum to ask questions 30 minutes

PPMB POI 1.2 5

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 optimal transfer of learning is achieved.

Activity Number Activity Title Hours Admin 1 Course Introduction and Overview 30 minutes Admin 2 Medical Evaluation 30 minutes Module 1 Introduction to Biological Threats 1 hour Module 2 Personal Protective Equipment 1 hour and 15 minutes Module 3 Decontamination 1 hour and 30 minutes Lunch 45 minutes

ELA Donning, Decontaminating, and Doffing Personal Protective Equipment Level C 3 hours

Module 4 Questions and Answers Forum 30 minutes Admin 3 Vitals Screening 15 minutes Admin 4 Graduation 15 minutes

Total Academic Hours 8 hours

PPMB POI 1.2 6

Number: Administrative 1

Title: Course Introduction and Overview

Time: 30 minutes

Instructional Methods

Method Estimated Time Instructor-to-Student Ratio Lecture 15 minutes 1:30 Facilitation 15 minutes 1:30

Media/Technology: Multimedia presentation

Purpose: To provide students with an overview of the course, orients students to the facilities, and facilitates introductions of the instructors and students

Learning Objectives

Terminal Learning Objective: Not applicable

Enabling Learning Objective: Not applicable

a. Lecture. The instructors introduce themselves, provide an overview of the course using the syllabus, explain the basic conduct of all performance-based learning activities, and explain the graduation criteria for the course. Additionally, the instructor helps students become oriented to the instructional facilities.

b. Facilitation. The instructors facilitate student introductions by encouraging each individual to share their agency, profession, relevant event experience, and any additional information he or she feels will add to the course.

Required Instructional Materials: Instructor guide, multimedia presentation, course schedule

Risk Assessment: Low

Reference: None

Training Facilities Facility Title Facility Description Quantity

Classroom Area large enough to accommodate the enrolled class size 1

Instructor None 1

PPMB POI 1.2 7

Equipment and Materials

Item Quantity Unit of Measure

Unit of Issue

Computer…